text:
Goats/Nubians

The Nubian goat is of African and Asian origin. They are most commonly known for their 'Roman nose'. They have pendulous ears, have very high butterfat in their milk, and are the 'talkative' breed of all other breeds of goats. There are currently 7 dairy goat breeds. ../Alpine/, ../LaMancha/, ../Nigerian Dwarf/, Nubian, ../Oberhasli/, ../Saanen/ and ../Toggenburg/. These are the dairy breeds - bred for milking. Boers are meat goats - bred for meat.

Anglo-Nubian
The Anglo-Nubian breed originated in England as a cross between the Old English Milch Goat and the Zariby and Nubian bucks imported from India, Russia, and Egypt. They have been exported to most countries from England and are sometimes referred to as "Nubians" instead of the proper title of "Anglo-Nubian"

History
The Anglo-Nubian goat is a goat that originated in England.

Breed characteristics
It is large in size and carries more flesh than other dairy breeds. The Nubian breed standard specifies large size, markings can be any color, the ears are long, pendulous, and the nose is Roman. The Nubian temperament is sociable, outgoing, and vocal. Because of its elongated ears and sleek body, the Nubian is occasionally nicknamed the "Lop-Eared Goat" or "Greyhound Goat".

Uses
The Nubian's size makes it a very useful dual purpose animal. The Nubian breed leads the way for the dairy breeds in butterfat production: it produces on average, 5% or more butterfat content. This is surpassed only by the ../Nigerian Dwarf/, ../Pygmy goat/ and ../Boer goat/ breeds, which are less likely to be used for large scale milk production, as for a dairy or cheese making. Because of the higher fat content, the Nubian milk has a better flavor than lower fat milks. Milk production is lower than the ../Saanen/ and ../Alpine/ breeds.

Nubian (Americas)
Nubians are the most popular breed in the United States.

Breed standard
The American Dairy Goat Association calls for the Nubian goat breed standards to as:

The Nubian is a relatively large, proud, and graceful dairy goat of mixed Asian, African, and European origin, known for high quality, high butterfat, milk production.

The head is the distinctive breed characteristic, with the facial profile between the eyes and the muzzle being strongly convex (Roman nose). The ears are long (extending at least one inch (2.54 cm) beyond the muzzle when held flat along the face), wide and pendulous. They lie close to the head at the temple and flare slightly out and well forward at the rounded tip, forming a "bell" shape. The ears are not thick, with the cartilage well defined. The hair is short, fine and glossy.

Any color or colors, solid or patterned, is acceptable.

Registries
American Dairy Goat Association (all general dairy goat breeds)

title: Goats/Nubians


text: Category:Book:Goats/Breeds

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

title: Category:Book:Goats/Breeds


text:
User talk:80.249.52.137

--AdRiley 11:36, 3 May 2007 (UTC)

title: User talk:80.249.52.137


text:
SwisTrack/Components

The following table lists all components integrated into SwisTrack, along with their properties. Click on a component name to obtain the detailed component documentation. The channel columns indicate whether the component reads (R), writes (W) or modifies (E) a channel.

Remark
Note that this table can be automatically created by SwisTrack. If you find errors please contact the SwisTrack maintainers.

title: SwisTrack/Components


text: Guidelines

title: Guidelines


text:
SwisTrack/Components/BackgroundSubtractionColor

Description
This component subtracts a background image from the input image. If the camera is fixed, only the objects added to the scene remain after this subtraction. However, lighting condition variations or camera noise can also produce differences between the two images. Subtracting average intensities of the two images makes the system more robust towards changing lighting conditions.

Most of the time, a threshold is applied after this method, to separate the background from the tracked objects.

Input

A color image.

Output

A color image.

Correct Mean
Specify whether to correct the average intensity value of the input image with the average intensity value of the background image. This option makes the tracking less sensible to lighting conditions variations.

Background Image
Path to the background color image file. The background image must be a picture of the arena without the object to track.


text:
User talk:Naniwako

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
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 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck!

You might also be interested to read our Cookbook policy page, and talk to other Cookbook editors. Webaware talk 13:28, 3 May 2007 (UTC)

title: User talk:Naniwako


text:
Microprocessor Design/FPGA

Field-Programmable Gate Arrays (FPGA) are programmable logic elements. FPGAs can be designed using a hardware description language (HDL) such as Verilog or VHDL, and that design can be mapped to a hardware design by the HDL synthesizer. FPGAs are the successors of their previous similar components, PLAs and PALs, used at the first steps of the programmable logic era.

FPGAs are quick to design, and because they are reprogrammable, troubleshooting is quick and easy.

FPGAs are useful for designing microcontrollers, which is why we have discussed HDL implementations of various components in the text of this book. In this chapter we will will discuss the implementation of a microcontroller in HDL, and some of the consequences of that implementation.

Dozens of FPGA CPU designs are available for download and tinkering. An appendix to this book, Microprocessor Design/Resources, lists details on how to get them.

title: Microprocessor Design/FPGA


text:
SwisTrack/Components/BackgroundSubtractionGray

Description
This component subtracts a background image from the input image. If the camera is fixed, only the objects added to the scene remain after this subtraction. However, light condition variations or the camera noise can also produce differences between the two images. Subtracting the average intensity of the two images makes the system more robust to changing light conditions.

Most of the time, a threshold is applied after this method.

Input

A grayscale image.

Output

A grayscale image.

Background Image
Path to the background image file (grayscale). The background image must be a picture of the arena without the object to track.

Mode
The subtraction mode:
 * Abs(I - B) calculates the absolute difference between the input image and the background image. If an object has moved between the background image and the input image, this object will appear twice (indistinguishable) on the resulting image.
 * Truncate(I - B, 0..255) subtracts the background image from the input image and sets all negative values to zero. Hence, objects that have moved between the background image and the input image will only appear once.
 * Truncate(B - I, 0..255) is similar, but subtracts the input image from the background.

Correct Mean
Specifies whether to correct the average intensity value of the input image with the average intensity value of the background image. This option makes the tracking less sensitive to varying light conditions.


text:
SwisTrack/Components/AdaptiveBackgroundSubtractionColor

Description
This component subtract the background image from the input image. If the camera is fixed, only the objects added to the scene remain after this subtraction. However, lighting condition variations or the camera noise can also produce a difference between the two images. Subtracting average intensity of the two images makes the system less sensible to lighting conditions.

Method doesn't need a background image as it approximate the background from the prior frames. However the moving objects tend to let a trail behind them.

Most of the time, a threshold is applied after this method, to separate the background from the tracked objects.

Input

A color image.

Output

A color image.

Correct mean
Specify whether to correct the average intensity value of the input image with the average intensity value of the background image. This option makes the tracking less sensible to lighting conditions variations.

Update proportion
The background image is continuously update with the update image following the following equation: $$backgroundImage_{t}=backgroundImage_{t-1} \cdot (1-updateProportion) + inputImage_t \cdot updateProportion$$

Therefore, increasing the proportion makes the update of the background more reactive, but will remove object moving slowly.


text:
SwisTrack/Components/AdaptiveBackgroundSubtractionGray

Description
This component subtracts a background image from the input image. If the camera is fixed, only the objects added to the scene remain after this subtraction. However, changing light condition or camera noise can also produce a difference between the two images. Subtracting the average intensity of the two images makes the system more robust towards changing light conditions.

This method doesn't need a background image file, as it approximates the background from the prior frames. However, depending on the configuration, moving objects tend to leave a trail behind them, or disappear if they stay too long at the same place.

Optionally, this component allows you to take the current image as background image, simply by clicking on a button. This comes in handy if you are changing your experimental setup in an ad hoc fashion (but not during one experiment), and avoid the overhead of saving the background image to a file. In this case, it is advised to set the update rate to zero.

Most of the time, a threshold is applied after this method, to separate the background from the tracked objects.

Input

A grayscale image.

Output

A grayscale image.

Correct mean
Specifies whether to correct the average intensity value of the input image with the average intensity value of the background image. This option makes the tracking less sensitive to varying light conditions.

Mode
The subtraction mode:
 * Abs(I - B) calculates the absolute difference between the input image and the background image. This will cause moving objects to leave a trail behind them.
 * Truncate(I - B, 0..255) subtracts the background image from the input image and sets all negative values to zero. This will cause bright moving objects to slightly fade out towards where they are coming from. Dark moving objects will not be visible, but their trail will.
 * Truncate(B - I, 0..255) is similar, but subtracts the input image from the background. This inverts the behavior for bright and dark moving objects.

Update rate
The background image is continuously updated with the update image following the following equation: $$backgroundImage_t=backgroundImage_{t-1} \cdot (1-updateRate) + inputImage_t \cdot updateRate$$

Therefore, increasing the proportion makes the update of the background more reactive, but will remove object moving slowly.

