text:
Past LSAT Explained/Sample PrepTest

June 2007 Form 8LSN75
 * June 2007 Exam PDF from LSAC

Question 1
IDENTIFY

This is a Conclusion question.
 * Labor productivity

READ

The economist discusses how efforts to increase productivity can be counterproductive. He says "But not all efforts to increase productivity are beneficial to the business as a whole."

ANALYZE

(A) Incorrect. This response goes too far. It sounds quite ambitious and makes an unwarranted claim that the action cannot be good for the business.

(B) Correct. Good because the passage supports this claim. Some measures, as mentioned in the passage, are decreasing the number of employees. It fails to benefit the business beccause it affects the morale.

(C) Incorrect. Nothing in the passage discusses the ownership issue. This is certainly plausible but not supported by the passage at all. Watch out for this kind of sound-good responses.

(D) Incorrect. This is a sweeping claim and not supported by the passage. This claim sounds not right because not all businesses try to boost productivity as in the communist countries.

(E) Incorrect. This is one of the premises but not the main conclusion. The economist uses this fact as the evidence to conclude what was said in response (B).

CHOOSE

This is an easy question to start with. Choose (B) and move on.

Question 2
IDENTIFY

This is a Parallel reasoning question. The question discusses the types of dog so it helps a bit if you are familiar with them. They also appeared in the logic games section so review them. The question is lengthy but not very challenging.
 * Labrador Retriever
 * Saint Bernard
 * dog

READ

The passage introduces a logic. While reading and understanding the logical structure, identify the flaw.

ANALYZE

All L bark a lot. All S bark little. R are L + S. Therefore, R bark moderately. The flaw is that 1 plus 0 is not necessarily 0.5.

CHOOSE

(A) Incorrect. This one is flawed but does not parallel the relationship mentioned in question 2. Why? Because in the passage, R is a mix between L and S, meaning that R is produced by physically integrating two different things. Moreover, the second sentence says "some student" instead of "all". Jane is not. If this choice to be true, it has to be like this.

All students in the Dumbledore clan make good grades. All students in the Gaunt clan make poor grades. Jane's father is from Dumbledore's and mother is from Gaunt's.  Therefore, Jane makes somewhat good grades.

(B) Correct. This response parallels the stated relationship well.

(C) Incorrect. The conclusion is different. While Rosa's dogs have the averaged attribute of the two, the Perry family have both without compromise. If this choice were to become true, it has to be like this:

All students at Hanson School live in Green County. All students at Edwards School live in Winn Country. The joint summer program of Hanson and Edwards Schools draw an equal number of students from two schools only. Perry who is in the summer program live in Gwrienn Country which is between Green and Winn Country.

This passage is still not as strong as the response (B) however.

(D) Incorrect. Bob is a member of both distinct groups- transcriptionists and engineers. Bob's skills are not diminished by his dual membership as it was the case for barking. Transcription and engineering do not have the opposite relationship as is in barking frequently and infrequently.

(E) Incorrect. Wrong. Below is an improved version.

All of Kenisha's dresses are very well made. All of Connie's dresses are very badly made. Conisha's dresses, which copied the style of Kenisha's and Connie's and made of the exact same fabrics as those two, are of average quality.

Question 3
IDENTIFY

This is a Conclusion question.

READ

Remember the millennium? This discusses the people's attitude towar the century's end.

ANALYZE

Draw a conclusion that best conmpletes the passage. The passage introduces an analogy that people near the end of their life often spend time looking back on the old events. Then it suggests that it would be similar- "century ... is like a life" from the century's end.

CHOOSE (A) Incorrect. Consider this analogy- Century : Life :: end of century : end of life. If you further extend this analogy it becomes- end of life : look back on the events of their lives :: end of century : look back on the events of the century.

(B) Incorrect. Nowhere it is implied that they fear something.

(C) Incorrect. Some attractive but remember the passage did not say that people look foward to what the afterlife will bring when they die.

