text:
Novial/Hound Lesson 7

Novial home – Pronunciation Guide

Contents – Lesson 1 – Lesson 2 – Lesson 3 – Lesson 4 – Lesson 5 – Lesson 6 - Lesson 7

Prefixes – Suffixes

Li Pede-printatus
Doktore Mortimer respondad “Me dikte tu kel me non ha konfida a ule. Me non did dikte lu al inquesto pro ke viro de sientie non voli apari suporta populari superstitione. Ultrim pro ke Baskerville Kastelete sertim vud ha resta sin rentere si irge vud ha plugrandisa lun ja mali reputatione.

”Poki homes habita li area, e tes kel lojia proxim mutu ofte renkontra mutu. Dunke me renkontrad Sir Charles Baskerville ofte. Durant poki resenti mensus ha deveni plu evidenti ke li nerval sisteme de Sir Charles tensed multim. Lo traktad disi legende kom seriosi, talim multim ke, malgre ke lo marchad in li gardenes, lo non volid vada tra li aperti agres noktim. Li idee de hororisiv ente obsesed lo e plu kam unfoy lo questionad me ob me had durant men medikal voyajes vida irgi stranji kreatu o audi li ululatione de hunde. Li lasti questione lo questionad a me plurifoy, e sempre kun voise kel vibrad kun sensatione.

“Esed pro men aviso ke Sir Charles saled tre bald vada a London. Me kredad ke poki mensus in li urbe vud plubonisa sen saneso. Ye li lasti instante disi terorosi katastrofe eventad.

“Ye li nokte del morio de Sir Charles Baskerville non pluvad e non had pluva. Li chefi servere, kel diskovrad lo, did senda Perkins, li grume, per kavale a me. Me poved ariva a Baskerville Kastelete durant min kam un hore. Me vadad along li alee, me vidad li extruporte vor semblad ke lo did varta, me observeskad qualim li pede-printatus chanjad sen forme after tu, e ke non esed altri printatus exept tes de Baskerville in li moli gravele. Finalim me sorgantim examinad li korpore, kel non had bli tucha ante men arivo. Sir Charles liad sur sen fasie, sen brases extentet, sen fingres fosat en li tere, e sen fasial tretes konvulset talim ke me apene poved rekogni lo. Esed sertim nuli fisikal noso. Ma Baskerville dikted un falsi konstato che li inquesto. Lo dikted ke non esed uli markes sur li tere sirk li korpore. Lo non did observa ulus. Ma me did – ye kurti distantie for, e freshi e klari.”

“Pede-printatus?”

“Pede-printatus.”

“De viro o fema?”

Doktore Mortimer regardad nus stranjim durant instante, e basifikant sen voise preske a susuro lo respondad: ”Sinioro Holmes, lus esed li pede-printatus de enormi hunde!”

(The complete original novel: The Hound of the Baskervilles is available online here.)

Vocabulary

 * apari – (to) appear
 * aperti – open
 * area – area
 * ariva – (to) arrive
 * ariva a – (to) reach, arrive at
 * arivo – arrival
 * audi – (to) hear
 * avisa – (to) advise
 * aviso – advice
 * bald – soon
 * basi – low
 * basifika – (to) lower
 * basifikant – lowering
 * brase – arm
 * chanja – (to) change
 * che – at, with (in 's house)
 * chefi – chief, main
 * deskovra – (to) discover ('kovra  – (to) cover)
 * deven(i) – (to) become, grow, get
 * distantie – distance
 * enormi – enormous
 * ente – entity, being
 * eventa – (to) happen
 * evidenti – evident
 * examina – (to) examine
 * extente – (to) extend
 * extruporte – gate
 * falsi – false
 * fasial – facial
 * fasie – face
 * fema – woman
 * fisikal – physical
 * fosa – (to) dig
 * freshi – fresh
 * gardene – garden
 * gravele – gravel
 * grume – groom
 * habita – (to) inhabit
 * horore – horror
 * hororisa – (to) horrify
 * hororisiv(i) – horrible
 * idee – idea
 * instante – instant
 * ja – already
 * katastrofe – catastrophe
 * klari – clear
 * konfida – (to) confide
 * konstata – (to) state, testify
 * konstato – statement (= konstatatione)
 * konvulse – (to) convulse
 * korpore – body
 * krea – (to) create
 * kreatu – creature
 * lasti – last
 * lojia – (to) live, reside
 * malgre ke – although, though
 * marcha – (to) walk
 * marke – mark
 * medikal – medical
 * moli – soft
 * multim – much, greatly
 * nerve – nerve
 * nerval – nervous, of nerves
 * noktim – by night, at night
 * nosa – (to) harm, hurt, injure
 * noso – injury, harm
 * nuli – no, not any
 * observeska – (to) notice, begin to observe
 * obsese – (to) obsess
 * peda – (to) print
 * pede – foot
 * pede-printatu – footprint
 * plubonisa – (to) improve
 * plugrandisa – (to) increase, enlarge
 * plurifoy – many times
 * pluva – (to) rain
 * poki – few, a little
 * populari – popular
 * preske – almost
 * printatu – print, something printed
 * questiona – (to) ask, question
 * questione – question
 * rekogni – (to) recognise, recognize
 * rente – rent
 * renta – (to) rent
 * rentere – renter, tenant
 * reputatione – reputation
 * resent(i) – recent
 * resta – (to) stay, remain
 * saled – was going to, would
 * saneso – health
 * sempre – always, at all times
 * sensatione – sensation, feeling
 * servere – servant
 * sertim – certainly
 * sin – without
 * sirk – about, around
 * sisteme – system
 * sorgantim – carefully
 * stranjim – strangely
 * superstitione – superstition
 * suporta – (to) support
 * susura – (to) whisper
 * susuro – whispering, whisper
 * talim – so, in such a way
 * tense – (to) tense, stretch, strain
 * tere – earth, ground, terrain
 * terore – terror
 * terorosi – terrifying
 * trete – trait
 * tucha – (to) touch
 * ule – anyone, anybody (after a negative)
 * uli – any (after a negative)
 * ulula – (to) howl, hoot, ululate
 * ululatione – howling, ululation
 * unfoy – once, one time
 * urbe – town, city
 * varta – (to) wait
 * vibra – (to) vibrate
 * voise – voice
 * voyaje – journey, trip

Passive of Becoming
The passive voice, indicating a state of becoming, is often expressed in English with the verb “get” or with “to be” plus the past participle. In Novial it is expressed with “bli” followed by the verb root:

 * bli tucha (gets touched)
 * bli tua (is killed, gets killed)

in contrast to:

 * es tuat (is killed, has been killed)

Impersonal Verbs
Impersonal verbs such as those which express the weather, existence etc. are not preceded by any subject. In English the subject used is essentially meaningless and is only a grammatical requirement.

 * pluva (it is raining)

 * sembla ke la varta (it seems that she is waiting)

In cases such as the following the subject comes after the verb:

 * esed markes sur li tere  (there were marks on the ground =  marks were on the ground)

 * ha deveni plu evidenti ke... (it has become more evident that ..., that... has become more evident)

Conditional Perfect and Future Perfect
The English conditional perfect, “would have done”, is expressed in a similar way in Novial, i.e. “’vud ha fa”’. Remember that the auxiliary verb “ha” is followed by the verb root:

 *  vud ha resta  (would have remained)
 *  si irge vud ha plugrandisa lu  (if anyone would have increased it, if anyone had increased it)

In English the future perfect is expressed as “shall have done” or “will have done”. Novial is similar (remember verb root after "ha"):

 * Morge Charles sal ha ariva in London (Tomorrow Charles will have arrived in London)

Future in the Past
In English the future from a point in the past is expressed as “would do” or “was going to do”. Novial uses the past form of the future auxiliary verb, ‘’’sal’’, which is ‘’’saled’’’:

 *  Sir Charles dikted ke lo saled vada a London  (Sir Charles said that he would go to London, was going to go to London)
 *  Sir Charles saled tre bald vada a London  (Sir Charles was about to go to London)

Suffix -IV(I)
The suffix -iv(i) forms adjectives which mean doing naturally, or capable of doing (that can ...):

 * hororisa – hororisiv ((to) horrify – horrible, terrible)
 * ofense – ofensiv ((to) offend – offensive)
 * nosa – nosiv ((to) harm – harmful)

Suffix -FOY
This adverbial suffix indicates a number of times or occasions something happens:

 * un – unfoy (one – once)
 * altri – altrifoy (other – on another occasion, another time)
 * pluri – plurifoy (several – several times)

Suffix -(T)IONE
The suffix -(t)ione, forms a verbal noun which does not like those in -o denote simply the action of the verb, but partly the result (as a whole) or the resulting state, partly the way or manner in which something is done. Verbs ending in -e drop the -e and add -ione; others add -tione to the root verb. Many natural forms are formed this way.

 * nara – naratione ((to) narrate – narration)
 * instrukte – instruktione ((to) instruct – instruction)
 * reputa – reputatione ((to) deem – reputation)

Often the suffixes -(t)ione and -o are equivalent, meaning the process and result:

 * konstata – konstatatione ((to) state – statement)
 * konstata – konstato ((to) state – statement)

Suffix -ARI
The suffix -ari forms adjectives which mean agreeing with or fit for:

 * popule – populari (people – popular)
 * sisteme – sistemari (system – systematic)
 * dokumente – dokumentari (document – documentary)

Suffix -ESKA
The verbal suffix -eska added to a verb denotes the beginning of an action or state. Added to an adjective it means begin to be (become):

 * ama – ameska ((to) love – (to) fall in love)
 * klari – klareska (clear – (to) become clear)
 * kurse – kurseska ((to) run – (to) start running)

_____________________________________________________________________________________ Novial home – Pronunciation Guide

Contents – Lesson 1 – Lesson 2 – Lesson 3 – Lesson 4 – Lesson 5 – Lesson 6 - Lesson 7

Prefixes – Suffixes

title: Novial/Hound Lesson 7


text:
People's Tactics/Interface

Menu bar
There are three menus in the menu bar: File, Info and Preferences and Editing. The Editing menu will only be displayed if the option is ticked under the Info and Preferences menu and, only being relevant to scenario creation, will not be discussed in this section.