Reset background image
Takes the next frame as background image, i.e.

$$backgroundImage_t=inputImage_t$$

instead of updating it. This is useful if you changed the environment significantly.


text:
Template:TI-Basic/CLink

 * 1) /| -  /Templates/Templates

title: Template:TI-Basic/CLink


text:
User talk:Rufus Lobo

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 14:58, 3 May 2007 (UTC)

title: User talk:Rufus Lobo


text:
SwisTrack/Components/HSVBackgroundSubtractionColor

Description
This component subtracts the background image from the input image. However, this subtraction is done in the HSV space, using only the first channel (Hue).

If the camera is fixed, only the objects added to the scene remain after this subtraction. However, lighting condition variations or the camera noise can also produce a difference between the two images. As we do the subtraction in the Hue channel, light intensity has nearly no influence on the result as we are comparing the color. However, if there is color like white, gray or black, the tracking is really bad as those color are not well defined in the hue band. A small change can make them go from the pure red to the pure blue. Moreover, destructive data compression like DivX modify the color on the border of the object a lot, as we can see in the example image used here.

Most of the time, a threshold is applied after this method, to separate the background from the tracked objects.

Input

A color image.

Output

A grayscale image.

Background Image
Path to the background image file (color). The background image must be a picture of the arena without the object to track.


text:
TI-Basic 84 Programming/Basic Variables

What are Variables?
TI-Basic is unusual among programming languages in that it does not support actual variables. Instead, all data are treated like files; there is no distinction between an ordinary number and an image, for example. TI refers to all files as "variables;" henceforth "variable" will refer to a file usable by a program. "Variables" are the meat of any programming language - they are used to store and work with data. With variables, the outcomes of programs can differ depending on the user's input or the purpose of the program. Variables in the TI calculators can store different types of data, whether it be numbers, lists of numbers, strings, mathematical functions, etc. However, each data type has its own type of variable that it can be stored in and the rules must be followed fairly strictly.

Storing and Recalling Variables
Variables can be stored and recalled at the Homescreen (the startup screen), or within a program by simply using that variable's name. For example, to recall the variable X at the Homescreen, one would simply type X and hit enter (which would display 10 if X was ten):

or to recall Str1:

The format to recall any variable is the same.

To store a value to a variable, you simply state the value you are trying to store, hit the store key (the little arrow), then the variable you are storing to, and then hit enter. For example, making X equal to 52.5 would be as follows:

It should be noted that 52.5 was displayed after hitting enter on the homescreen. This is because it also recalled the value of the variable after storing it. In programming, the variable isn't actually recalled, but rather the variable is used in some sort of equation. See the individual examples for more help.

Types of Basic Variables
There are many types of variables, but in this chapter, only the most common ones will be dealt with. The Advanced Variables section, will deal with the more complex variable types and uses. The following sections will deal with:
 * Real Numbers (52.5, 100)
 * Lists (1,2,3,4,5)
 * Strings ("APPLES")

Real Numbers
For convenience in this section/chapter, it should be noted that the variables 'A' through 'Z' and the variable theta are considered to be Real Number Variables.

Real number variables store both an integer and decimal part of a number. Examples of real numbers are 0, 2.1, 5, 7.212 or 3.1415926. Reals are accurate up to eight significant digits and can be in the range of -9e99 to 9e99 (that is 9*10^99). If an attempt is tried to exceed this limit the calculator returns an error.

Syntax
To store a number to a Real Variable, the syntax is as follows:

Ex: Equation
* Note: In this example, if A was 89, X would be 42, not the actual equation. Only the result of an equation is stored to X (the equation is 5+36+89/89 = 42, so X is 42)

Lists
For convenience in this section/chapter, all lists will be considered as Real Number Lists.

Lists are basically what they sound like - lists of numbers. They are considered by some to be the same as an array. They store a series of numbers that are the same data type (for this section we will assume that it is a Real Number List). The individual numbers of a list are named elements.

Ex: Equations
*Note: In this example, L1 would consist of {20,25,35} because each element was increased by five then stored to L1

title: TI-Basic 84 Programming/Basic Variables


text:
SwisTrack/Components/SpecificColorSubtraction

Description
This component subtracts a specific color from the input image. In the example, we were tracking the color of the shelters (red). The tracked objects in the resulting image will be black, and you can use an inverted threshold to highlight them.

To make the system more robust to varying light conditions, the average intensity value of the first input image (or the image of selection) can be subtracted from the subsequent images.

Input

A color image.

Output

A color image.

Blue channel
Value of the blue channel of the color to track (0..256)

Green channel
Value of the green channel of the color to track (0..256)

Red channel
Value of the red channel of the color to track (0..256)

Correct Mean
Specify whether to correct the average intensity value of the input image with the average intensity value of the background image. This option makes the tracking less sensible to lighting conditions variations.

Specify the color on an image
Specify wheter SwisTrack open a window to select the color on the input image, or use the color defined by the three parameters above.


text:
User talk:81.105.190.208

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 15:26, 3 May 2007 (UTC)

title: User talk:81.105.190.208


text:
TI-Basic 84 Programming/Output

Disp
Disp, PRGM:I/O:3 is a command which will display a number, string, equation or other type of variable/literal given as arguments. Disp can accept an unlimited number of arguments separated by commas (although it recommended to keep the number of arguments under 7 for monochrome calculators and 9 for color calculators because after that, for each consecutive argument the screen pushes everything else up past the top of the screen), and will display each argument following the previous line.

Ex: Display Lines
Assuming you have a homescreen like this,

and you executed this program,

you would have the following:

Pause
Pause, PRGM:8 displays an argument, then pauses execution afterwards.

Output
Output, PGRM:I/O:6 allows the display of an argument in a location other than the next line. The item to be displayed is output to the specified coordinates supplied to the function. It is useful for formatted display and it can also be used, if it is the last command of a program, to stop "DONE" from displaying.

Text
Text, 2nd:DRAW(PGRM):0 is a command very similar to Output, except that the arguments are displayed on the graph screen rather than on the homescreen which allows a more precise location of text. In addition, Text can accept multiple arguments and will display them one after another. It also allows both the smaller font (by default) and the larger font (if -1 is the first argument) to display the arguments.

Syntax: Text Small
This form displays the arguments in the calculator's smaller font.

Syntax: Text Large
This form displays the arguments in the calculator's larger font.

title: TI-Basic 84 Programming/Output


text:
User talk:Ktucker

hello ktucker! it doesnt look like you are a new user, but it also doesnt appear that you've ever been properly welcomed. Welcome! I see you work with ICT and FOSS, you might be interested in reading/editing the UNDP-APDIP Books, which were donated to wikibooks by the UNDP. I have also looked at your new Lore of Learning book, and it looks good!

If you have any questions, or if you need any help, please let me know on my user talk page. --Whiteknight (talk) 15:52, 3 May 2007 (UTC)

Re:Lost Content
If I may ask, how much content was on that page that was lost? Unfortunately, because of software issues, i think that the content may be lost forever.

Wikiversity used to be a part of wikibooks. However, they spun off and became their own project at Wikiversity. All the pages that were created using "Wikiversity:Page name" were moved to the new server, and then they were lost on this server.

It's all a little complicated, and I can keep searching for this stuff if you want me to. I will post some messages around to see if other people may have made a copy of your material somewhere. However, and i'm sorry to have to say this, it might be faster and easier to start creating your material again from scratch. I'll look around and i'll let you know what I can find. --Whiteknight (Page) (Talk) 15:23, 8 June 2007 (UTC)

 * Okay, I have spoken with the developers, and they are going to help fix the problem. I'll let you know as soon as I hear anything. --Whiteknight (Page) (Talk) 15:29, 8 June 2007 (UTC)

 * The bug request is located: HERE. It's a little difficult to understand, but again i'll let you know as soon as we get a result. Let me know if you need anything else. --Whiteknight (Page) (Talk) 15:37, 8 June 2007 (UTC)

Okay, we have some good news. Sorry it took so long, but I dont have any control over the softare developers. All the pages with the "Wikiversity:" prefix have been moved so that they have the "Wikiversity-" prefix. I have updated the link at Describing Free Knowledge Communities to point to the correct place. I will work on updating all the other links too, if i can find them all. Please let me know if you need anything else. --Whiteknight (Page) (Talk) 22:03, 26 June 2007 (UTC)

Free Knowledge Communities and FLOSS in Education
An idea for a book which should be taken up again some time. Will recreate a variation of it some time in the future if time allows. Kim (talk) 15:37, 25 April 2008 (UTC)

Lore of Learning/chapters
Recreated under a different name: Lore of Learning/Chapters under development. So the page may be deleted. Kim (talk) 19:08, 25 May 2008 (UTC)

title: User talk:Ktucker


text:
SwisTrack/Components/ThresholdColorCommon

Description
This step intends to separate the pixels that belongs to tracked objects. The pixels kept are in white and the black pixels will be considered as the background. Most of the time, this step follows a preprocessing method like background subtraction.

Input

A color image.

Output

A binary (black and white) image.

Threshold
A threshold value (between 0 and 256). If the tracked objects don't appear in the image, try to reduce the value. Otherwise, if parts of the background are selected, the value need to be increased.

Using average value of the channels
Whether to threshold the free channels independently with the same threshold value and apply an OR function between the resulting binary masks, or to compute the average of the three channels and then apply the threshold.