(D) Correct. Bingo. It fits perfectly with the analogy.

(E) Incorrect. This is too specific.

Question 4

 * Consumer Report

(Stim Breakdown) One report implies that Company A meals are without nutritional value. But the report given by company B, company A's biggest competitor approved the report. Because of the obvious biasness Company A meals are not really nutritious.

(Explanation) The apparent flaw in this argument is that the author assumes that just because of the bias nature of the situation then obviously the polar opposite is true - un-nutritional to nutritional. You can not assume this to be true because their is a possibility that it is un nutritious. Also the author cant base his argument solely on the representation of Company B's obvious bias motivation. Therefore, the correct answer is A

Question 5

 * global warming

Conclusion from stimulus: GW is primarily the result of minor gases. Cause: Minor gases Effect: Global warming

Which answer choice WEAKENS the scientist?

A) The stimulus does not mention industrial pollution as the cause of minor gas build-up.

B) CORRECT This answer negates the causation, because the effect (warming) preceded the presumed cause (minor gas build-up)

C) Certain years warmer than others does not affect the causation. It does not state that the sun's effect was any different than past centuries.

D) Volcanic dust reflecting warmth does not deal with either cause or effect.

E) This actually supports the conclusion.

Question 6
This is an Assumption question, which asks which answer choice is sufficient enough to make the conclusion valid.

Premise 1: Undergrad degree AND no felony conviction are required to be on the executive board.

EB --> UG + felony

Premise 2: Murray has degree but he has a conviction.

Conclusion: Murray can NOT be an Executive Administrator.

ANALYSIS: The premises involve a jump in logic, they describe the requirements for the Executive Board, but NOT for the position of Executive Administrator. The correct answer choice will remedy this jump.

A) Discusses requirements for the Board, not Exec Administrator.

B)CORRECT This applies the criteria for the EB to the position of EA, which disqualifies poor Murray and makes the conclusion valid.

EB --> UG + felony     Contrapositive: felony or UG --> EB      EA --> EB                     Contrapositive: EB --> EA      M --> felony

Therefore: M --> felony --> EB --> EA

C) This does not apply to Murray, he has an UG degree.

D) Does not make conclusion valid.

felony --> eligible for EA E) This does not address the assumption needed.

Question 7
ethics

Advanced Moral Motivation (AMM) --> abstract principles (AP) + calculated self-interest (CSI) + social norms (SM)

Contrapositive: AP or CSI or SM --> AMM

Which person shows advanced moral motivation?

A) Bobby adhered to social norms.

B) Wes is self-interested.

C) Donna is self-interested.

D) CORRECT Jadine has principles and no CSI or SM.

E) Leigh is conforming to social norms.

Question 8
electric car

Must Be True question.

Proponents: When tech problems are gone, electric cars will be popular and will halt all environmental impact by cars.

Author: Electric power sources will produce considerable environmental damage.

A) CORRECT Impact may be greater than proponents believe. Low threshold for this to be true, supported by the passage.

B) Not supported by passage, author is discussing environmental impact, NOT popularity.

C) Not supported by passage, the author is not discussing this.

D) Not supported by passage, author does not provide premises to support such a strong conclusion.

E) Not supported by passage, author does not provide premises to support such a strong conclusion.

Question 9
video game

Premise 1: Video game sales have gone up in last 3 years.

Premise 2: Since the dawn of time, 13-16 year-olds have purchased 75% of games.

Premise 3: 13-16 demographic will shrink in next 10 years.

Conclusion: Video game sales will NOT continue to increase.

Which answer choice weakens conclusion?

A) Strengthens

B) Rentals are not relevant to discussion.

C) Unrelated to the topic, and strengthens the conclusion.

D) No impact on conclusion

E) CORRECT This qualifies premise 2 and presents new information that may suggest that the increase was from people over 16 purchasing video games.

Question 10
blind experiment

Conclusion? It is in the first sentence, all other statements support this conclusion.

B) CORRECT

Question 11
Role question.