File
Load - This command will open the file browser in which you may select the scenario or save file you wish to open. By default, these files are located in the scenario folder. If you already have a scenario loaded, you will have to exit that before you may load a new one. To begin playing a scenario that you have loaded, select the 'start' command from the menu.

Save - Selecting this command will save the current state of the scenario. If you were in the middle of the game, this will save your progress, if you were in edit mode, it will save the state as a new scenario.

Start - This option is only available when a scenario is loaded. Selecting start will bring you to the Start Game Window (more about this below) in which you'll be able to configure a number of options and begin playing People's Tactics.

Random Game - This option will bring up a window that will allow you to configure a game on a random map.

Surrender - This command surrenders your regime. When playing against humans (as in a PBEM game), it is much more polite to surrender first rather than to just stop playing. If it is a PBEM game you are playing, you should email the save file after surrendering.

Exit Game - This option is only available once you have started playing a scenario, selecting it will clear all memory and take you back to editing mode. This is the de facto "quit" command.

Info and Preferences
Show/Hide Grid - This option will put black lines between the hexes on the map, making it easier to see exactly where everything is, although making the map less aesthetically pleasing.

Show Most Recent Enemy Actions -

Sight Range - This option shades the hexes you cannot see, helping you work out where best to explore.

Show supply - This option displays a number above each formation/THQ showing the amount of supply it consumed last turn. The color of the number indicates the quality of supply to the unit. Red indicates poor quality, whilst green indicates good quality.

Show Status Report - This option opens the status report window, which has lots of useful information on the hex, your units and your supply and production.

Show Editing Menu - This option makes the editing menu available, making scenario creation possible.

Start Game Window
Here you can configure a new game. You can set the following options:

Play By Email - Enables you to save the game before starting your opponent’s turn. You will have to manually email the file, however.

Use Passwords – You must select a password before you first turn. On every one of your following turns, you won’t be allowed to play without once again entering it.

Fog of War - If this option is turned off, you will be allowed to see your enemies units and statistics. For a realistic game, always have this option enabled.

Fog of Exploration - If you turn this on, all unseen territory will remain black and shrouded. This is advised for playing random scenarios as it adds some extra difficulty.

AI gets production bonus – Experienced players can use this option to add some additional difficulty to their games by giving the AI regimes a production bonus.

AI or Human? - If you don’t enable human, the computer AI will play the regime in question.

The Map

Units are displayed on the map as icons, the colour of which is unique to the regime. The little colored square on the top left corner is a visual indicator of the Chain of Command, starting at the THQ level (i.e. each THQ has a unique color code). There is no coloured square for SHQs or for units that are not assigned to a THQ

Unit type
The symbol in the middle of the unit icon represents what type of unit it is: air formation, sea formation, artillery, infantry, motorized, armour, THQ or SHQ. THQs are represented by a cross.

Whether a unit is artillery, infantry, motorized or armour depends on the respective ratios: Artillery, if the total Artillery Attack Value (Ranged, not Front, Artillery Unit Type)is higher than the sum of the Soft and Hard Attack and Defence values of Armour or Infantry (whichever is highest), and the formation does not have enough carrying capacity for it to become Motorized; Infantry, if the sum of the Infantry’s Soft and Hard Attack and Defence values is higher than the Armour’s, and the formation does not have enough carrying capacity for it to become Motorized; Motorized, if there is enough carrying capacity to offset the total weight of Infantry and Artillery (Ranged OR Front Artillery Unit Types); Armour, if the sum of the Armour’s Soft and Hard Attack and Defence values is higher than the Infantry’s, and the formation has enough carrying capacity for it to become Motorized.

Values
These values depend on whether it is a land, sea or air formation. Respectively, they represent Attack/Defence, Combat/Cargo, or Dogfight/Interdict. If Fog of War is enabled, other regime’s icon values represent the average of the fore-mentioned numbers, with a random variation thrown in: the number may be anywhere from 80 to 120% of the actual value.

The Unit Information Panel

Name - The unit’s name. The important thing here is that the player may change the name, by clicking on it. Within a maximum of 20 characters, there is very little in the way of limitations on the characters the player may use (the one that comes to mind is that a name cannot start with “).

Parent organisation - In the case of a Formation, the THQ. In the case of a THQ, the SHQ. In the case of a SHQ, the Regime.

Readiness - The current readiness of the unit. Readiness can go from 10 to 100, and starts at 50 for new units. This is an average of the readiness of the Unit Type items that have combat value. If you transfer items from another unit (the SHQ, for instance), it will probably change. A unit gains readiness by sitting still, and loses readiness by moving, attacking or being attacked. If a unit is not being supplied, it will lose readiness even by sitting still.

Experience - The current experience of the unit. Experience can go from 25 to 150 points, and starts at 25 for new units. This is an average of the experience of the Unit Type items that have combat value. If items are transferred from another unit (the SHQ, for instance), it will probably change (and even if you don’t believe in Murphy’s Law, the change will most likely be for worse rather than for better). A unit gains experience automatically up to 50 experience points (6 points each turn, which means that a unit at 49 XPs may be at 55 XPs next turn), or by winning or losing a combat (as in most things in life, winning is best).

Movement Points - The current Movement Points (MP) available to the unit.

Movement Type Used - In the SHQ panel, this represents the carrying capacity available to that SHQ. For other units, Movement type may be Artillery, Infantry, Motorized or Armour (for land formations), Air (for air formations) or Sea (for sea formations). In the case of land formation, the percentage behind it denotes the percentage of mechanization of the unit. 100% denotes that it will move at the speed of a mechanized unit (trucks, tanks, etc...).

Weight, or in case of a naval unit, the amount of weight it can carry

Percentage of supplies received out of what is required (in the SHQ panel, this indicates the number of supply points in stock)

The fame of the Commanding officer

Percentage of Retreat. The higher the number, the sooner the officer will retreat his unit from combat

The ground, naval and air skills of the commanding officer

TOE Panel
TOE is a military acronym standing for Table of Organization and Equipment. The TOE panel is the bottom middle part of the game screen. If a SHQ is selected, it shows the inventory of Unit Type items of that SHQ. If another class of unit is selected, it shows what Unit Types are part of that unit, and how many of each.

When a land formation or a THQ are selected, some additional information (over the Unit Type graphic) is shown: in the top right corner, in red, the percentage of each Unit Type items that will take part in the first round of combat; in the top left corner of an Infantry class, in yellow, the percentage of Infantry items that take part in the first round of combat and that are protected by Armour items (i.e., if Armour and Infantry are present in the same combat formation, a part of the infantry will take losses only after all armour in that formation is destroyed); in the bottom row of an Artillery class, in light blue, wether the Artillery type is a front line item, or a ranged artillery item; if this last, the maximum range in hexes that can be fired at.

The Terrain Panel
All info on selected hex is given in this window

The first percentage denotes the amount of supply this hex receives from the best SHQ. The x,y coordinates show the number of steps this hex is away from the best SHQ and what the maximum number of steps is it can be away before receiving no further supply. The last graphic denotes the type of supply. In this example it is normal land supply.

Hex Commands
Attack

To attack a hex containing enemy units, you must first select this attack command. After that is done, you must select friendly, adjacent forces to participate in the attack. You do this by clicking on a friendly formation and then clicking on the single hex picture left of its name in the info box below the map. Keep in mind that a unit must have 2 Movement Points available in order to attack. You may select as many friendly units as you wish to join the attack, once you are done, click the “do attack” button located at the top of the screen. Or, to cancel, select the “cancel order” button.

New Unit

Once you have clicked this button, a dialog will pop-up asking you which sort of formation you wish to create. Different formations require differing amounts of political points to create. Once the formation is created, it must be assigned to a chain of command (unless the formation you created was an SHQ). The new formation will also need units transferred in to it or it will disappear (Once again, this only applies to formations which are not SHQs).

Production

This option can only be selected when a hex containing a city or town is highlighted. Once pressed, a window will open giving you command of what units you wish this city to produce. Note, you can also assign the city to generate Political Points instead. On the right hand of the window, you are able to instruct which SHQ the units shall be delivered to.

Formation Commands
Move

Selecting this command will highlight a unit’s maximum range and allow you to move. A unit cannot move into the same hex as an enemy unit. To do that, the attack command must be used.

Change Command

This command is used to assign a new chain of command to the selected unit. In the case of a regular formation you select a new THQ to be its boss. In the case of a THQ you select its new SHQ. Once pressed, you must locate the new HQ for the unit and then confirm the choice with the buttons that appear at the top of the screen. Be advised, the unit that has its command changed will become less effective for a while and receive negative modifiers.

Transfer

Once you have pressed this button, select the formation you wish to transfer units to and then confirm your choice with the “do transfer” button at the top of the screen. After you have done that a window will open in which you can select the quantity and the unit types that you wish to transfer. Keep in mind that normal formations can only transfer to other units within the hex they occupy. SHQs can transfer to formations or other SHQs beyond their own hex, but this is only as long as they have enough MOBCAP ( MOBility CAPacity for land transfer) and CARGOCAP (CARGO CAPacity for sea transfer). Another important point to remember is that units can only be transfered to other units in the same chain of command.

Fortify

After clicking this command, you will have to select a neighbouring hex with which to fortify the border with. You need equal engineer and supply points to build the current level. Note that there are three levels of fortification possible. You must already have built 1 before you can upgrade it to level 2, and same for 2 to 3. The more engineers you have the less MP it costs you.

Disband

Removes the selected unit from play.

Naval Formation Extra Commands
Load Unit

After selecting this command, you will have to select a unit you wish to load on to the ship and then confirm your selection with the buttons at the top of the screen. A ship cannot transport a unit if that unit exceeds the ships weight limit.

Unload Unit

After clicking this button the unit will unload if the ship is in a port, otherwise you will have to select a neighbouring hex as an unload destination and confirm this action by clicking the button at the top of the screen.

Air Formation Extra Commands
Interdict

After clicking this button you will have to select an enemy formation that you want to interdict. After selecting this formation you will have to confirm this action by clicking the big button at the top of the screen.

Strategic Bombing

After clicking this button you will have to select a town hex that you want to bomb. After selecting this hex you will have to confirm this action by clicking the big button at the top of the screen.