Invert threshold
Whether the threshold must be inverted or not.


text:
SwisTrack/Components/ThresholdColorIndependent

Description
This step intends to separate the pixels that belongs to tracked objects. The pixels kept are in white and the black pixels will be considered as the background. Most of the time, this step follows a preprocessing method like background subtraction.

Input

A color image.

Output

A binary (black and white) image.

Blue Threshold
A Threshold value (between 0 and 256) for the blue channel. If the tracked objects don't appears in the image, try to reduce the value. Otherwise, if parts of the background are selected, the value need to be increased.

Green Threshold
A Threshold value (between 0 and 256) for the green channel. If the tracked objects don't appears in the image, try to reduce the value. Otherwise, if parts of the background are selected, the value need to be increased.

Red Threshold
A Threshold value (between 0 and 256) for the red channel. If the tracked objects don't appears in the image, try to reduce the value. Otherwise, if parts of the background are selected, the value need to be increased.

Using "OR" instead of "AND"
Specify whether, after the thresholding of the three individual channels, we apply a OR or a AND function between the resulting binary masks.

Invert Threshold
Whether the threshold must be inverted or not.


text:
Social and Cultural Foundations of American Education/Hot Topics/Home Environment

In a recent population survey, 7.1 million students under the age of 18 lived in a neighborhood with a poverty rate of 30 percent or more [1]. This high incidence of poverty places these children at a higher rate of becoming ill, not having proper health care, becoming parents before finishing school, using illegal drugs, being exposed to or involved in violence, and going to jail before they are even old enough to vote. Children living in below average neighborhoods should be given the same opportunities as children living in average and above average housing.

Disadvantages Faced by Poverty-stricken Students
A major disadvantage to students produced from living in poverty stricken neighborhoods is the possibility of growing up not able to succeed in life because they were not properly trained as children. “They are unable to work, parent, or excel in society. [1]” It is the responsibility of the authoritarians, policymakers, parents, schools, and teachers to make sure each student, despite their living arrangements, is given an equal opportunity to succeed.

Statistics have shown that students who live in poor neighborhoods usually test lower on standardized test. The students also tend to learn less than students in average schools. In the book, “The Good--and the Not-So-Good--News About American Schools,” 13-year-old students were not on the appropriate grade level in math. These students were doing math problem on a 9-year-old’s level.

Many other disadvantages play a part in the lack of success in children who live in low-income neighborhoods. Education is not a key factor that is stressed in the home as evidenced by the low rate of parental involvement. In addition, children living in economically disadvantaged neighborhoods have few role models to show them ways to improve their lives and break the cycle of poverty.

Aspects for Properly Preparing Students Living in Poor Neighborhoods
In order to make sure students living in low income neighborhoods are well prepared for life as adults, certain things are required. Basic aspects include: “greater access to supports that all families need to raise kids successfully--employment opportunities for parents, quality health care, formal and informal networks of adults who can assist in times of crisis, vibrant religious institutions, organized recreation, and safe streets. [1]” Parental opportunities, good health care, religious groups, and fun activities all make for a well rounded student, but these children need a quality education. “Education has been the vehicle for advancing the social and economic status of children and families, compensating for poverty and distressed environments, and, for millions of kids, paving the way to opportunities unavailable to their parents. [1]” Education is the catalyst for success. “Research shows that school completion and academic success increase children's ability to escape poverty, form strong families, and raise successful kids of their own. [1]” The more education one receives the greater your chances are of getting a higher paying job.

Research from the U.S. Bureau of the Census, Money Income in the United States, states that a college graduate earns twice as much money a year compared to an adult with only a high school diploma, and that same college graduate earns about three times as much as a high school dropout. Sadly, students living in these low-income neighborhoods are falling by the wayside. The chances of getting a quality education while living in poverty are very small. “If our nation is to remain prosperous and committed to equality of opportunity, we must create successful schools for poor children. [1]”

Contributing to Successful Students
It is possible for students in poverty stricken neighborhoods to succeed but it requires quite a bit of dedication. “In order to contribute to kids' success in school and overall development five ideas should be demonstrated. They include: preschool experiences that prepare children to learn, schools that are small enough to engage every child, high standards in curriculum, instruction, and assessment, strong, meaningful family participation, and making education part of a larger community commitment to healthy youth and family development. “High-quality early childhood care and preschool education can stimulate cognitive development, increase school readiness, and advance academic achievement in the early elementary grades. [1]” Smaller classroom sizes promote more one on one between the student and teacher. Students are able to receive more individualized help. The teachers are also able to change the flow of instructional time if necessary; they can do what works best for the class a whole. Higher success rate also come from having “high learning standards, challenging curricula based on those standards, and instructional practices that keep kids actively engaged in learning. [1]” The definition of the word standard from the Encarta Dictionary is the level of quality or excellence attained by somebody or something. In schools standards are set so the students comprehend the seriousness and the value the school places on academic success. “States like Kentucky, Washington, and Maryland and districts like Milwaukee and Philadelphia have taken significant steps to set standards that are aligned with curriculum, instruction, and assessment practices. [1]” Parental involvement and parent-teacher interaction is also a key to the success of the students. Interaction between the teacher and parent can be as simple as a brief email or telephone call. Involvement should include knowing the latest news in the school, participating in any parent orientations and meetings, and helping and being aware of the students’ homework.

Homelessness
A child’s success may be dependent upon many factors that may take place in the home or the lack thereof. “According to the Year 2000 Report to Congress on the Education for Homeless Children and Youth Program, there were approximately 928,429 homeless children and youth (Pre K-12) reported in 2000, an increase of 10 percent over the last reporting year of 1997, with 65 percent of these children in Pre K-Grade 6. [3]” Students who are homeless are defined as lacking a stable, long term place to reside. “The students may be: Sharing the housing of other persons due to the loss of housing, economic hardship, or a similar reason, Living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations, Living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings, Living in emergency or transitional shelters, Abandoned in hospitals, Awaiting foster care placement, Have a primary nighttime residence that is not designed for regular sleeping accommodation for humans” [3].

Homeless students are battered psychologically and emotionally and have added pressures once entering the school building. These children are presented with many obstacles to overcome in school ranging from having their homes taken away, living in a shelter, to not knowing when and where their next meal is going to come. Once in the classroom the students have a hard time focusing forcing them to become less motivated about completing school. Homeless students have a higher rate of dropping out of school entering the work force because of lack of enthusiasm and focus. Those students who chose to be homeless, because they have run away from home, experience both sexually and physical abuse. They sometimes become involved with illegal drugs and excessive alcohol use. Other factors that may be a factor that might prohibit a quality education for a homeless child may include: poor nutrition, inadequate sleep, and lack of health care.

Family Composition
An interview with a social worker revealed the impact home and social environment on a child’s education. In this social worker’s school, a school for children with emotional and/or learning disabilities, a number of the students reside in neighborhoods at or below poverty level. They are often times being raised by single parents or grandparents who also care for other children or relatives placing the child’s education low on the caregiver’s list of priorities. Children from these types of environments often display inappropriate behavior that negatively impacts their academic development.

A major difficulty for the teachers and social workers in this school is the lack of parental involvement. The school, according to the social worker, is at least is an hour long bus ride for the parents (most don’t own cars) which keeps many parents from visiting the school and meeting the child’s teachers. The school has often offered to fund the parents’ transportation to and from the school; however the parents face difficulties in getting time off from their jobs. Whether or not the parents’ have an interest in the child’s education, the children do not see a connection between the parent’s and their teachers resulting in lack of academic motivation and no desire to behave appropriately.

There is a fascinating article in The Elementary School Journal entitled "Teachers' Reported Practices of Parent Involvement: Problems and Possibilities," by Joyce L. Epstein and Henry Jay Becker of Johns Hopkins University which addresses the family and how the parental involvement affects a child's educational process. This article is about a study of teachers in Maryland and how they feel about parent involvement. The comments from the 3,700 teachers vary tremendously from teachers who strongly believe that their job can only be performed adequately if they can rely on parental help, and the other opposite thought from teachers who have long given up the hope of parental help. Some of the teachers polled felt that "parents have so little prime time to spend with their child or children," (Epstein, 1982) that it is very hard to cultivate a parent-teacher relationship much less a parent-teacher-child relationship.

This study/article also delves into the world of today, and how the working parents have more demands on their time and how helping kids at home becomes a more frustrating task when a parent is tired or has so many jobs to just pay the bills (Epstein, 1982). Teachers seem to be split down the middle when it comes to deciding if it is worth their effort to try to involve parents, but the general synopsis of the study was that in the long run it is well worth the effort for the child's sake no matter what the family structure entails. Single parents, working parents, grandparents raising their grandchildren, and all family structures should begin with the child's educational process at home and help the schools and teachers open the doors and windows into the mind of the child. This applies to every socioeconomic structure of family, not just poverty structures.