Quote provides an example of change that did not negatively impact the human minds.

Correct: C

Question 12
Parallel Question

Principle A: Keep a promise Principle B: Answer questions truthfully

Mantra: Principle A and Principle B are both expected, but you can not do one without violating the other.

A)CORRECT  Principle A: say whatever we want   Principle B: be civil   You can not do one without violating the other.

B) No two principles

C) Two options, each with undesirable consequences. These are not conflicting principles.

D) Two if/then statements, no principles in conflict.

E) Describes considerations when extending business hours. They come to a conclusion, not an irreconcilable impasse.

Question 13
Assumption question: Answer needs to be necessary to make conclusion valid.

Premise 1: Aluminum soft-drinks all have same amount of aluminum.

Premise 2: 50% of Al in M came from L

Premise 3: All of L was recycled into M

Premise 4: Basically nothing but Al in cans

Conclusion: M has twice as many cans as L

Look for answer choices where if you negate it, the conclusion is no longer valid.

A) Negation does not impact the conclusion. (M can be recycled more does not negate conclusion)

B) Negation does not impact the conclusion. (Recycled Al is higher quality does not negate conclusion)

C) CORRECT Premise: All Al is recovered in recycling. If this was negated, the conclusion would be false.   Ex. if L had 100 cans, but only 20% could be recovered, then M would have 40 cans. This negates the conclusion.

D) Negation does not impact the conclusion. (All of group L comes from recycled cans does not negate conclusion)

E) Negation does not impact the conclusion. (Al cans are harder to recycle does not negate the conclusion)

Question 15
Assumption: This answer needs to be sufficient to make the conclusion true.

Premise 1: High risk = 65+ or chronic disease

Premise 2: Each year vaccine is ONLY against flu strain expected to be most prevalent

Conclusion: Every year high risk people get vaccinated against a different flu strain.

The missing information is why is it for a different flu strain? Premises only support the one most expected to be prevalent.

A) high risk category does not satisfy the gap in reasoning

B) likelihood of epidemic does not fill the gap in reasoning.

C) the limits of the vaccine does not fill the gap in reasoning.

D) CORRECT This answer choice fills the logical gap and necessitates that each vaccine is DIFFERENT.

E) side effects are irrelevant to the passage.

Question 16
Taylor: exact claims could NEVER be established by science

Sandra: some science can achieve precise results

Correct: D

Question 17
Stimulus: Computer experts said the MOST significant threat (of any possible threat, even nuclear meltdown, famine, invasion by a rat army) is unauthorized access to confidential data.

Computer experts are not qualified to determine the MOST significant threat of all potential threats in the universe.

This is why their expertise is not broad enough to support the claim.

Correct: B

Question 18
Argument claims that there is nothing that brings more recognition to modern science than to overthrow conventional wisdom to scientists. We know that scientists are thus skeptical of the theory behind global warming; why? Well because they want some kind of recognition.

(B) Their motivation is recognition. Thus, they want to find some kind of evidence that overthrows global warming hypothesis.

Question 20
Describe

Munoz: SW Hopeville Neighbors Association oppose water system, therefore the whole town doesn't want it.

Gamba: Only 25 people were in that vote, and 15 opposed vs 10 support. We shouldn't base the whole town's opinion on that.

Gamba's argument attempts to cast doubt on Munoz's evidence.

E) Correct

Question 21
Friends tell driver he may wreck his sports car because he drives recklessly. Driver reads report that minivans have lower accident rates. Driver thinks he may trade in his sports car for a minivan to minimize risk of accident.

What is the flaw?

A) CORRECT Correlation does not equal causation. If driver still drives like an asshole, having a minivan probably won't change his risk of accident.

B) We don't know the sample size and thus can't pass judgement on sample size.

C) Driver doesn't make this mistake, he consistently refers to his "risk" and not in absolutes.

D) There are no necessary/sufficient conditions discussed, only a correlation and causation.

E) We don't know about the sources.