Airdrop/Airlift

After clicking this button, PT might prompt you to select which formation you want to airdrop/airlift in case you have two land formations in the same hex. Otherwise it will assume you want to airdrop/airlift the only land formation in the hex. You must then select a destination. After selecting this hex you will have to confirm this action by clicking the big button at the top of the screen. The difference between airlift and airdrop is that if you select a friendly town as a destination it is an airlift, while if you select a (possibly enemy) non town-hex it is an airdrop. Keep in mind that only unit types with the “paradrop” ability can be airdropped.

Air supply

After clicking this button you will have to select the formation that you wish to receive the air supply. After selecting this formation you will have to confirm this action by clicking the big button at the top of the screen. Keep in mind you can only select formations to receive air supply that are completely out of supply, and that are in open terrain.

General Commands
Officer Pool

This button will open up a menu that will allow you to manage your regime’s officer pool. You can spend Political Points to hire a new officer, you can fire an officer from the pool (that will teach him the price of failure!) or you can assign a different officer to the selected formation. Note, the selected formation is whichever one you had highlighted before you clicked the Officer Pool button. Keep in mind that your officers have different skill levels for ground, sea and air. You will want to assign the best possible leaders to your various formations, not assign a naval-genius to lead a panzer division!

Research

This command will open a dialog in which you can select which fields of research to spend your Political Points. Each field will lead to new unit types that you will be able to produce in a friendly city. The most potent units in the game are usually found several fields deep; so don’t neglect your research!

Diplomacy

This button will bring up the diplomacy screen, which is utilized in some scenarios for declaring war and making peace. Changing your relationship with a foreign regime costs Political Points.

End Turn

This command will end your turn.

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

title: People's Tactics/Interface


text:
Template talk:Programming languages bookshelf

To be listed here the programming language book must be at least 50% completed.
It is imperative for Wikibooks to concentrate on quality. Book-Quality in that respect is more important then market dominance of any particular programming language. Therefore only well written language books should be mentioned on the main page.

However if a category would become empty because of this rule we should keep the most advanced book as an example.

I have not removed any language yet as I will check current progress first. I will also first check quality of books on the Programming languages bookshelf as well to see which language might be a candidate for addition.

Help is as allways welcome.

How do you measure degree of completion?
Does this mean that half the chapter headings must have content or that the content of half the chapter headings must be worth having or .... Sorry if that sounds facetious but measuring degree of completion could get contentious. The aim is worthy nonetheless, whever you are :-). --kwhitefoot 21:30, 25 November 2005 (UTC)

 * "sympathic" - it's not the aim to make the bookshelves as short as possible. I know a lot of programming languages and understand a fair amound of the trade. The book should have enough content that the basic features of the language are describes in about 50% and hence become usefull to someone trying to learn the language. That sounds like a lot of work but then most books are below 25% anyway - look for example and Programming:Action script - I would expect the Wikipedia article to have more text. --Krischik T 09:16, 27 November 2005 (UTC)


text:
Talk:Consciousness Studies/The Description Of Consciousness

Definition: "Consciousness is experience itself." What is experience? Right now I am looking at my computer monitor and typing. My seeing the monitor, feeling my fingers on the keyboard, etc. is my experience.
 * Good point, this is the subject of the section http://en.wikibooks.org/wiki/Consciousness_studies:_The_conflict RobinH 10:40, 23 December 2005 (UTC)

MISTAKES

"and most other empiricist authors in this field" is used right after a list which includes Descartes! I'll delete it.

 * Descartes was not an Empiricist but no-one can deny that his descriptions of consciousness are empirical. I have left the deletion because someone else is likely to also misinterpret the sentence. RobinH 13:01, 6 April 2006 (UTC)

The bit on naive realism is just plain wrong and should be corrected ASAP.

 * Why? RobinH 13:01, 6 April 2006 (UTC)

I deleted a section at the bottom because it was simply the authors POV. It was philosophically incomprehensible. This whole page desperately needs someone with an actual Ph.D in philosophy to take a look at it, since various people have used it to showcase their own unpublished viewpoints, apparently written without any comprehension of the meaning of relevant terminology and ideas.

 * Personal attacks are not allowed in Wikibooks. Please stop this immediately. The correct way to proceed is to describe what is wrong and to discuss it then fix it.

 * I would stress that this book is, as mentioned in the introduction, largely about phenomenal consciousness. This section describes how philosophers have described the phenomenon of consciousness in the past - what it is like to be conscious. You may not like it but it is fully referenced. What is contentious is whether phenomenal consciousness is credible, but that discussion does not belong on this page. I have a degree in philosophy and a PhD in Biophysics. RobinH 11:29, 6 April 2006 (UTC)

I added "Experiences presuppose space and time as pure concepts of reason." to the part on Kant. IMHO this is of essence in understanding "experience" in The Critique of Pure Reason (Kritik der Reinen Vernunft). I base this on Kants Prolegomena. Phenomena 15:22, 1 June 2007 (UTC)

This section seems to be using the terms "definition" and "description" interchangeably, however, while there is a description of some aspects of consciousness, I see no clear definition of "consciousness." Now, there is an attempt to define it, but: "Consciousness is a multidimensional manifold with vectors pointing towards the centre (the apparent observation point)." does not strike me as a clear or useful definition, and instead comes off as a less than useful jumble of jargon (no offense intended) that uses other undefined objects ("multidimensional manifold," "vectors," and an "apparent observation point") as part of the definition. Someone should probably either change all instances of "definition" to "description" or add a clear and concise definition of "consciousness." Since the section starts off saying, "Before embarking on the analysis of consciousness it is important to have a definition of what it is that we are attempting to explain," I would prefer seeing the latter though I realize it might be a bit of a tall order since it is so hard to define. -- HiEv 76.99.67.77 09:31, 7 June 2007 (UTC)

 * Green's description was definitely intended for mathematicians and physicists. I have added the following translation: "A non-mathematical description of consciousness is: a collection of events arranged in time and space that form directed elements that all point at the same place and instant."  The reason I chose Green's description was that it did not belong to any current "fad", is well supported by references to the literature and strikes a chord of recognition for a physical scientist.  It is is probably a more general description than "intentionality" or "reflexivity" and is able to contain these ideas as well as ideas about the specious present etc. It is also one of the few extended attempts at extracting a description of consciousness from established sources rather than making up a new description.  On the down side, it verges on the banal: "consciousness is this stuff everywhere and when!" RobinH 13:14, 7 June 2007 (UTC)

 * I enjoy philosopher John Searle's common sense definition. It is partly a negative definition (i.e. listing what it is not) and since it is derived from common sense, it is merely a description. I quote:

 * Now people always tell me it was very hard to define consciousness, but I think if you're just looking for the kind of commonsense definition that you get at the beginning of the investigation, and not at the hard-nosed scientific definition that comes at the end, it's not hard to give a commonsense definition of consciousness. Consciousness consists of those states of feeling or sentience or awareness; they're the kind of things that start in the morning when you wake up from a dreamless sleep; they go on all day until you get knocked on the head and become unconscious, or you fall asleep again, or you die, or otherwise your consciousness is shut down. And on this account, I hope it's obvious, dreams are a form of consciousness.

 * Searle, John. (20 January 2007). The question of consciousness. ABC Radio National [radio transcript, electronical resource]

 * I think this account is useful and simple as a starting point.Phenomena 09:55, 9 June 2007 (UTC)


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GAMSAT Guide/Writing

This section requires the candidate to write 2 essays in 60 minutes. Each essay is based on 5 quotes around a theme and marking priority is then given to thought and content of writing, over organisation and expression.

The Prompts
For each essay you will be given 5 quotes from famous or historical figures. These topics are designed to be broad and some topics that will not be covered include: your reasons for wanting to be a doctor, specialized knowledge, religion and politics.

Writing task A generally covers social or cultural issues and lends itself more to a persuasive/argumentative style.

Writing task B generally covers more personal issues and allows the candidate to use a more emotive style if they want.

Assessment and Scoring highly
Essays are assessed by ticking boxes for:
 * Thought and content
 * Organisation and expression

Some tips for scoring highly include:

 * Appear to have thought deeply by:
 * Considering both sides of an argument
 * Discuss several contrasting points
 * Then come to a considered conclusion
 * Use a clear structured format to achieve marks for organisation

Personal Perspectives
The essay writing part is based upon two series of quotations on a loose topic (say honesty) and you are required to write two essays around those quotes. You have 30 minutes for each one, but it is better to think of this section as being two essays in 60 minutes when preparing for test day.

The time allowed is intentionally very tight in terms of producing two coherent essays, so you should have practiced a general structure to apply to whatever topics appear [i.e., get used to breaking ideas down into Outline, Development, Conclusion - or whatever way you prefer to do it, but it needs to be second nature so you aren't figuring it out as you go and using up the very valuable, and very limited, time on test day]. One way to practice is to make use of listserves and forums that discuss general social, political or philosophical topics online - these give you repeated opportunities to rapidly form reactions to a wide variety of concepts.

Another thing you shouldn't overlook, is having a variety of sources to back up your argumentation. Reading through a book of quotes will probably help build up your quote knowledge and they always come in handy.

For example, the topic that I got was on Pain (GAMSAT 2006) - one of the quotes was about how pain made us more able to appreciate joy. Immediately, I remembered what C.S. Lewis said on the topic - well actually, I remembered what Anthony Hopkins said in Shadowlands - that pain was God's sculpting tool to make us more perfect human beings. But did I agree with this point of view? I created a counterargument based on masochism - if pain was so profitable to our joy why not seek it out? I also thought about how people often become emotionally crippled by pain, years or even decades after the even occurred. Was it somewhat belittling their suffering to say they are in fact cumulating a greater ability for joy? After some furious jotting, I had a loose plan and proceeded to write it up.

Above all other advice, remember that the essay section is not an examination of your politics or opinions - the people marking it are looking at your use of language and ability to make coherent arguments. So long as what you say makes sense, and appears to display your degree-level education, you will get credit for it.

Below are some general essay writing tips which should hopefully help.

Links

 * Common mistakes to avoid (Wikipedia article)
 * About.com articles on essay writing

title: GAMSAT Guide/Writing


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Biblical Studies/Christianity/Famous works of fiction/The Screwtape Letters

C. S. Lewis was one of the greatest Christian Writers of our age. His "Screwtape Letters" still stirs considerable controversy. He wrote from the perspective of a devil giving advice to another devil in how to tempt a Christian. In doing so, he reveals to us how we let evil into our own lives. Lewis's work has influenced three generations of Christian thinkers and will continue to be a seminal Christian work.