Drugs, Alcohol, and Abuse
Drugs and alcohol can have a lasting affect on children. The affects can start in fetal development and continue through life development. Having a mother that uses alcohol or drugs while she is pregnant can affect the fetus and have lasting affects on their cognitive and social development. Alcohol can cause mental retardation, slower physical development, severe learning and cognitive disabilities. A mother that uses illegal drugs, like marijuana, cocaine, etc, can also have a severe and lasting effect on the child. They can decrease the cellular oxygen and nutrient supply for the fetus which then affects the parts of the brain responsible for learning, memory, behavior, and cognitive functions. It can also cause language delays and attention problems. (Kaplan, 122)

Drugs and alcohol can also effect more then just the child’s body, it also effects the environment they live in. The drug and alcohol abuse leads to poverty, abuse, and neglect in the home. The parents are too busy with there habits that they have little emotional involvement with the child. (Kaplan, 124-125)

Abuse is also a major problem affecting children in school and in life. Out of the three million children that are reported each year to child protective service agencies for being alleged victims of abuse and neglect, about one-third (about one million) are determined to be legitimate cases that require action (Bullough, 69). There are three types of abuse; physical, sexual, and emotional. Physical neglect is the most common form of child maltreatment. It is responsible for about sixty percent (60%) of all reported cases of abuse (Bullough, 57). They all have major lasting effects on the children. All of them cause psychological problems in the child. Abuse can cause language delays, poor social relationships with peers, lower intelligence scores, and behavioral problems. Studies show that the abused child also is more likely to experience failure in school because of all the problems abuse causes. (Kaplan, 355) At least half of all valid cases of child abuse involve caregivers that are under alcohol or drug abuse.(Bullough, 43)

All of this can cause effects on the child’s learning. The brain development, emotional development causes problems in school and how the child can learn.

Conclusion
A child’s destiny should not be determined by the neighborhood a child lives in, composition of the child’s family, or the child’s circumstances. Each and every child should be given the same equal opportunity to achieve excellence. Teachers should view every child as a child that is capable of learning. The responsibility of instilling the value of learning is placed not only on the parents, but the teachers, administrators, school board officials, and every other adult that has a part of a child’s life.

Multiple Choice Questions
Click to reveal the answer.

Essay Question
Click to reveal sample responses.


text:
User talk:170.158.147.4

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 16:40, 3 May 2007 (UTC)

title: User talk:170.158.147.4


text:
User talk:208.108.145.4

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 16:49, 3 May 2007 (UTC)

-- Herby talk thyme 13:09, 9 October 2007 (UTC)

title: User talk:208.108.145.4


text:
Writing a Good Book for Children

Many people may find it difficult to write books for children—this book is designed to help the reader write high quality children's books.

What is a good book for children?
A good book for children is funny, exciting and makes them laugh. A good children's book is one that children like to read!

Brainstorming
In order to write a good book for little children, you must do the following:

 * Use funny words.
 * Do not use inappropriate language.
 * Use a readable font (large enough for everyone to read).
 * Write with a variety of different genres.
 * Use bright colors while drawing a picture to catch the child's eye.
 * Keep the reader interested in the book.
 * Make sure that the theme of the story is clear and understandable so the children can relate to what is happening in the story and be interested in what happens next.
 * Write about something you learned or experienced when you were in that children's age group you want to write about.
 * Make the characters' characteristics interesting and clear.
 * Ask children's opinions and suggestions on what you are writing.
 * Make sure that the plot of the story make the children feel emotional e.g. Happy, sad, angry
 * Use Different Size Fonts For Certain Age Groups
 * Make sure that the pictures depict this very well
 * Use peoples experiences
 * Depending on your race you may have different ideas than others. Try to add that into your writing.
 * Religion may also change your writing.
 * Include the different aspects of the people (genre, environment, background and such)
 * Include a large font for the little children to easily read the book even if he or she is far away from the book.
 * A easy text for children to understand since their very little.
 * A lot of pictures to keep the reader interested.
 * Chapter books are not usually good for little children.
 * Use a simple thought so that the child will understand and remember what has happened so far.
 * Make sure there is a beginning, a middle and an end
 * Use dictionaries
 * Use easy pictures so children can understand
 * Provide the child with at least one "ah-ha!" moment
 * Use some children's interests
 * Don't write about violence or it will influence the children badly
 * Write a catchy title
 * Decide on age group to write book for.

Authors

 * Yasya
 * Huskii
 * Lady_Aquarius23
 * Moneybunny
 * Pendragonking
 * Cheetah1
 * Soccer228
 * Skirtsz18
 * Milkyway 120
 * Jeansz18
 * Sunshine_12
 * Poison
 * Mexico9
 * Coolgirl3000
 * Mashka
 * Tom kananzy
 * lRainbowz,x
 * Mexico9
 * Camila PrincessXOXO
 * Starz11
 * Fonzie
 * Tigerpeach
 * Bfriend
 * Balletgrl360
 * Siar8
 * Puppies12
 * Beaver

title: Writing a Good Book for Children


text:
A Beginner's Guide to D/Conditions and Loops/Simple Looping

One of the simplest kinds of loops in D is the while loop. This loop will keep looping as long as its condition is true. This also makes the while loop very flexible—virtually any kind of loop can be written as a while loop, if you try hard enough. A while loop looks like this:

The while loop will see if the condition is true, and if it is, it'll run the code inside it. It'll keep doing that until the condition is false.

As was shown in the last section, the foreach loop is useful for looping over the contents of some kind of container. But what about when you don't know how much data you have, such as when you're reading from a file? A while loop can help in this case.

So here we create an array of strings named names to hold a list of names we'll read in from a file. Then we create a <tt>File</tt> object. Remember in the Basic Input section, where we used <tt>din</tt> to read a line of text from the console? <tt>din</tt> is really a kind of <tt>File</tt> object, so we're doing the same thing here, except we're reading from a file on disk instead of from the user.

The important thing here is the <tt>while</tt> loop. Let's have a closer look at it:

The condition is <tt>input.eof == false</tt>. The <tt>.eof</tt> method of <tt>File</tt> means "end of file." So we're going to use this loop to read data while we're not at the end of the file. In other words, we're going to read all the data out of the file. The body of the loop does just that—it reads a line from the file, and appends it to the end of our list of names.

At the end of our program, we write out the list of names, using the familiar <tt>foreach</tt> loop.

A second, very similar kind of loop is the <tt>do-while</tt> loop. In a <tt>while</tt> loop, the condition comes at the beginning of the loop, but in a <tt>do-while</tt> loop, the condition comes at the end. The reason this is significant is that with a <tt>while</tt> loop, if the condition is false the very first time, the loop body will never be run, so <tt>while</tt> loops can run their bodies 0 or more times. But with a <tt>do-while</tt> loop, the body is run at least once before the condition is checked. <tt>do-while</tt> loops look like this:

One case where this kind of loop comes up a lot is when you're trying to get valid input from the user. Usually you ask the user to enter something in, then you check it to see if it's valid, and if it's not, you keep asking them until they give you something good. This is what a <tt>do-while</tt> loop is for: it'll run the input code at least once, and keep running it until the condition is met.

This code uses the <tt>valid</tt> variable to keep track of whether what the user entered was valid or not. It'll be set to <tt>true</tt> once they do. Until then, though, the <tt>do-while</tt> loop will keep looping, asking for user input.


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General Chemistry/Properties of Matter

Properties of Matter

 * 1) Basic Properties of Matter [[File:100 percent.svg]]
 * 2) Changes in Matter [[File:100 percent.svg]]
 * 3) Classification of Matter [[File:100 percent.svg]]
 * 4) Numbers Used to Describe Atoms [[File:100 percent.svg]]

title: General Chemistry/Properties of Matter


text:
User talk:JarrettBillingsley

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Good luck! --Panic 18:53, 3 May 2007 (UTC)

title: User talk:JarrettBillingsley


text:
General Chemistry/Properties of Matter/Basic Properties of Matter

What is Matter?
Matter is defined as anything that occupies space and has mass. Black holes have mass but occupy effectively no space. Black holes have infinite density and 0 volume. Anything that has mass must be 3-dimensional, which is why, however small atoms (the stuff that makes up matter) are, they are 3-dimensional.

Mass is a measure of an object's inertia. It is proportional to weight: the more mass an object has, the more weight it has. However, mass is not the same as weight. Weight is a force created by the action of gravity on a substance while mass is a measure of an object's resistance to change in motion. For example, your weight on the moon would be one-sixth your weight on the earth, as the moons gravitational field is one-sixth that of earth's. Mass used to measured by comparing the substance of interest to a standard kilogram called the International Prototype Kilogram (IPK). The IPK is a metal cylinder for which the height and diameter both equal 39.17 millimeters and is made of an alloy of 90% platinum and 10% iridium. Thus, the standard kilogram is defined and all other masses are a comparison to this kilogram. When atom masses are measured in a mass spectrometer, a different internal standard is used. Your take home lesson with regard to mass is that mass is a relative term judged by a comparison. Mass is now defined by a Watt or Kibble balance by measuring the Planck constant. The goal of measuring mass with the Planck constant is to measure mass electronically. The reason for this is that it is a lot easier to make an electronic measurements with electronics and electricity than to weigh something big or small, so researchers have been working on accurately redefining the kilogram to a quantum standard that implements the Watt/Kibble balance for the Planck constant. This change took effect in 20 May 2019 after a historic vote among the members of the CGPM at Versailles in France to redefine the kilogram, ampere, mole, and kelvin. The redefinition of the kilogram was contingent upon continued improvement of this new method of determining mass. National metrology labs such as NIST collaborated to make the redefinition of the kilogram possible.