Question 22
Causes: News doesn't cover local politics AND local politics is secretive

Effect: Reduce the chance an act of participation will get a positive official response.

Which is most true?

A) Only addresses one of the causes.

B) Author did not present their opinion.

C) We don't know if it's the most important factor

D) CORRECT This would eliminate AL LEAST ONE cause.

E) This reverses cause and effect.

Question 23
Assumption Question: Which answer is sufficient to allow the conclusion to be true.

Premise 1 Increase well-being --> Morally right

Premise 2 Decrease well-being --> Morally wrong

Conclusion: Unchanged well-being --> Morally right

We can recognize the jump in logic, because premise 1 said only that which increases well-being is morally right. The answer needs to expand the definition of morally right actions.

A) Does not expand morally right

B) This excludes the possibility that things can be neutral. Does not expand morally right.

C) CORRECT This creates a condition that expands what is "morally right" and allows the conclusion to be correctly drawn.

D) Does not expand morally right

E) Does not help reconcile the jump in logic

Question 25
impressionism

Question 3

 * Marc Quinn
 * Sir John Sulston
 * Sir John Sulston's Portrait

Question 5

 * entomology
 * ant

Question 9

 * Tasmanian tiger

Question 11

 * Mercury poisoning

Question 13

 * Psychotherapy

Question 14

 * open source software

Question 25

 * australopithecus afarensis

The experimental (unscored) section appeared in the same place for nearly all test takers. Section 3 was experimental on most forms, but Section 2 was experimental on some. The June LSAT had a total of 100 scored questions— 23 in Games, 25 in each Arguments section, and 27 in Reading Comprehension.

Games - 23 questions Overall, test takers rated the June Games section as similar in difficulty to the December 2006 Games section. Most test takers classified the first game as easy and the next three as medium. Though there was no killer game, figuring out the best setup took time on several of the games.

Passage Topic Test Takers' Rankings Passage One Arts/Humanities  easy Passage Two Science (Comparative) medium Passage Three Law medium-difficult Passage Four Social Science  medium-difficult

title: Past LSAT Explained/Sample PrepTest


text: Subject:Help

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

title: Subject:Help


text:
Past LSAT Explained/PrepTest 41

LSAT PT 41 Sect II EXPL 1 police 2 endangered species 3 research grant 4 court 5 emotion 6 seismic shock 7 insurance 8 psychic ESP 9 film historian 10 volunteerism 11 business accounting

12 origin of life 13 ethics 14 dialect 15 brand 16 morality 18 tropsphere stratosphere 19 polio oral polio vaccine inactivated polio vaccine

20 child care

21 court system

22 pesticide farm export

23 neuroscience theta brain wave

24 consumer advocate manual

25 workforce

26 education

|41

title: Past LSAT Explained/PrepTest 41


text: User:JonLS

title: User:JonLS


text:
Plato/Phaedrus

The book of Phaedrus, by Plato. Recites a conversation between Phaedrus and Socrates on a walk outside of town. Phaedrus outlines his position on the concept of love and relationships in ancient Athens. Homosexuality is used to describe the relationship between the lover and beloved. Socrates argues as to whether the lover or the beloved is the more fulfilling side of the relationship.

The art of Plato is such that the intricate cohesion of word and action reveals itself through many layers. Plato writes; and as a writer he has the time and the means (written letters) to compose. But what is Socrates doing? He does not have the leisure to compose over a long period of time. He is responding to particular individuals, in particular circumstances, in the moment. He is thinking on his feet. One might claim that this is actually the first deficiency of the dialogues, that they are artificial and unrealistic in this way. If the written text reveals itself as finely crafted in the subtlety of its inner connections, how seriously can we take the apparent spontaneity of the spoken discourse? This may be Plato’s supreme irony—the evocation of truth through artificiality. (requirement 3)

--Jeremy Rizik

title: Plato/Phaedrus


text:
User talk:Adolfohm

I have added PDF versions of Blender 3D: Noob to Pro (10-September-2007)

title: User talk:Adolfohm


text:
Talk:Introduction to Philosophy/The Branches of Philosophy

Where is Aesthetics? This is a major omission from the branches of philosophy!