Synopsis of the Screwtape Letters: "The Screwtape Letters" is fiction. But only fiction in the sense that the characters and the dialogue sprang from the imagination of one of the greatest modern Christian writers. Yet in our terrestrial reality the issues confronted in this book play out in our lives every day.

The book contains thirty-one letters from Screwtape to his nephew, Wormwood, who is screwtape's underling in fiendishness. Screwtape is an upper-level functionary in the complex bureaucracy of the underworld. The "Screwtape Letters" are friendly advice from this elder statesman to a front-line tempter on how to procure the soul of his "patient", a young Christian man just trying to live out his everyday life.

We get the letters only from one side of the correspondence (Screwtape's), yet the story of the meanderings of the Christian "patient's" soul is clearly read between the lines. The letters begin with Wormwood's failure to keep his subject from becoming a Christian. The urbane Screwtape informs him that, although this is an alarming development, his patient is by no means lost to the dark forces of evil.

World War II serves as the backdrop for the Letters. Yet war and strife do not play a significant roll in the work. The book is about more everyday and universal problems. Problems every individual must deal with even today.

Thus, each letter addresses various aspects of the travails of the human soul and how the devil tempts that soul away from goodness and toward evil - not evil on a grand scale, but evil on a petty scale. They show how evil can seep into a Christian's relationships with friends and family, in his views on the church, even in his practice of prayer.

As each letter unfolds, we find the Christian "patient" slipping more and more out of the hands of Wormwood and his temptations. Screwtape's advice to the tempter becomes more firm and yet more subtle. And, by degrees, we come to see the workings of evil in our own hearts. "The Screwtape Letters" is a book that entertains while it instructs. It is a book to be treasured and studied.

Analysis of the Screwtape Letters: The correspondence of devils would not be an easy composition for most writers. Yet C. S. Lewis was a master at revealing subtleties of the diabolical mind. We find Screwtape to be urbane, intelligent, witty and even charming. These qualities are tools. Like a hammer or a screwdriver, in the right hands they can build a cathedral. In the wrong hands they could destroy a high-speed turbine in motion.

Through the "Screwtape Letters" we come to realize that evil seldom pops up as the genocidal maniac slaughtering millions (though it does on occasion show up in the guise of a Stalin or a Hitler). For individuals, it generally takes the form of little urgings that come from within, telling us to respond brusquely to a family member or to frown on that poor soul in the neighboring pew with the funny hat.

It is evil in our everyday lives that Screwtape addresses, petty evils that add up in the end to the destruction of our morality, the demise of our individuality and the utter destruction of our souls.

The book is sprinkled with advice from Screwtape to his nephew, Wormwood, telling him what he must do to gain the soul of a Christian for the underworld. This mostly involves "muddying the waters". That is: not allowing the "patient" to clearly see the truth. Thus we are shown how evil is overcome by simple, clear actions and thought.

In the end we find that the battle between good and evil is fought out on the field of our relationships with others and most of all our relationship with God.

Each Letter has something important to say, and should be read and reviewed in detail.


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Talk:Gamsat guide:Logic and Litterature

literature is spelt wrongly. how do you correct this?

title: Talk:Gamsat guide:Logic and Litterature


text: User talk:64.201.33.184

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User talk:165.21.154.108

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

title: User talk:165.21.154.108


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GAMSAT Guide/Science/Biology

 * Energy and Living Cells
 * The Cell
 * Glycolysis, Krebs Cycle and Oxidative Phosphorylation
 * Life and Muscular Systems
 * Endocrine and Nervous Systems
 * Homeostasis
 * The Immune System
 * Cardiac Cycle
 * Reproduction and Development
 * Inheritance and Selection
 * Have a good look at negative feedback wherever it comes up - e.g. in Endocrine system
 * Familiarise yourself with graphical representations of the heartbeat.. the pqrst complex and what parts of the heart are doing what during the various stages
 * Look at oxygen dissociation curves and understand what they mean and how they shift in response to different internal and external environments

title: GAMSAT Guide/Science/Biology


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GAMSAT Guide/Science/Physics

The physics content of the GAMSAT seems to vary greatly - the 20% theory seemed from my experience to be a rather inflated estimate. Still common themes tend to emerge over the years - favourite areas seem to be relatively simple electrics (although I was confronted with a hideously difficult question looking at how to reduce voltage - so going beyond the simple basics may be a good idea!), gravity related areas, optics...

Physics Core Topics
The GAMSAT is designed to test year 12 physics topics.

Favourite Topics
These topics tend to recur.

 * Vectors & Kinematics
 * vectors and scalars, displacement, velocity, acceleration, linear motion, projectile motion.
 * Electric Fields
 * potential, field strength, Capacitance, combining capacitors, energy stored in a capacitor.
 * Lenses
 * convex, focal length, concave, magnification.

Additional Core Topics

 * Mechanics
 * moments, Newton's law of motion, friction and equilibrium
 * Work, Energy & Momentum
 * power, work, mechanical energy, kinetic and potential energy, conservation of momentum, internal energy, Ideal gases
 * Elastic properties of solids
 * Hooke's law, elasticity, stress, Young's modulus, strain
 * Current electricity
 * resistors in parallel and series, resistance, Ohm's law, current and drift velocity, emf and voltage
 * Magnetic Fields
 * field strength, force on a moving charge, fields due to currents
 * Waves
 * oscillations, resonance, wave measurements, superstition and interference, simple harmonic motion.
 * Refractive index
 * The photoelectric effect, work constant of metals
 * Radioactive decay
 * rate of decay and half life, emissions, stable and unstable nuclei
 * Sound
 * decibels, intensity, sound level

Other Topics
The above list has deliberately excluded some key year 12 topics, that are not commonly covered in the GAMSAT. These include:
 * quantum duality
 * particle accelerators
 * astrophysics

Personal Perspective
Some topics that came up in a single GAMSAT include:

 * Forces at rest
 * Force and Motion
 * Vibration, Waves and Sound
 * Gravitational and Electrical Fields
 * Currents and circuits
 * Electromagnetism
 * Thermal Physics
 * Particle Physics
 * Optics

title: GAMSAT Guide/Science/Physics


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GAMSAT Guide/Mindmaps

Ions mindmap:

title: GAMSAT Guide/Mindmaps


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Template:WRD-USA TOC

Water Resources Directory for USA. . . . . . . . . . . . . . . (Worldwide Directory). . . . . . . . . . . . . Welcome!

Waters - People - Organizations - Education - Research - Best Practices - Laws - Ethics - Economics - Projects - Assistance - Data & Maps - News - Culture - Library

/Templates

title: Template:WRD-USA TOC


text: Water Resources Directory/USA

title: Water Resources Directory/USA


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Stuttering Therapy

The Five Factors that Contribute to Stuttering
At least five factors contribute to stuttering. No single stuttering therapy is a "miracle cure"—or even more than moderately effective. Treating stuttering requires a multifactoral approach—different treatments for the five factors. The five factors are:

Auditory Processing Underactivity
Brain scans have found that the auditory processing area is underactive during stuttering. It appears that stutterers can't integrate what we hear ourselves saying with how we feel our muscles moving. Electronic altered auditory feedback devices appear to correct this neurological abnormality. This factor is presented in the chapter Auditory Processing and Anti-Stuttering Devices.

Speech Motor Control Overactivity
Brain scans have also found that the speech motor (muscle) control area is overactive. Stutterers overtense their respiration (breathing), vocal folds, and lips, jaws, and tongues (articulation muscles). These overtensed muscles lock up or fail to coordinate, making speech impossible. Fluency shaping therapy trains stutterers to speak with relaxed speech production muscles. This factor is presented in the chapter Speech Motor Learning and Control.

Dopamine
A third neurological abnormality associated with stuttering involves too-high levels of the neurotransmitter dopamine in the left caudate nucleus speech motor control area. This appears to contribute to speech muscle overactivity. Dopamine antagonist medications treat this abnormality. This factor is presented in the chapter Genes, Dopamine, and Anti-Stuttering Medications.

Response Selection to Stress
Stuttering is a response to stress, but a response that sets up a vicious cycle. Personal construct therapy and other therapies train stutterers to handle stress in ways that result in fluent speech. This factor is presented in the chapter Response Selection Under Stress.

Psychological Effects
Stuttering causes psychological fears and anxieties. For some individuals, these fears and anxieties are more disabling than their physical stuttering. Some individuals use stuttering as an excuse for deeper problems, such as inability to maintain relationships. Some individuals obsessively try to hide their stuttering, e.g., counterproductively refusing to go to speech therapy for fear that someone may see them entering the speech clinic. These individuals may need treatment with a psychologist in addition to speech therapy. This factor is presented in the chapter Psychological Issues.

Treating the Five Factors
Most stutterers have one or two factors strongly. The other factors may be less significant. You might find a speech clinic that treats you successfully, especially if the speech clinic combines two or more therapies.

But a speech-language pathologist can treat at most three of the five factors. Electronic devices can treat one or two factors. Medications treat one factor. You'll likely have to go to several speech clinics, and possibly buy an electronic device or get a medication prescription, to treat all of the factors that contribute to your stuttering.

Additional Factors
A sixth, seventh, eighth, and additional stuttering factors will likely be discovered. Likely other genes contribute to stuttering. The neurotransmitter acetylcholine might play a role.

Some advances in stuttering will be in the form of coexisting conditions. In other words, in the future children (and adults) will be tested for a variety of disorders, and treatment designed accordingly. For example, a child with stuttering and phonological dysfunction will be treated differently than a child with stuttering and ADHD. An adult with stuttering and socialphobia will be treated differently from an outgoing mentally retarded adult who stutters.

Satisfaction with "Smooth Speech" Fluency Shaping
In a study of a "smooth speech" fluency shaping stuttering therapy program, about 95% of stutterers were "very satisfied" or "satisfied" with their speech at the end of the treatment. A year later, their satisfaction dropped to 43%. (Craig, A., Calver, P. "Following Up on Treated Stutterers: Studies of Perceptions of Fluency and Job Status." Journal of Speech and Hearing Research, 34, 279-284, April 1991.)