Volume is a measure of the amount of space occupied by an object. Volume can be measured directly with equipment designed using graduations marks or indirectly using length measurements depending on the state (gas, liquid, or solid) of the material. A graduated cylinder, for example, is a tube that can hold a liquid which is marked and labeled at regular intervals, usually every 1 or 10 mL. Once a liquid is placed in the cylinder, one can read the graduation marks and record the volume measurement. Since volume changes with temperature, graduated equipment has limits to the precision with which one can read the measurement. Solid objects that have regular shape can have their volume calculated by measuring their dimensions. In the case of a box, its volume equals length times width times height.

It is particularly interesting to note that measuring is different from calculating a specific value. While mass and volume can both be determined directly relative to either a defined standard or line marks on glass, calculating other values from measurements is not considered measuring. For example, once you have measured the mass and volume of a liquid directly, one can then calculate the density of a substance by dividing the mass by the volume. This is considered indirectly determining density. Interestingly enough, one can also measure density directly if an experiment which allows the comparison of density to a standard is set up.

Another quantity of matter directly or indirectly determined is the amount of substance. This can either represent a counted quantity of objects (e.g. three mice or a dozen bagels) or the indirectly determined number of particles of a substance being dealt with such as how many atoms are contained in a sample of a pure substance. The latter quantity is described in terms of moles. One mole used to be specifically defined as the number of particles in 12 grams of the isotope Carbon-12. This number was 6.02214078(18)x 1023 particles. The mole is now defined so the Avogadro constant N_A has the value 6.022 140 76 times 10 to the 23 reciprocal mole.

Atoms, Elements, and Compounds
The fundamental building block of matter is the atom. Atoms are made of protons, electrons, and neutrons. Protons and neutrons are made of quarks and gluons. Any atom is composed of a little nucleus surrounded by a "cloud" of electrons. In the nucleus there are protons and neutrons.

However, the term "atom" just refers to a building block of matter; it doesn't specify the identity of the atom. It could be an atom of carbon, or an atom of hydrogen, or any other kind of atom.

This is where the term "element" comes into play. When an atom is defined by the number of protons contained in its nucleus, chemists refer to it as an element. All elements have a very specific identity that makes them unique from other elements. For example, an atom with 6 protons in its nucleus is known as the element carbon. When speaking of the element fluorine, chemists mean an atom that contains 9 protons in its nucleus.

Despite the fact that we define an element as a unique identifiable atom, when we speak, for example, 5 elements, we don't usually mean those 5 atoms are of the same type (having the same number of protons in their nucleus). We mean 5 'types' of atoms. It is not necessary there are only 5 atoms. There may be 10, or 100, etc. atoms, but those atoms belong to one of 5 types of atoms. I'd rather define 'element' as 'type of atom'. I think it is more precise. If we'd like to refer to 5 atoms having the same 6 protons in their nucleus, I'd say '5 carbon atoms' or '5 atoms of carbon'.

It is important to note that if the number of protons in the nucleus of an atom changes, so does the identity of that element. If we could remove a proton from nitrogen (7 protons), it is no longer nitrogen. We would, in fact, have to identify the atom as carbon (6 protons). Remember, elements are unique and are always defined by the number of protons in the nucleus. The Periodic Table of the Elements shows all known elements organized by the number of protons they have.

An element is composed of the same type of atom; elemental carbon contains any number of atoms, all having 6 protons in their nuclei. In contrast, compounds are composed of different type of atoms. More precisely, a compound is a chemical substance that consists of two or more elements. A carbon compound contains some carbon atoms (with 6 protons each) and some other atoms with different numbers of protons.

Compounds have properties different from the elements that created them. Water, for example, is composed of hydrogen and oxygen. Hydrogen is an explosive gas and oxygen is a gas that fuels fire. Water has completely different properties, being a liquid that is used to extinguish fires.

The smallest representative for a compound (which means it retains characteristics of the compound) is called a molecule. Molecules are composed of atoms that have "bonded" together. As an example, the formula of a water molecule is "H2O": two hydrogen atoms and one oxygen atom.

Properties of Matter
Properties of matter can be divided in two ways: extensive/intensive, or physical/chemical.

According to the International Union of Pure and Applied Chemistry (IUPAC), an intensive property or intensive quantity is a quantity whose magnitude is independent of the size of the system (the part of the environment under study). Intensive properties include temperature, refractive index (for example, the refactive index of air is 1.000293), and mass density. The reciprocal or multiplicative inverse of mass density, specific volume, is also an intensive property. Boiling point is an intensive property. Here is a list of intensive properties:

 * charge density
 * linear charge density is amount of electric charge per unit length and typically represented by $$\lambda$$ with units of $$\mathsf{C*{m}^{-1}}$$
 * surface charge density is amount of electric charge per unit surface area and represented by $$\sigma$$ and measured with the unit $$\mathsf{C*{m}^{-2}}$$
 * volume charge density is amount of electric charge per unit volume and typically represented by rho, $$\rho$$ and measured with the unit $$\mathsf{C*{m}^{-3}}$$.
 * color
 * concentration
 * mass concentration in $$\mathsf{{m}^{-3}*{kg}^{+1}}$$
 * molar concentration in $$\mathsf{{m}^{-3}*{mol}^{+1}}$$
 * number concentration in $$\mathsf{{m}^{-3}}$$
 * energy density in $$\mathsf{{J}^{+1}*{m}^{-3}}$$
 * electric permeability as a measure of magnetization produced in a material in response to an applied magnetic field typically represented by mu, $$\mu$$ and measured with either $$\mathsf{{m}^{-1}*{H}^{+1}}$$ or $$\mathsf{{N}^{+1}*{A}^{-2}}$$
 * specific gravity
 * melting point
 * boiling point
 * molality measured with $$\mathsf{{kg}^{-1}*{mol}^{+1}}$$
 * pressure
 * refractive index
 * electrical resistivity measured with $$\mathsf{\Omega*m}$$
 * electrical conductivity measured with $$\mathsf{S^{+1}*{m}^{-1}}$$

States of Matter
One important physical property is the state of matter. Three are common in everyday life: solid, liquid, and gas. The fourth, plasma, is observed in special conditions such as the ones found in the sun and fluorescent lamps. Substances can exist in any of the states. Water is a compound that can be liquid, solid (ice), or gas (steam).

Solids
Solids have a definite shape and a definite volume. Most everyday objects are solids: rocks, chairs, ice, and anything with a specific shape and size. The molecules in a solid are close together and connected by intermolecular bonds. Solids can be amorphous, meaning that they have no particular structure, or they can be arranged into crystalline structures or networks. For instance, soot, graphite, and diamond are all made of elemental carbon, and they are all solids. What makes them so different? Soot is amorphous, so the atoms are randomly stuck together. Graphite forms parallel layers that can slip past each other. Diamond, however, forms a crystal structure that makes it very strong.

Liquids
Liquids have a definite volume, but they do not have a definite shape. Instead, they take the shape of their container to the extent they are indeed "contained" by something such as beaker or a cupped hand or even a puddle. If not "contained" by a formal or informal vessel, the shape is determined by other internal (e.g. intermolecular) and external (e.g. gravity, wind, inertial) forces. The molecules are close, but not as close as a solid. The intermolecular bonds are weak, so the molecules are free to slip past each other, flowing smoothly. A property of liquids is viscosity, the measure of "thickness" when flowing. Water is not nearly as viscous as molasses, for example.

Gases
Gases have no definite volume and no definite shape. They expand to fill the size and shape of their container. The oxygen that we breathe and steam from a pot are both examples of gases. The molecules are very far apart in a gas, and there are minimal intermolecular forces. Each atom is free to move in any direction. Gases undergo effusion and diffusion. Effusion occurs when a gas seeps through a small hole, and diffusion occurs when a gas spreads out across a room. If someone leaves a bottle of ammonia on a desk, and there is a hole in it, eventually the entire room will reek of ammonia gas. That is due to the diffusion and effusion. These properties of gas occur because the molecules are not bonded to each other. The molecules in gas, are free and they can move around unlike solid molecules.

 * In gases, intermolecular forces are very weak, hence molecules move randomly colliding with themselves, and with the wall of their container, thus exerting pressure on their container. When heat is given out by gases, the internal molecular energy decreases; eventually, the point is reached when the gas liquifies.


text:
General Chemistry/Properties of Matter/Changes in Matter

There are two types of change in matter: physical change and chemical change. As the names suggest, physical changes never change the identity of the matter, only its size, shape or state. In a physical change, atoms are not rearranged and the matter's physical and chemical properties are unchanged. Chemical changes, on the other hand, rearrange the atoms of matter in new combinations, resulting in matter with new physical and chemical properties.