ISTAR Comprehensive Stuttering Program
A rigorous study followed 42 stutterers through the three-week program at the Institute for Stuttering Therapy and Treatment (ISTAR) in Edmonton, Alberta, Canada.

The fluency shaping program was based on slow, prolonged speech, starting with 1.5 seconds per syllable stretch, and ending with slow-normal speech. The program also works on reducing fears and avoidances, discussing stuttering openly, and changing social habits to increase speaking. The program includes a maintenance program for practicing at home. The therapy program reduced stuttering from about 15-20% stuttered syllables to 1-2% stuttered syllables.

12 to 24 months after therapy, about 70% of the stutterers had satisfactory fluency. About 5% were marginally successful. About 25% had unsatisfactory fluency. (Boberg, E., & Kully, D. "Long-term results of an intensive treatment program for adults and adolescents who stutter." Journal of Speech and Hearing Research, 37, 1994 1050-1059.)

Attrition in a Long-Term Study
A study of a "prolonged speech" stuttering therapy program had 32 stutterers initially speak about five times slower than normal speech, then gradually increase their speaking rate. Six subjects (19%) failed to learn the "prolonged speech" technique during the two-week residential therapy program. Eight subjects (25%) completed the residential training but refused to participate in a six-week, weekly therapy "phase II" program. Six subjects (19%) completed the six-week "phase II" program but refused to participate in the year-long "maintenance" program with infrequent therapy at the speech clinic.

One year later, the twelve subjects (38%) who stayed in the program were able to speak nearly fluently. Was this therapy program a success? 100% of the stutterers who completed the program were successful. But two-thirds of the stutterers didn't complete the program. (Onslow, M., et al., "Speech Outcomes of a Prolonged-Speech Treatment for Stuttering," Journal of Speech and Hearing Research, 39, 734-749, 1996.)

SLPs vs. Parents vs. Computers
A study of 98 children, 9 to 14 years old, compared three types of stuttering therapy. The three types of therapy were:

 Intensive "smooth speech." This trained relaxed, diaphragmatic breathing; a slow speaking rate with prolonged vowels; gentle onsets and offsets (loudness contour); soft articulation contacts; and pauses between phrases. The children did this therapy in a speech clinic for 35 hours over one week. Home-based "smooth speech." This was similar to the first group, but parents were included, and encouraged to continue therapy at home. Therapy was done in a speech clinic for six hours once a week for four weeks (24 hours total). Electromyographic biofeedback. The children used an EMG biofeedback computer system about six hours a day for one week (30 hours total). The EMG system monitored the child's speech-production muscle activity. The children were instructed to tense and then relax their speech-production muscles. The goal was to develop awareness and control of these muscles. The children then worked through a hierarchy from simple words to conversations, while keeping their speech-production muscles relaxed. After mastering this while watching the computer display, the children did the exercises with the computer monitoring but not displaying their muscle activity. The speech pathologists did relatively little with the children: "Constant clinician presence was not necessary as the computer provided feedback as to whether the child was performing the skills correctly."

A fourth (control) group didn't receive any stuttering therapy.

At the end of each therapy program, all three therapies reduced stuttering below 1% on average.

One year after the therapy program, the percentage of children with disfluency rates under 2% were:

 48% of the children from the clinician-based program. 63% of the children from the parent-based program. 71% of the children from the computer-based program.

The control group had no improvement in fluency.

The results for children with disfluency rates under 1% were even more striking:

10% of the children from the clinician-based program.

37% of the children from the "parent-based" program.

44% of the children from the computer-based program.

 I.e., the computers were most effective, the parents next most effective, and the speech-language pathologists were least effective in the long term. At the 1% disfluency level, the computers and the parents were about four times more effective than the speech-language pathologists. (Craig, A., et al. "A Controlled Clinical Trial for Stuttering in Persons Aged 9 to 14 Years" Journal of Speech and Hearing Research, 39:4, 808-826, August 1996.)

Four years later, all three groups had average stuttering reductions between 76% and 79%. This may have been due to the more dysfluent children receiving additional speech therapy. (Hancock, et al. "Two- to Six-Year Controlled-Trial Stuttering Outcomes for Children and Adolescents," Journal of Speech and Hearing Research, 41:1242-1252, December 1998.)

Computer System for Reducing Short Phonation Intervals
Another study had five stutterers use a computer that trains reduction of short phonation intervals. Normal speakers switch their vocal folds on and off many times each second, as they pronounce vowels and voiced consonants, such as /b/ and /g/, and then unvoiced consonants such as /s/ and /t/. A core stuttering behavior is an inability to quickly switch from voiceless to voiced sounds, i.e., to instantly switch on your vocal folds. The computer program trained stutterers to slow down that part of speech without slowing down other parts of speech (and so maintain natural-sounding speech). One year post-therapy all five subjects were able to speak nearly fluently. Larger clinical trials are scheduled for 2006. (Ingham, et al., (2001), "Evaluation of a Stuttering Treatment Based on Reduction of Short Phonation Intervals," Journal of Speech, Language, and Hearing Research, 44, 1229-1244.)

Two Long-Term Studies of Anti-Stuttering Devices
A university provided delayed auditory feedback (DAF) anti-stuttering devices to nine adult stutterers. The stutterers used the devices thirty minutes per day. Three months later the subjects' speech had improved more than 50%, when they weren't using the devices (see Long-Term Effects of DAF).

Another study had eight stutterers use a hearing aid-style DAF/FAF anti-stuttering device five to eight hours per day for four months. The device improved the subjects' speech while they were wearing it, but no speech improvement was found when they weren't wearing the devices (see Long-Term Effects of DAF/FAF).

Stuttering Modification Therapy
The above studies examined fluency shaping therapy programs. Fluency shaping focuses on physical speech production. Psychological treatment is a secondary part of therapy. The goal is to speak fluently and not stutter.

In contrast, stuttering modification therapy (sometimes called Van Riper therapy) focuses on psychological change. Reducing the physical manifestations of stuttering is secondary. The assumption is that stutterers will never be able to talk fluently, so don't let stuttering stop you from talking or doing what you want.

Only one study has examined stuttering modification therapy. Nineteen adult stutterers participated in the 3.5-week Successful Stuttering Management Program (SSMP, developed by Dorvan Breitenfeldt) program. Immediately post-treatment their speech had improved 10%. Six months later this modest gain had all but disappeared.

Several measures of anxiety found a 10-15% psychological improvement. The researchers cautioned that six months isn't a long follow-up, and that this psychological improvement might not last, given the absence of improved speech. The researchers concluded, "…the SSMP appears to be ineffective in producing durable improvements in stuttering behaviors." (Blomgren, M., Roy, N., Callister, T., Merrill, R. "Intensive Stuttering Modification Therapy: A Multidimensional Assessment of Treatment Outcomes," Journal of Speech and Hearing Research, 48:509-523, June 2005.)

Evidence-Based Practice
The "No Child Left Behind" Act, Medicaid, and insurance companies now require healthcare practitioners to provide evidence for clinical decisions. This evidence is expected to be in the form of scientific research showing that a therapy is effective.

The American Speech-Language Hearing Association (ASHA) is now promoting such evidence-based practice to speech-language pathologists. One of their goals is to develop clinical practice guidelines for each field, including stuttering. Some speech-language pathologists object to evidence-based practice. One speech-language pathologist questioned, "Does that mean that just because I haven't read any fluency articles [in scientific journals] that I don't know what I'm doing or I don't know what's good for my patients?"

But evidence-based practice doesn't mean that clinical decisions can be made only according to scientific research. ASHA's guide-lines also list two other factors: clinical expertise, and the goals and values of the client. "Clinical expertise" means that perhaps the speech-language pathologist in the last paragraph makes good judgments, despite never having read scientific research. (Banotai, Alyssa. "Emphasis on Evidence," ADVANCE for Speech-Language Pathologists & Audiologists, 15:46, November 14, 2005, page 7.)

And "goals and values" are important in treating stuttering. For example, a speech therapy program that is ineffective in producing fluency may be a good program for individuals whose goal isn't perfect speech, or who value the diversity of different people talking in different ways.

The most effective program (judging from these studies) appears to be ISTAR. Yet it was successful for only 70-75% of the stutterers. 25-30% of the stutterers weren't helped.

Stuttering Therapy Long-Term (In)Effectiveness
Stuttering requires rest.

You're Not Alone: Join a Support Group
join

Famous People Who Stutter

 * James Earl Jones (actor)
 * Mel Tillis (country music star)

title: Stuttering Therapy


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Talk:Cryptography/Playfair cipher

The rules given for single-square encyprtion are incorrect. When encrypting a digraph of two letters not in the same row or column, the first letter of the cyphertext is the "opposite corner" that is in the same row as the first letter of the plaintext. Thus, AT is encrypted as ZE, not EZ as stated in the article. The Wikipedia article on Playfair (http://en.wikipedia.org/wiki/Playfair_cipher) gets it correct.

One could certainly argue that the system described here is (marginally) more secure than the one that Sir Charles Wheatstone devised, but all the same it is not Playfair.

title: Talk:Cryptography/Playfair cipher


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Autonomous Technology-Assisted Language Learning/Needs

This chapter describes a number of ideas for enhancing ATALL. These are technologies that do not currently exists or exist in forms that needs to be improved or enhanced for effective ATALL.

Portable audio player with variable-speed playback

 * Fourth-generation and later iPods permit variable-speed playback but only for audiobooks and only over a very limited range of speeds (slower/normal/faster).

Possibilities
http://www.wordchamp.com/

http://www.wordreference.com/ (with a bookmarklet)


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User:MLandry

I am pursuing my second bachelor's degree in mathematics, right now at a community college, but I will eventually transfer to the UNT. My first bachelor's degree was in English at TCU. As far as I see it, math is just another language, so it is not as big of a jump as some people say it is.

title: User:MLandry


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User:Mpspence

''This user has not yet created a user page. You can post comments on the talk page.''

title: User:Mpspence


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Islam Way of Life

Sub-Title: How to build inner-peace, lasting personal relationship and progressive nation.

The Arabic word: الإسلام (al-’islām) means "to accept, assent, surrender or submit" to what is essentially a scriptural discipline. Most people believe that Islam is a religion. Even some of the followers of Islam believe it is indeed a religion and just started by Prophet Muhammad around 1, 5 millennium ago.