Chemical changes are also known as chemical reactions. The "ingredients" of a reaction are the reactants, and the end results are called the "products". The change from reactants to products can be signified by an arrow.Chemical changes are mostly irreversible

Note that the number of reactants and products don't necessarily have to be the same. However, the number of each type of atom must remain constant. This is called the Law of Conservation of Matter. It states that matter can never be created or destroyed, only changed and rearranged. If a chemical reaction begins with 17 moles of carbon atoms, it must end with 17 moles of carbon atoms. They may be bonded into different molecules, or in a different state of matter, but they cannot disappear.

When changes occur, energy is often transformed. However, like atoms, energy cannot disappear. This is called the Law of Conservation of Energy. A simple example would be putting ice cubes into a soft drink. The ice cubes get warmer as the drink gets colder, because energy cannot be created or destroyed, only transferred. Note that energy can be "released" or "stored" by making and breaking bonds. When a plant converts the energy from sunlight into food, that energy is stored in the chemical bonds within the sugar molecules.

Chemical change or Physical change?
Physical changes do not cause a substance to become a fundamentally different substance. Chemical changes, on the other hand, cause a substance to change into something entirely new. Chemical changes are typically irreversible, but that is not always the case. It is easier to understand the difference between physical and chemical changes with examples.


text:
General Chemistry/Properties of Matter/Classification of Matter

Matter can be classified by its state.

 * Solids have a set volume and shape.The inter molecular force of attraction for solid matter is very strong.
 * Liquids have a set volume, but change shape. The inter molecular force of attraction for liquid matter is weaker than solid matter.
 * Gases have neither definite volume nor shape. The inter molecular force of attraction for gaseous matter is negligible.
 * Plasma which are usually gaseous state of matter in which a part or all of the atoms or molecules are dissociated to form ions.
 * Einstein-Bose Condensate (EBC) is a theoretical state of matter. The intermolecular force of attraction for EBC is so strong that the molecules cannot move whatsoever.

Matter can also be classified by its chemical composition.
 * An element is a pure substance made up of atoms with the same number of protons. As of 2011, 118 elements have been observed, 92 of which occur naturally. Carbon (C), Oxygen (O), Hydrogen (H) are examples of elements. The periodic table is a tabular representation of the known elements.
 * A compound consists of two or more chemical elements that are chemically bonded together. Water (H2O) and table sugar (C12H22O11) are examples of chemical compounds. The ratio of the elements in a compound is always the same. For example in water, the number of H atoms is always twice the number of O atoms.
 * A mixture consists of two or more substances (element or compound) mixed together without any chemical bond. Salad is a good example. A mixture can be separated into its individual components by mechanical means.

Types of Mixtures
There are many kinds of mixtures. They are classified by the behavior of the phases, or substances that have been mixed.

Homogeneous Mixtures
A homogeneous mixture is uniform, which means that any given sample of the mixture will have the same composition. Air, sea water, and carbonation dissolved in soda are all examples of homogeneous mixtures, or solutions. No matter what sample you take from the mixture, it will always be composed of the same combination of phases. Chocolate chip ice cream is not homogeneous—one spoonful taken might have two chips, and then another spoonful might have several chips.

An example for a homogeneous mixture is a solution. The substance that gets dissolved is the solute. The substance that does the dissolving is the solvent. Together they make a solution. If you stir a spoonful of salt into a glass of water, salt is the solute that gets dissolved. Water is the solvent. The salty water is now a solution, or homogeneous mixture, of salt and water.

When different gases are mixed, they always form a solution. The gas molecules quickly spread out into a uniform composition.

Heterogeneous Mixtures
A heterogeneous mixture is not uniform. Different samples may have different compositions, like the example of chocolate chip ice cream. Concrete, soil, blood, and salad are all examples of heterogeneous mixtures.

Suspensions
When sand gets kicked up in a pond, it clouds the water. It has a greater mass than water hence it sinks to the bottom and settles down, and is no longer mixed into the water. This is an example of a suspension. Suspensions are heterogeneous mixtures that will eventually settle. They are usually, but not necessarily, composed of phases in different states of matter. Italian salad dressing has three phases: the water, the oil, and the small pieces of seasoning. The seasonings are solids that will sink to the bottom, and the oil and water are liquids that will separate.

Colloids
What exactly is toothpaste? We can't exactly classify it by its state of matter. It has a definite shape and volume, like a solid. But then you squeeze the tube, and it flows almost like a liquid. And then there's jelly, shaving cream, smoke, dough, and Silly Putty...

These are examples of colloids. A colloid is a heterogeneous mixture of two substances of different phases. Shaving cream and other foams are gas dispersed in liquid. Jello, toothpaste, and other gels are liquid dispersed in solid. Dough is a solid dispersed in a liquid. Smoke is a solid dispersed in a gas.

Colloids consist of two phases: a dispersed phase inside of a continuous medium.

The Tyndall Effect
The Tyndall effect distinguishes colloids from solutions. In a solution, the particles are so fine that they will not scatter light. This is not true for a colloid. If you shine light through a solution, the beam of light will not be visible. It will be visible in a colloid. For instance, if you have ever played with a laser pointer, you have seen the Tyndall effect. You cannot see the laser beam in air (a solution), but if you shine it into a mist, the beam is visible. Clouds look white (or gray), as opposed to blue, because of the Tyndall effect - the light is scattered by the small droplets of suspended water.

Methods for Separating Mixtures
Because there is no chemical bonding in a mixture, the phases can be separated by mechanical means. In a heterogeneous mixture like a salad, the pieces can easily be picked out and separated. It is as simple as sifting through the salad and picking out all the tomatoes and radishes, for example. However, many mixtures contain particles that are too small, liquids, or too many particles to be separated manually. We must use more sophisticated methods to separate the mixture.

Filtration
Imagine you have a sandbox, but there are bits of broken glass in it. All you would need is some sort of filter. The sand particles are much smaller than the glass chips, so a mesh filter would let sand pass but stop the glass. Filtration is used in all sorts of purification methods. Some filters, like dialysis tubing, are such fine filters that water can pass, but dissolved glucose cannot.

Distillation
If you were given a glass of saltwater, could you drink it? Sure, if you distill it first. Distillation is the boiling of a mixture to separate its phases. Salt is a solid at room temperature, and water is a liquid. Water will boil far before salt even begins to melt. So separating the two is as simple as boiling the water until all that remains is the solid salt. If desired, the water vapor can be collected, condensed, and used as a source of pure water.

Distillation can also be used if two liquids are mixed but have different boiling points. Separation of several liquids with similar boiling points can be achieved using fractionation.

Centrifugation and Sedimentation
These processes rely on differences in density. In a medical lab, blood often goes into a centrifuge. A centrifuge is a machine that spins a sample at fairly high rates of speed. Red blood cells are much denser than the watery substance (called plasma, but it's not the plasma state of matter) that makes up blood. As a result of the spinning, the denser phases move outward and the less dense phases move inward, towards the axis of rotation. Then, the red blood cells can be separated from the plasma.

Sedimentation is similar, but it happens when particles of different densities have settled within a liquid. If a jar of muddy water is left to settle, the heaviest particles sink to the bottom first. The lightest particles sink last and form a layer on top the heavier particles. You may have seen this effect in a bottle of salad dressing. The seasonings sink to the bottom, the water forms a lower layer, and the oil forms an upper layer. The separate phases can be skimmed out. To return it to a mixture, simply shake it up to disturb the layers.

Unique Properties

The differences in substances' properties can be exploited to allow separation. Consider these examples:
 * A mixture of sand and iron filings can be separated by magnet.
 * Salt and sand can be separated by solution (sand will not dissolve in water, salt will)
 * Helium can be separated from a mixture with hydrogen by combustion (this is a very dangerous operation, since hydrogen in the presence of oxygen is highly explosive). Hydrogen is flammable, but helium is not.

Other methods
There are countless other ways to separate mixtures. For instance, gel electrophoresis is used to separate different sized pieces of DNA. They are placed into gel, and an electric current is applied. The smaller pieces move faster and separate from the larger pieces.

Chromatography separates phases dissolved in liquid. If you want to see an example, take a strip of paper and draw a dot on it with a colored marker. Dip the strip into water, and wait a while. You should see the ink separate into different colors as they spread out from the dot.


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User talk:Pendragonking

Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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Good luck! -- Herby talk thyme 19:22, 3 May 2007 (UTC)

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 19:22, 3 May 2007 (UTC)

title: User talk:Pendragonking


text:
User:Yasya

Anton Yasnitsky/ Антон Ясницкий.

My projects

 * How to write a good book for children?

 * Applied History of Psychology

 * PsycholARTSical: Psyched about the arts

Useful tools

 * Special:Contributions
 * Sandbox

title: User:Yasya


text:
Autistic Survival Guide/Survival Strategies

= Survival Strategies =
 * Note: This section is deliberately brief.  It represents an attempt simply to list the survival strategies available.  It may take form at some future point.  As always, feel free to add anything.  JWM.

Regression and Seclusion

 * Lots of autistic spectrum people use this technique when life gets to them.
 * Method:
 * Find safe accommodation. If this is going to be with other people, you need to be prepared to communicate with them and pay attention to their needs.
 * Reduce all face to face human contact and living expenses to their bare minimums.
 * Optionally, use your problem solving skills to raise your living standards on the cheap.
 * To get the best from this method, it is best to take stock of the resources (financial, human and otherwise) available to you and to find ways to preserve them. This is better done sooner than later, but can be quite difficult if depression is an issue.
 * Pro's:
 * Plenty of time to re-evaluate life, develop marketable skills and rebuild self esteem.
 * Con's:
 * Isn't really an option for school age autistic spectrum people unless homeschooling also is.
 * Lack of face to face human contact can end up being quite depressing in the long term, and doesn't help develop social skills at all.
 * This method can also be a trap. If you regress to a point where you lose social skills you once had, it can be much harder to rejoin society.  There is a growing number of young people in Japan who are in this situation.

Escapism

 * Method:
 * Get socially involved in clubs, groups or communities that promote your passions. It's a good bet that other autistic spectrum people will be there.
 * Interests such as science fiction, fantasy, gaming, anime, cartoons, information technology that is cutting edge or experimental and autism itself are good examples of this, as is any interest that is considered "geeky".
 * You may find the experience more enjoyable if you read.
 * Pro's:
 * You get to socialise in a more fulfilling way since the ground rules of any particular interest are usually very clear, and all you have to do to get respect is be good at promoting the interest in question.
 * You get to see that you aren't really damaged for thinking the way you do.
 * You get to see that life has the potential to be much deeper and more interesting than it seemed to be capable of.
 * The self esteem you get from more worthwhile interactions can be enough to help you survive the less worthwhile ones.
 * Con's:
 * Groups of autistic spectrum people tend to attract non-autistic people who usually have ulterior motives. Or rather, motives they usually don't declare up front.
 * Non-autistic people may get involved to become more proficient in the interest itself.
 * Non-autistic people may get involved to learn more about people who share the interest.
 * Non-autistic people may get involved to learn more about somebody else who is autistic spectrum.
 * Non-autistic people who will probably be "superficially charming" may get involved for the particularly nasty purpose of "trolling". This is a well developed form of bullying.
 * Something worth knowing about Trolls is that learning how to deal with them is a good way to train the senses.
 * Eventually you realise that autistic spectrum social problems apply to autist social situations too, despite the fact that autist to autist communication is easier.
 * Autism as an interest tends to put things in stark reality. There are good things and extremely bad things about autism as an interest.  My current explanation for this is that there seem to be very few ground rules, and too many differing agendas.

Avoiding Social Situations

 * A lot of the historical autistic spectrum figures who found success in pursuing their passions seem to have been following this strategy.
 * Method:
 * Avoid social interactions that don't promote your goals in life.
 * Learn the body language of someone who wants to stop interacting so that few difficult situations arise.
 * If people you don't like are persistent in interacting with you, make sure they receive no pay off from doing so, so that they eventually give up.
 * Pro's:
 * Respect from other people will be easier to attain if you are good at what you do.
 * This seems to be a good compromise between seclusion and full on social interaction.
 * Con's:
 * This pretty much requires active pursuit in a passion or interest to work.
 * Building a reputation purely on your abilities tends to make people believe that you're socially adept too.

Imitating Non-Autistic Behaviour
It should be noted that, if you are going to imitate non-autistic thought or behaviour, always give yourself time to be you. Be sure you give yourself time and space to just be yourself and not worry about pretending.
 * Method:
 * Read about rules of social interaction, and about how to learn what they are yourself. This is what most of Marc Segar's book appears to be about, and what part of this book is about.
 * Pro's:
 * Works very well for the basics. Perhaps it is in part because non-autistic people keep them in the back of their minds too.
 * Con's:
 * Flat out doesn't work for anything more than the basics. Figuring out what the rules are and when to use them is just one problem.  The rules are endless and non-autistic people appear to estimate them within appropriate limits on the fly.
 * Pretending to be non-autistic for too long can be detrimental to your health, self-confidence and well-being. Give yourself set times and places where you can be yourself.

Imitating Non-Autistic Thought

 * In retrospect, it strikes me that this seems to be what Marc is trying to get at when he refers to "plot".
 * Method:
 * Learn everything you can about how non-autistic people think and learn. They learn moment to moment.  Read about Monotropism monotropism/polytropism and what Marc Segar has to say about "plot" and imitate non-autistic thought processes in all social situations involving non-autistic people.
 * Learn about their priorities in life too, but avoid imitating the social status game unless you want life to become needlessly interesting. Use the second commandment instead.  I have found the things in the "non-autistic thought processes" and "visualising social interaction" sections satisfactory in these regards.
 * Pro's:
 * Most of the things in the non-autistic world make a lot more sense when knowing where they're coming from.
 * Body language appears to make much more sense "naturally" too.
 * Done correctly it seems to work fairly well in gaining some equality, but most non-autistic people seem to find people who can otherwise interact well but who are unwilling to play the social status game creepy, amongst other things.
 * Con's:
 * Can feel un-natural, superficial and boring. It's rather necessary to have some kind of pay off to make this work.
 * Mastering the art of thinking according to "plot" means that it is possible to BEGIN learning the way non-autistic people do. At this point, it becomes a game of "catch up".
 * Time spent imitating non-autistic people is time that could be spent in other forms of self development that can lead to a more fulfilling life.

Educating Others About Autism

 * Method:
 * Learn everything you can about the differences and similarities between autistic and non-autistic people. Although there are many different theories and new ones all the time, nobody seems to know the exact differences yet, so be prepared to develop and share your own perspective on these things.
 * Avoid falling into the trap of believing autism is a handicap if at all possible, and if you can achieve that, avoid letting others do so too.
 * Avoid falling into the trap of thinking that all autistic people are exactly the same as you. Each autist experiences life differently. There are as many "types" of autism as there are autistic people. It is often called a spectrum disorder for a reason.
 * Non-autistic people have difficulty getting outside an acquisitive cost/benefit frame. Even when they know you have autism, they will not necessarily be able to get outside this frame.  They will often believe (sometimes rightly, sometimes wrongly) that their problems are as great as yours.  Many of them strongly dislike supporting others without getting something at least as great in return.
 * Non-autistic people have difficulties making transitions from causal explanations to normative conclusions. They will often continue to view a perfectly good reason as just an excuse.
 * Pro's:
 * Can mean deepening the friendship with the person you disclose to and perhaps gaining a little relief.
 * Con's:
 * This pretty much implies disclosing being autistic spectrum. Marc Segar writes about the implications in his guide in the "coming clean" section and others have too.

Getting a Diagnosis

 * Method:
 * Get an appropriate diagnosis or re-diagnosis.
 * Claim any available government assistance.
 * Pro's:
 * The assistance available may be worthwhile.
 * It's good to know you are not delusional.
 * Con's:
 * The assistance available may not be worthwhile and many nations do not offer any assistance at all.
 * Once you have a diagnosis, people may lose interest in your development, given current perceptions about autism, and your self esteem tends to suffer. These are _not_ good things for the wellbeing of young people.

Knowing Your Rights

 * Knowing your rights can help you in all official business, such as in dealing with government authorities, legal authorities, educationan providers, health insurances, employers. Issues can include admission/application and non-discrimination, getting support and understanding, and getting help when needed. For example, what if you are witness in a legal court and struggle understanding language literally, and may not remember faces of other witnesses? This is an area where you can constructively help everyone, including yourself in an for the situation appropriate matter.

Equal Rights Activism

 * Method:
 * The core of an equal rights perspective is the claim that a systematically disadvantaged group is suffering from structural oppression.
 * It involves advancing claims that certain things should be provided, or recognised as rights, which are not universally recognised as such today.
 * A person with this orientation will usually find the bulk of information available unhelpful. They will choose to focus on accounts written by autistic people which express indignation at mistreatment.
 * Groups of this kind are usually organised through web forums and e-lists.

 * Pro's:
 * Seeing a structural cause of the problem raises self-esteem.
 * Research has shown that social movements make participants feel empowered.[]
 * Participants believe they are addressing the real causes of various problems, whereas other strategies adapt to an unjust context.