In classical Arabic, Islam is not a proper noun, but a reference to acceptance or assent. Therefore, this book uses the term "The Assent" to refer to Islam as a monotheistic way of Life, common to all major religions. This book then uses the term "Islam" to refer it as the religion of follower of Prophet Muhammad. Similarly, The Assenter refers to the followers of the way of life, while Moslems refers to the followers of the religion. The title of this book uses the word Islam instead of Islamic to further emphasize its descriptive use rather than a proper noun.

This book discusses Islam as a way of life behind the religion. This way of life was broadly followed by people all around the world many millennia before the reformation initiated by 'the recitation'. This is generally known by its Arabic name: القرآن al-qur’ān,” (also sometimes transliterated as Qur’ān, Koran, Alcoran or Al-Qur’ān) This scriptural text  is still today studied and revered as the authentic Word of God by many people around the world.

Most Moslems today regard their religion as the complete and universal version of a monotheistic faith revealed to many times and places before, including, notably, to the prophets Abraham, Moses and Jesus. Islamic tradition holds that previous messages and revelations have been changed and distorted over time, so that the path of Islam was and still is eternal, and the Holy Prophet merely corrected an aberration. For this reason, the Moslems when mentioning the name of the prophet Muhammad usually add "Peace be upon him" as a reminder of his central theme.

Chapters
The complete title of this book is, "Islam Way of Life, How to build Inner-Piece, Lasting Personal Relationship and Progressive Nation".

 * In /Straight Path/, we will learn that the inner-peace, having no fear nor regret, is something natural and common among Abrahamic Religions.
 * In /Spirituality/, we will learn on how the followers of Prophet Muhammad grow spiritual relationship with the Creator and Maintainer of the universe.
 * In /Limits/, we will learn that God's Legal Limits are both flexible and aimed to protect common interests, such as Human Rights.
 * In /Guidance/, we will learn that God's Book is not only a guidance for humankind, but also a critical test. So, use it wisely.
 * In /Success/, we will learn on how to have a fulfilling life and move the society forward.
 * /Practising Islam/ step-by-step implemention of the religion, such as the Believe System, Religious Rituals and guide of raising an Islamic family.
 * /Legislation/ implementation of Islam in Public Policies, comparing legislations among Islamic and Secular countries around the world.

The Assent as a message has many ideals but also has challenges. The first three chapters of this book talk about those underlying and common ideals in practical way. The two chapters after those will talk about the challenges. Those five chapters hopefully bring new understanding both to those who already practice the discipline in one way or another, but also reduce the fear of people who reject the idea of an Islam way of life as something strange and unapproachable. The last chapter is about how to contribute to the development of the society and its challenges.

Appendixes
There are two appendixes for this book.
 * /Glossary/ list the keywords used in this book and the reasons why.
 * /Bibliography/ contains the sources used to compile this book.

Other books
This book is positioned as a quick introduction as well as a quick reference to Islam as a Personal Way of Life, Personal Religion and Source of Public Policies. Therefore, any discussion about history or ritual details are outside the scope of this book. There are other books that covers materials that are out of scope for this introductory book:
 * Islam In The World about Muslims' current affairs in the world.
 * Koranic Law of Nature explains the relationships between God and the Nature, religion and science.
 * Quranic Supplications collections of supplications taken from the Quran.
 * God and Religious Toleration/Islam about a world of love and peace.

title: Islam Way of Life


text:
User talk:Mpspence

Acoustic Filter
Why did you delete my cleanup notice? Your book uses depreciated naming convention and has to be corrected. --Derbeth talk 00:11, 26 November 2005 (UTC)

Copyright problem with Image:Example1holm.JPG
--Derbeth talk 00:11, 26 November 2005 (UTC)

Outline
Hi. You have created a page called Outline. I think this page need to be moved as it is not clear which book it is a part of. See the Naming conventions page. Juliusross 23:24, 25 November 2005 (UTC)

 * Hello, Mpspence. I moved the above comment from your user page. Because your outline is now at Acoustics: Filter Design Outline, I moved Outline to Acoustics: Filter Design Outline (old version). This left a redirect from "Outline" to "Acoustics: Filter Design Outline (old version)". I marked the redirect at "Outline" for deletion.

 * That should have fixed the problem that "Outline" violated WB:NP, with no action necessary from you. --Kernigh 04:12, 31 December 2005 (UTC)

title: User talk:Mpspence


text:
Engineering Acoustics/Filter Design Proposal

The design of acoustic filters will be reviewed along with 1-D wave propagation in pipes. For 1-D wave propagation, information required to understand filter design will only be covered. Also, along with covering filter design for ideal long wavelength filters (using lumped element method); a number of practical filters which could be implemented will be covered. Real life examples will be shown to relate theory to practice. Other topics briefly touched upon could include impedance relations, power transmission, resonance, attenuation, or lumped elements.

Back to Acoustic Filter Design & Implementation


text:
User talk:82.210.106.134

Welcome and thank you for contributing to Wikibooks. Unfortunately, your texts connected with Islam are not suitable for Wikibooks. We do not accept personal opinions and books other than educational. We welcome books like History of Islam, but do not allow books promoting any religious beliefs, political opinions and commercial actions. I suggest you leave your books and move them to another server. --Derbeth talk 00:29, 26 November 2005 (UTC)

Thanks, but no thanks. First, I did concern about the quality of WikiBooks, so I have interwikis and delete a much a article that does not live up to WikiBooks standard. Second, I found this "Morality of Islam" study is worth to be in WikiBooks along with "History of Islam". Islamic Studies has 4 parts: Therefore, if you or any of Admin deletes one parts of Islamic Studies and keep the others, it will *come back* on another name no matter how hard you tried. Third, I can only promise you one thing. Deleted article might come back with new content and title within the same domain, such as "Study of Morality in Islam" or "Islamic Morality" or "Islam Moral Guide", but I will try my best effort to provide totally new content that more inline with Wikibooks policies.
 * Islam as History/Civilization
 * Islam as Religion with Beliefs and Rituals
 * Islam as Way of Life/Thinking (Moral and Attitude)
 * Islam as Law Sources

82.210.106.134 00:46, 26 November 2005 (UTC)

 * Ok, if you want to develop books that maintain Neutral point of view, no problem. We have place for studies of islam - if they are written as a textbook, not a manifesto. Remember to obey our polices like Naming policy, if you have any questions, you can use Study help desk or our IRC channels. --Derbeth talk 10:08, 26 November 2005 (UTC)

Copyrights
You copied content of History of Islamic Civilization/The Formative Period of Islam from a website. Do you have permission of authors to use their texts under GFDL license? --Derbeth talk 14:18, 27 November 2005 (UTC)

Well, I have just "Move" the article to a new name based on Naming Policy. If you wish you can tag it for possible Copyright violation. The reason I am doing this because, it not clear to me which page belongs to which book and finally who's maintaining it. 82.210.106.134 14:22, 27 November 2005 (UTC)

 * Ok, thanks. --Derbeth talk 14:42, 27 November 2005 (UTC)

title: User talk:82.210.106.134


text:
Adventist Youth Honors Answer Book/Health and Science/Bones, Muscles, and Movement

1. What's the difference between exoskeletons and endoskeletons? Which type of skeleton do humans have?
An exoskeleton is a hard shell on the outside of a creature (such as an insect or a lobster). An endoskeleton is the system of bones on the inside of a creature (such as a human, dog, cat, or a bird).

2. List three functions of the skeletal system.

 * 1) The skeletal system provides support to a body.  Without a skeleton, a Pathfinder would be a shapeless blob.
 * 2) The marrow inside bones produces blood cells.
 * 3) The skeletal system protects the internal organs from physical harm.
 * 4) Bones serve as a place where the body can store minerals for later use.
 * 5) Bones also serve as levers against which the muscles pull to accomplish motion.

3. Is bone a living tissue? Explain why or why not.
Bone is living tissue. Were it not so, it could not produce blood cells, nor could bones heal after being broken. Bones cells continually regenerate themselves.

4. Describe the structure and development of bone.
Bone is a relatively hard and lightweight composite material, formed mostly of calcium phosphate. It has relatively high compressive strength but poor tensile strength. While bone is essentially brittle, it is somewhat elastic due to its organic components (chiefly collagen). Bone has an internal mesh-like structure, the density of which may vary at different points.

Bone can also be either woven or lamellar. Woven bone is put down rapidly during growth or repair. It is so called because its fibres are aligned at random, and as a result has low strength. In contrast lamellar bone has parallel fibres and is much stronger. Woven bone is often replaced by lamellar bone as growth continues.

Bone growth begins with points in the cartilage. Most bones appear during fetal development, though a few short bones begin primary ossification after birth. Secondary ossification occurs after birth, and forms the ends of the long bones (the epiphyses) and the outer parts of irregular and flat bones. The main shaft (diaphyses) and the ends of long bones remain separated by a growing zone of cartilage (the metaphysis) until the child reaches skeletal maturity (18 to 25 years of age), which is when the cartilage ossifies, fusing the two together.

Marrow can be found in many of the larger bones. In newborns, all such bones are filled exclusively with red marrow, but as the child ages it is mostly replaced by yellow marrow (or fatty marrow). In adults, red marrow is mostly found in the flat bones of the skull, the ribs, the vertebrae and pelvic bones.

==5. Identify the following bones of the skeletal system: Carpals, clavicle (collar bone), coccyx (tail bone), cranium, femur, fibula, humerus, mandible, maxillary bones, metacarpals, metatarsals, patella, pelvis, phalanges, radius, ribs, scapula (shoulder blade), sternum (breast bone), tarsals, tibia, ulna, and vertebrae.==

Carpals are bones found in the hand. They are also called wrist bones as they are in the wrist. There are eight carpals in each hand.

The Clavicle or Collarbone is a long bone that serves as a strut between the scapula and the sternum. It is the only long bone in the body that lies horizontally. It makes up part of the shoulder and the pectoral girdle, and is palpable in all people; in people who have less fat in this region, the location of the bone is clearly visible, as it creates a bulge in the skin. It receives its name from the Latin: clavicula ("little key") because the bone rotates along its axis like a key when the shoulder is abducted.

The skull or cranium bone is a bony structure in the head of most vertebrates (in particular, craniates) that supports the structures of the face and forms a protective cavity for the brain. The skull is composed of two parts: the cranium and the mandible. The skull forms the anterior most portion of the skeleton and is a product of encephalization, housing the brain, many sensory structures (eyes, ears, nasal cavity), and the feeding system.

Functions of the skull include protection of the brain, fixing the distance between the eyes to allow stereoscopic vision, and fixing the position of the ears to help the brain use auditory cues to judge direction and distance of sounds. In some animals, the skull also has a defensive function (e.g. horned ungulates); the frontal bone is where horns are mounted.

The English word "skull" is probably derived from Old Norse "skalli" meaning bald, while the Latin word cranium comes from the Greek root κρανίον (kranion).

The skull is made of a number of fused flat bones.

The femur or thigh bone, is the most proximal (closest to the center of the body) bone of the leg in tetrapod vertebrates capable of walking or jumping, such as most land mammals, birds, many reptiles such as lizards, and amphibians such as frogs. In vertebrates with four legs such as dogs and horses, the femur is found only in the rear legs. The head of the femur articulates with the acetabulum in the pelvic bone forming the hip joint, while the distal part of the femur articulates with the tibia and patella forming the knee joint. By most measures the femur is the strongest bone in the body. The femur is also the longest bone in the body.

The fibula or calf bone is a leg bone located on the lateral side of the tibia, with which it is connected above and below. It is the smaller of the two bones, and, in proportion to its length, the slenderest of all the long bones. Its upper extremity is small, placed toward the back of the head of the tibia, below the level of the knee joint, and excluded from the formation of this joint. Its lower extremity inclines a little forward, so as to be on a plane anterior to that of the upper end; it projects below the tibia, and forms the lateral part of the ankle joint.

The humerusis a long bone in the arm or forelimb that runs from the shoulder to the elbow.

Anatomically, in modern humans, it connects the scapula and the lower arm (consisting of the radius and ulna), and consists of three sections. The upper extremity consists of a rounded head, a narrow neck, and two short processes (tubercles, sometimes called tuberosities.) Its body is cylindrical in its upper portion, and more prismatic below. The lower extremity consists of 2 epicondyles, 2 processes (trochlea & capitulum), and 3 fossae (radial fossa, coronoid fossa, and olecranon fossa). As well as its true anatomical neck, the constriction below the greater and lesser tubercles of the humerus is referred to as its surgical neck due to its tendency to commonly get fractured, thus often becoming the focus of surgeons.

The mandible,is a lower jaw or jawbone is a bone forming the skull with the cranium.

In lobe-finned fishes and the early fossil tetrapods, the bone homologous to the mandible of mammals is merely the largest of several bones in the lower jaw. In such animals, it is referred to as the dentary bone, and forms the body of the outer surface of the jaw. It is bordered below by a number of splenial bones, while the angle of the jaw is formed by a lower angular bone and a suprangular bone just above it. The inner surface of the jaw is lined by a prearticular bone, while the articular bone forms the articulation with the skull proper. Finally a set of three narrow coronoid bones lie above the prearticular bone. As the name implies, the majority of the teeth are attached to the dentary, but there are commonly also teeth on the coronoid bones, and sometimes on the prearticular as well.

The maxillae,is consist of upper palate of mouth or maxilla or two halves that are fused at the intermaxillary suture to form the upper jaw. This is similar to the mandible (lower jaw), which is also a fusion of two halves at the mandibular symphysis.

The Metacarpus is the intermediate part of the hand skeleton that is located between the phalanges (bones of the fingers) and the carpus which forms the connection to the forearm. The metacarpus consists of metacarpal bones. Its equivalent in the foot is the metatarsus.

The metatarsus or metatarsal bones are a group of five long bones in the foot, located between the tarsal bones of the hind- and mid-foot and the phalanges of the toes. Lacking individual names, the metatarsal bones are numbered from the medial side (the side of the great toe): the first, second, third, fourth, and fifth metatarsal (often depicted with Roman numerals). The metatarsals are analogous to the metacarpal bones of the hand. The lengths of the metatarsal bones in humans are, in descending order: second, third, fourth, fifth and first.

This image shows all the bones listed above. It should be noted that the maxillary bones are the bones of the face. Also note that the ulna connects to the humerus and is larger than the radius. The radius connects to the ulna. The phalanges are both the finger bones and the toe bones.

6. What is a joint?
A joint is the place where two bones come into contact with one another.

7. List three types of joints found between bones.
Fibrous joints are where the bones are connected together by a fibrous connective tissue. These joints allow for little to no movement. An example of fibrous joints are the joints between the various bones in the cranium.

Cartilagenous joints are connected by cartilage. These joints allow for little movement. An example of a cartilagenous joint is the joint between the ribs and the sternum.

Synovial joints are separated by an empty space called a synovial cavity. These joints allow the most movement. Examples of a synovial joints are the elbow and the knee.

8. Name and describe six types of freely movable joints. Be able to locate an example of each of these in your body.

 * 1) Ball and Socket joints can be found in the hip.  These joints allow for movement in many directions.
 * 2) Ellipsoid joints can be found in the knee.  When the knee is extended, it does not allow rotation.  When it is flexed, it allows for limited rotation.
 * 3) Saddle joints can be found in the fingers and thumbs.
 * 4) Hinge joints can be found in the elbow between the humerus and the ulna.  A hinge joint works just like a door hinge, allowing motion in only one direction.
 * 5) Pivot joints can also be found in the elbow between the ulna and the radius.  This type of joint allows one bone to rotate about the other.
 * 6) Gliding joints can be found between the carpals in the wrists.  These joints allow limited movement between the bones as one glides past the other.

9. Be creative and construct a model of one of the six freely movable joints.
Approaches to constructing a model include: Be sure to review requirement 17 before starting. It's important to know how this model will be used during the design phase.
 * 1) Form the bones with clay and then let them harden.
 * 2) Cover wooden dowels with papier-mâché.
 * 3) Make a wire frame and cover that with papier-mâché.
 * 4) Carve bones out of soft wood (such as balsa or pine).
 * 5) Make an impression in wet sand and fill with plaster.
 * 6) Make cross-sections out of paperboard and glue them together.
 * 7) Make the bones from sugar cookie dough and then bake them (a saddle joint or gliding joint works best for this approach).
 * 8) Use Pathfinders to model the bones and muscles in a joint. A simpler joint like the elbow is easiest. Make sure each Pathfinder knows the name and function of the body part he/she is modeling.

10. What is another name for a broken bone? List 3 types of breaks that can occur in bones. Describe how bones heal and how doctors can help this process.
Another name for a broken bone is "fracture." There are two main types of fractures, open and closed. In an open fracture (also called a compound fracture), the bone protrudes through the skin. This is a very serious condition as it allows infection to enter the body. In a closed fracture (also called a simple fracture), the bone stays inside the body.

Sub-categories of fractures include:

Transverse - the break in the bone is at a right angle to the long axis of the bone.

Comminuted - the bone breaks into three or more pieces.

Greenstick - the bone breaks on one side, and the other side is bent. This is very similar to what happens when a green twig is snapped: it doesn't come all the way apart, but it is clearly broken on one side.

Stress - a hairline crack in the bone. The bone does not separate into two pieces.

Living bones are in constant change. Cells die and are replaced on a regular basis. Because of this, a bone will heal all by itself if allowed to. Doctors can help this process in two ways. First, they can set the bone. This is done by making sure the pieces of the bone are aligned properly. In a comminuted fracture this may involve surgery. The second way that doctors help bones to heal is by immobilizing them - that is, keeping them from moving around. This can be done by surrounding the broken limb with a cast, or it can be done by embedding pins inside the body. Some bones do not need to be immobilized when broken (such as the nose).

11. What is osteoporosis? Who can get it? List at least 5 health habits that deal with maintaining healthy bones and muscles.
Osteoporosis is the depletion of minerals from the bone. Minerals in bones give them their strength, so a bone with a low bone mineral density (or BMD) is more susceptible to breakage, even when stressed only lightly. Anyone can get osteoporosis, but it is more common in postmenopausal women. Some of the risk factors of getting osteoporosis cannot be reduced by modifying behavior (such as being a woman, having dementia, having a family history of weak bones, or being of European descent), but other factors are easily avoided by healthful living. These health habits include:
 * 1) Avoid soft drinks, especially those containing phosphoric acid.
 * 2) Avoid alcohol.
 * 3) Avoid tobacco.
 * 4) Maintain a healthy body weight.  Those with abnormally low body weight are more susceptible to osteoporosis.
 * 5) Make sure your diet has plenty of calcium.
 * 6) Make sure your diet has plenty of vitamin D.
 * 7) Get plenty of exercise.

12. What is the function of the muscular system?
The muscular system is the system in humans and in animals that facilitate motion. This motion can be either internal (a beating heart) or external (walking).

13. Name and describe three types of muscles tissue, Give one example of each.

 * 1) Cardiac muscles are found only in the heart.  These muscles are what make your heart beat.  Cardiac muscles are the only muscles in the body consisting of branching fibers.
 * 2) Skeletal muscles are attached to the skeleton and are responsible for voluntary (and sometimes involuntary) bodily movement.
 * 3) Smooth muscles are responsible for internal, involuntary (and sometimes voluntary) movement of the organs such as breathing and moving food through the digestive tract.

14. Be able to identify the following muscles on your body
Masseter, Trapezius, Deltoid, Pectoralis, Biceps, Abdominal, Quadriceps, Triceps, Latissimus dorsi, Gluteus maximus, Hamstrings, Gastrocnemius, and Soleus.

The trapezius, triceps, latissimus dorsi, gluteus maximus, hamstrings, gastrocnemius, and soleus are located on the back of a human, and the arrows indicate their location.

The gluteus maximus is more commonly known as the buttock.

The gastrocnemius and soleus muscles are considered to be the same muscle by some anatomists because they share a tendon. The soleus is beneath the gastrocnemius which is closer to the skin. Together, they form the muscle more commonly known as the calf.