 * Con's:
 * Can lead to judging non-autistic people too quickly.
 * Tends to produce a defensive reaction in non-autistic people, and in autistic people who are well-integrated into the current system.
 * Negative reactions to advocacy can be a source of stress.
 * Can be frustrating due to the lack of rapid, demonstrable successes.
 * Social movements can be internally acrimonious.
 * Anger against non-autistic people might be better directed at powerful actors who treat all human beings badly, and are unconcerned about human life except for its marketable qualities.
 * Critics view such activism as distracting from concrete life-goals and as a waste of time.


text:
Talk:Autistic Survival Guide/Ways to build self esteem

mistake
I made a mistake by accidentally moving the article onto the discussion page. It it also late here, and I'm a bit sleepy Logictheo 21:01, 3 May 2007 (UTC)


text:
Autistic Survival Guide/Ways to build self esteem

= Ways to build self esteem =
 * Fear is detrimental to self esteem.
 * Finding gaps in your knowledge and filling them or otherwise addressing them can lessen the fears associated with those gaps.
 * Fear can be a good guide to finding gaps in your knowledge.
 * Taking time regularly to meditate about recent events can be beneficial and dangerous too. XXX (anon65 - conflicting objectives)
 * A danger for autistic spectrum people that Marc Segars guide talks about is getting into circular reasoning traps. See the section on "self maintainance" for more on this, and how to avoid them.
 * Comparing recent events, good and bad, with what you would have expected to happen can teach you more about social interaction, or reinforce what you already know.
 * Having hobbies and engaging in personal interests is one of the best ways to build self esteem. The better you are at them, the greater the reward will be, but:
 * Be very careful to investigate and understand the dangers in your hobbies. Take safety seriously.  There's no point in developing a skill today that you can't use tomorrow.
 * Don't let anybody force you into taking up a hobby.
 * Don't let anybody manipulate you into giving up a hobby.
 * People may try to get you to give up a hobby by saying that it is childish or dangerous or takes up too much time. There may or may not be some truth in what they say.
 * They may try to imply that YOU are childish or ignorant or dangerous for having your hobbies and interests. This is almost certainly wrong.
 * If you take your own safety and the safety of others seriously, then ignoring warnings is a bad idea.
 * In virtually all cases it is possible to negotiate compromises that enable a hobby or interest to be pursued, while avoiding its dangers.
 * People who keep coming up with new reasons why you shouldn't keep pursuing your interests and hobbies when their old reasons have been proven wrong and who avoid negotiation are almost certainly not trying to help you.
 * If someone is persistent in doing this, then there may be other underlying issues on their mind that need to be addressed. Finding out what they are and dealing with them can be an educational and rewarding experience.
 * Successfully helping someone else achieve something they need is an incredible self esteem booster.
 * When doing this involves sharing or developing your personal interests, it is even better.
 * It is possible to experience negative emotions from assisting people too. If you feel this happening, it's often best to reconsider.
 * Beware that placing yourself in danger to save someone and getting hurt yourself means that both of you need to be rescued, and this means that such an act can ultimately hurt the person you're trying to help, because you end up halving the attention the rescuers have for the victim.
 * Autistic spectrum people can succeed in learning the social games that people play with some effort, but are nearly always at a severe disadvantage. Therefore, developing interests that are useful to others is well worth the effort.


text:
Autistic Survival Guide/Holding Down a Job

= Holding down a job =
 * This section comes from my experience working at a corporation that had a strong union movent which prevented me being fired for the 6 years I worked there. Instead, my boss's and workmates tried to teach me from the ground up about the things I needed to do to survive there.  I tended to spend my spare time fixing many of the rather obscene problems occurring in the workplace, and succeeded in multiplying productivity within the organisation, but I was working with some rather sociopathic people who found ways to make me suicidal and eventually to quit.  I didn't work in the decade afterwards due to the experience and lived very frugally, yet the corporation in question still earns money from my not particularly well remunerated work.  So please understand that I had a lot of time to work this out and that I can't communicate the following things properly if the more cynical parts are removed.  JWM.

Trust and Loyalty

 * A worker is someone who does tasks for another worker called a boss because the boss doesn't have the time or the capability to do all of their own tasks.
 * Workers are expected to be empathetic and loyal to the work related values and goals of their boss and their employer.
 * Workers are expected to diligently complete any tasks they have accepted responsibility for to the best of their ability, and to return with the results.
 * Workers are expected to not accept tasks they know they won't be able to complete and to be able to explain why to the best of their ability.
 * Failure to be consistent in these things can lead to a lack of trust in assigning tasks to the worker, and a worker with no tasks isn't doing work for the employer and might as well not work there.
 * The good news is that nobody is a perfect worker and that it is part of a boss's responsibility to deal with most of these problems.
 * The bad news is that social interaction unrelated to work or even outside of work hours can also contribute to trust or lack of trust.
 * It is nearly always a boss's responsibility to be higher in the pecking order. If they fail to do this, the workplace tends to fall apart.
 * A worker can sometimes be expected to be empathetic and loyal to the non-work related goals of their workmates. This falls into the realm of "social interaction", and those rules apply.
 * For example: small chats with collegues about all sorts of things (family, holidays) are common practice. Look at how long and often other chat, and don't exceed this.
 * Also chat with colleagues that you don't regularly work with, getting to know many people is often good.
 * The coffee machine or other places where people wait together are perfect places to chat up. If you don't drink coffee, there's probably hot water to make tea or soup, or hot chocolate. Take your time to look for a cup, a spoon, some milk and in the mean time see if there's a conversation going on that you can join.

Company Culture

 * Each company and organisation within a company has its own unique "culture".
 * This culture is basically a mixture of written and unwritten policies related to things such as quality, efficiency, communication and even social and cultural things. These are not entirely unlike unwritten social rules.
 * Members of the organisation are consciously and unconsciously evaluated by how well they follow these policies.
 * People who fit in with the culture become highly valued and are often given a bit of leeway in the way they are permitted to work.
 * People who don't fit in often suffer, no matter how good a worker they otherwise are, or how much they have achieved for their employer.
 * If you find yourself in the latter situation and unable to break out of it, you might consider seeking another job rather than letting your work record and self esteem suffer. These things are much more important than they may at first seem.
 * There are companies such as Google and Microsoft that have cultures that are dominated by autistic spectrum people. These companies are mostly in industries that autistic spectrum people excel at, such as the software industry.
 * The culture itself can ruin a company or organisation when it has to adapt to external forces which often makes culture of great concern to boss's themselves.

Workplace Change

 * Autistic people are often exceedingly good at customising their environment to suit their particular day to day wants and needs, however:
 * Rearranging the workplace is often a dangerous thing to do, even if the changes lead to significant ongoing net profits for the employer. Bosses often simply won't see the connection.
 * It is usually the boss's job to govern the way an organisation operates. Rearranging the workplace without their approval can be seen as a challenge to the pecking order.  See the section about "confidence" for more on this.
 * All changes cause a temporary reduction in efficiency and quality while they are being implemented. Bosses hate this, and it is why change is often frowned upon.
 * Bosses often hire other companies for exorbitant amounts of money to implement change properly. If a boss realises that a worker has saved them having to do this, then this can lead to a boost in the value placed in that worker, however the worker will rarely see any of the exorbitant amounts of money.
 * Having realised this, it is easier and more profitable for a boss to accept credit for the change himself while rewarding the worker in less monetary ways. It is a boss's job to manage change after all, and credit and blame will naturally fall into their laps.
 * It is best to negotiate any benefit, bonus or pay rise BEFORE making a regular practice of implementing change, but don't expect to receive it without asking, or without having a track record of making good changes well.
 * Changes can often lead to less work, but no change will ever lead to working less, unless it is by being fired. A job in this society will always require doing tasks, whether it is necessary for survival or not.
 * Given all of this, it is often easier to simply not attempt to rearrange the workplace, and to just hunker down and do your best to ignore the stupidities happening around you.
 * If you use the last rule, be glad that there are people stupid enough to give people money to do silly things.
 * Rearranging your own workspace is often OK, so long as it isn't detrimental to your work or the work of others. Don't light camp fires in your cubicle.
 * Beware that the greater the changes to your workspace, the less someone else will be able to work in it. This can make eccentric people less replaceable, but bosses will often start trying when they realise this.  Rogue workers tend to scare bosses.
 * If you find that you are constantly thinking of better ways to do business in your workplace, you may be better off in a research and development profession.

Formal Employment Termination Proceedings

 * Some large employers allow employees to respond to formal accusations before deciding whether to fire them.
 * If this happens, the people making the allegations will be different from the ones doing the firing.
 * Employers that do this usually allow employees to apply for other jobs within the company, and this may be the best thing to do if you succeed in refuting the allegations since the underlying problems that caused the accusations in the first place will still be there, and will have to be resolved if the situation is to stabilise.
 * In such cases, always consult with people you know and trust within the company before making any decisions. These things happen to more people than it may at first seem, but people don't often talk about it.
 * You may have union representatives too and these are normally people you can talk to about this, but if they are part of your workplace, beware that they may be part of the problem and as such, may have conflicting interests. In such cases it may be possible to talk with other union representatives from the same union.
 * One good reason to follow procedure and formally respond to the accusations is that simply quitting without doing so usually results in a bad employment record.
 * If you plan to defend your job, respond to the allegations that are easiest to disprove first and the ones that are hardest last. If you can succeed in exposing the malice in the easy ones, then the hard ones will need less, if any convincing.
 * Always get someone you trust to proof read your response. It needs to be as consise, clear and convincing as possible.
 * In all cases, avoid letting your boss, workmates and employer know that you're looking for another job or that you're going to quit until you do. Otherwise satisfactory jobs can turn bad this way.