15. Describe the process that causes a muscle to contract.

 * 1) When the muscle is in a resting state, thin strands of a protein called tropomyosin are wrapped around the actin filaments, blocking the myosin binding sites. This keeps the myosin from binding to actin.
 * 2) Molecules called troponin are attached to the tropomyosin.
 * 3) When calcium is introduced into the muscle cell, calcium ions bind to troponin molecules.
 * 4) Calcium then pulls troponin, causing tropomyosin to be moved as well, therefore causing the myosin binding sites on the actin to be exposed.
 * 5) Myosin binds to the now-exposed binding sites.
 * 6) As soon as the myosin head binds to actin, the head bends at its hinge.
 * 7) Once the head bends, the myosin loses energy, and remains attached to the actin.
 * 8) When re-energized by adenosine triphosphate (ATP), the myosin head detaches from the actin filament, and is ready to attach and bend again.
 * 9) The collective bending of numerous myosin heads (all in the same direction), combine to move the actin molecules closer together. This results in a muscle contraction.

16. Describe the difference between voluntary and involuntary muscles.
Voluntary muscles are attached to the skeletal frame and are generally under the control of the person to whom they belong. These are the muscles in the arms and legs (and elsewhere). Involuntary muscles are controlled by the autonomic system without the conscious control by the individual. Your heart continues to beat, you continue to breathe, and you digest your food even when you are not thinking about it.

17. Using your model in #9, show how muscles, bones, and joints work together to produce movement.
Please note that the answers given here are only possibilities. If you know a creative way to do this, you are encouraged to add it.

 * Use rubberbands or elastic as muscles. Stretch them such that the joint can be moved by hand and then snap back into position when the rubber band (muscle) contracts.
 * If you use cookie dough, you may have a hard time keeping the bones from breaking. You may wish to form the dough around something a little more substantive, such as a dowel, a stick of celery, or perhaps a carrot.  In this case you may use Twizzlers as muscles.  Although they will not contract, they look kind of like muscles and taste pretty good.
 * If you use clay, plaster, or papier-mâché, be sure to make anchor points for the muscles before the "bones" harden. Try using cup hooks or eye hooks for this purpose.  If using a wire frame, you can make the anchors out of the wire.
 * If you use Pathfinders to model the joint, have them pull alternately (since muscles do not push) on the Pathfinders who are modeling the bones of the joint, to achieve the proper motion of the joint in all of its proper directions. This is usually more easily achieved if everyone is lying down, so gravity is less of a factor.

18. Find 3 texts in the Bible that mention bones and/or muscles. Tell about each one in your own words.
Note: In many translations of the Bible, the term "flesh" is used to describe muscles. Here are several passages featuring bones and muscles. Encourage your Pathfinders to look through more than the required three verses. It will be easier for them to describe the passage in their own words if they have made a connection with the verses.

 * Genesis 2:21-24
 * Exodus 12:46
 * Job 40:16
 * Job 10:10-12
 * Psalm 22:14
 * Ezekiel 37:1-12
 * John 19:36
 * Psalm 139:13-16

| /Completed Honors


text:
Cookbook:Tuna Fish Cakes

Ingredients

 * 3 cups (720 ml) cooked mashed potatoes
 * 1 tin (425 g) tuna, drained
 * ¾ cup (180 ml) tinned corn
 * ¾ cup (180 ml) frozen peas, thawed and drained
 * ½ cup (120 ml) cooked carrots, cut into small pieces
 * 4 tablespoons fresh chopped herbs (e.g. coriander, basil, parsley)
 * 1 tablespoon chilli sauce
 * 1 egg, beaten
 * Salt
 * Pepper
 * 1 cup (240 ml) breadcrumbs

Procedure

 * 1) Combine all ingredients except breadcrumbs in a large bowl and mix until combined.
 * 2) Shape mixture into patties and gently roll in breadcrumbs until well coated.
 * 3) Either:
 * 4) * Place patties on a baking tray and cook in a moderately hot oven (200°C /400°F) for 30–35 minutes, turning once until golden brown and crisp; or
 * 5) * Place patties under a moderately hot grill and cook for 8–10 minutes each side until golden brown and crisp; or
 * 6) * Heat a small amount oil in a large frying pan and fry patties for 5 minutes each side until crisp and golden, drain well and keep warm to serve.

title: Cookbook:Tuna Fish Cakes


text:
User talk:Tdkehoe

Welcome to wikibooks. Which other wiki texts are you working on? Are they books here on this site? Chapters from existing books of yours that need wikification, would be welcome as raw text. Sj 05:30, 26 November 2005 (UTC)

I'm confused what you are doing here, I almost gave it a speedy deletion tag, but I see that it is new. If it is a page in a book, you should start a book and then make that page a page of that book. "What Is Stuttering" is not "book" material. Of course, it is welcome to stay if you have a bigger book planned for it. --Dragontamer 02:24, 29 December 2005 (UTC)

"What Is Stuttering?" is the first chapter of the book. I have about a dozen more chapters, you can see them at http://www.universitycollegepress.com/Books/NoMiracleCures/. I'm new to wiki-ing, some things confuse me. I'm trying to set up each chapter as a seperate file, to not exceed the 32K limit. I can't find a style guide explaining how to do the references and footnotes. Also how did you put your signature at the end of your note?

 * Oh, i see now. We have a naming convention here in wikibooks, and I moved your page to: Speech-Language_Pathology/Stuttering/What_Is_Stuttering?

 * As for signature, that is --~ . Actually, the 4 ~ would do it, but generally people put -- before their sigs. --Dragontamer 02:35, 29 December 2005 (UTC)

Thanks, you did exactly what I wanted. I couldn't figure it out.--Thomas David Kehoe 02:36, 29 December 2005 (UTC)

Lol, you have done it again :) What you do is add Speech-Language_Pathology/Stuttering/ to the beginning of the links. So you go Speech-Language_Pathology/Stuttering/What_Is_Stuttering? for Speech-Language_Pathology/Stuttering/What_Is_Stuttering? and so on, and so forth. I'll move the other page you created. --Dragontamer 02:49, 29 December 2005 (UTC)

 * Additionally, you can go

What Is Stuttering? for What Is Stuttering?

 * Actually, I'll just do that on the main page for you. --Dragontamer 02:51, 29 December 2005 (UTC)

Deletion of Pages
Please don't blank pages that you want to delete. It causes us no end of grief here and with other Wikimedia projects. If you can, please use the   markup template on the page if you want to delete something from here. We will find the page sooner and be able to deal with the deletion without having to fight through other pages first.

Thank you, though, for trying to help make Wikibooks a better place. We do appreciate people like you trying to help find stuff that really doesn't belong. --Rob Horning 19:36, 23 January 2006 (UTC)

OK, thanks. Figuring out how to structure the Russian grammar pages took several false tries. :-) --Thomas David Kehoe 17:14, 24 January 2006 (UTC)

Merge
If you merged to pages it might be easier to #redirect to the old page then to mark them for delete. Problem is: I can't delete the page until I have seen the page it was merged to check if the merge was truely performed. Or I know you to be a trustworthy contributer.

--Krischik T 13:03, 27 January 2006 (UTC)

I wanted to comment the URL for the new, merged file but last night Comcast slowed to a crawl and I was too frustrated to wait another fifteen minutes to look up a URL. And this is 8 megabit service. :-(--Thomas David Kehoe 17:34, 27 January 2006 (UTC)

Another PDF edition?
I have just had a glance at your book and see that there have been many changes. If you would like me to produce a PDF edition 2.0 to replace the existing just drop me a line at my talk page when you are ready. Alternatively you could do it. RobinH 14:19, 3 April 2006 (UTC)

 * Sorry, I had a brainstorm and figured out a better way to structure the book. My new idea is to design the book to encourage user contributions. If this works, people should be adding material every week. Maybe we shouldn't have a PDF version?--Thomas David Kehoe 17:19, 3 April 2006 (UTC)

 * See how it goes - if the book is truly dynamic a PDF would be a bad idea, if it is stable it might help readers to download the whole thing. Leave it for 6 months? RobinH 16:20, 27 June 2006 (UTC)

 * I don't foresee making any major changes. Is there a way to view how many people are reading the book. No one is making changes, so I wonder if anyone is reading it?--Thomas David Kehoe 20:37, 28 June 2006 (UTC)

Conflict of interest?
Thomas, as the owner of a company that sells anti-stuttering devices, you have a vested interest in putting these devices in the best possible light. I am not necessarily questioning either your motives or the accuracy of the information you have posted, but you need to disclose your financial interest clearly in each article about anti-stuttering devices. You can only improve your credibility by doing so. The need for complete honesty is particularly necessary in a medical topic such as stuttering--with all the snake-oil "cures" out there, people looking for help need the most reliable information about treatments. You are a leader in the stuttering community, and as such you have a duty to ensure that they get the best possible information, with all biases properly disclosed.

Pending disclosure on your part, I have added provisional disclaimers to these articles.

re:"Basic Book Design"
Hey Tdkehoe, I was wondering if you'd heard of http://www.lulu.com/ ? I'm not suggesting them as an alternative to Wikibooks, but just another possibility. It's certainly possible to free-license something and still sell it. (I haven't used them yet, but I'm thinking about it. They seem pretty decent but no personal experience to speak of.) cheers, pfctdayelise 08:20, 19 June 2006 (UTC)

 * Their prices are good, about the same as any digital book printer, and less than half the price of Amazon's BookSurge.--Thomas David Kehoe 14:43, 19 June 2006 (UTC)

Stuttering Conflict of interest
Hello Tom, how are you? We've received reports from people at Wikipedia that you have a conflict of interest because of your work. This has also led to some accusations that some of your contributions to the stuttering book, especially where it concerns products from your company, are biased.

This isn't as big a problem here on Wikibooks as it is on Wikipedia, but it still needs to be corrected. We are going to read through the book, and make sure that everything is properly unbiased, and that there are no significant problems arising from this conflict of interest. I know that it is natural to add bias when you write, especially on topics for which you are an "expert". I know that there have been occasions when I needed to take a step back and try to view my own contributions from a neutral perspective, because I was adding bias of my own. It's not a problem when it happens, so long as people are willing to work to fix it.

We're going to do what we can to fix the book and remove any problems. If you could do me a favor, please try to avoid adding additional bias to the book. I know that it's hard, but it's a policy here and we need to try and maintain object neutrality. Please let me know if you have any questions. --Whiteknight (Page) (Talk) 17:12, 2 December 2007 (UTC)

title: User talk:Tdkehoe