Terminology Issue
I don't know of any professional philosophers who use the phrase "Philosophy of Politics." We tend to use the phrase "Political Philosophy" instead. Some of the points made in the first two paragraphs are exaggerated and simplistic at best. Continental Philosophers do politics? Phenomenology cannot be reduced to politics, for starters. Nor can the notion of embodied subjectivity, one of the items studied via phenomenology. Are Analytic philosophers really still suspicious of ethics? Isn't that trope about 40 years out of date?

Problem with entry on "Epistemology"
The first sentence of the entry on "Epistemology" seems fine. Certainly, it is innocuous. After the first sentence, irrelevant points begin to intrude. That philosophers study nature could be relevant if one follows up on this point in the right way. Are there special problems with getting to *know* nature? I would expect some discussion of that after the study of nature is mentioned in this entry.

Characteristics features of philosophy
l don't understand this topic Ekyy (discuss • contribs) 15:47, 24 October 2023 (UTC)


text:
User talk:Mcgeorge~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 19:40, 10 September 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 19:40, 10 September 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:14, 19 April 2015 (UTC)

title: User talk:Mcgeorge~enwikibooks


text:
User talk:87.126.35.179

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. Urbane  (Talk)   (Contributions)  19:57, 10 September 2007 (UTC)

title: User talk:87.126.35.179


text:
Radiation Oncology/Porocarcinoma

Porocarcinoma

Overview

 * Rare malignant tumor arising from the intraepidermal portion of the eccrine sweat gland duct epithelium; there are several histologic varieties
 * May arise from preexisting benign eccrine poroma, with increase in size, tenderness, and sometimes odor
 * ~300 cases reported in the literature; incidence estimated at 1 in 25,000 skin biopsies
 * Most often occurs in the elderly, age at diagnosis 60-80 years
 * Risk factors may include exposure to UV light, immunosuppression, and prior RT
 * Distribution appears to have no correlation with sweat gland density: ~50% lower extremities, ~20% H&N and upper extremities, ~12% trunk and abdomen
 * Can show early invasion of dermal lymphatics and multiple epidermotropic metastases
 * Has metastatic potential (~20%), and poor prognosis once metastatic
 * Treatment of choice is wide local excision; lymph node dissection beneficial, since ~50% can experience local recurrence and/or LN disease
 * There are only a couple of reports using adjuvant RT; dose given ranges 55-70 Gy

Literature

 * Witwatersrand; 2007 (South Africa) PMID 17704263 -- "The squamous variant of eccrine porocarcinoma: a clinicopathological study of 21 cases." (Mahomed F, J Clin Pathol. 2007 Aug 17; [Epub ahead of print])
 * Retrospective. 21 cases with squamous differentiation. Equal gender. Mean age 61.5 years. Average size 4.6 cm, 48% occurred in Black patients. 53% in extremities. 7 patients other skin tumors, 3 patients renal transplant
 * Outcome: LR in 1/21, LN recurrence 1/21, 2/21 both LR+LN; 2 ultimately developed DM

 * Nottingham; 2006 (UK) PMID 16638385 -- "We present an unusual case of eccrine porocarcinoma in that diagnosis was delayed for many years after the initial lesion appeared, resulting in relatively large tumor." (Affleck AG, Dermatol Online J. 2006 Jan 27;12(1):17.)
 * Case report

 * MSKCC; 1971 (1934-1969) PMID 5100098 -- "Sweat gland carcinoma: a clinico-pathologic study of 83 patients." (el-Domeiri AA, Ann Surg. 1971 Feb;173(2):270-4.)
 * Retrospective. 83 patients. Gender comparable. Most common 50-70. Most <5cm, largest 15cm. Present >5 years in 23% patients. Prior RT: 8/83 (10%), range 6-40 years later. Treated with 48% WLE, 36% initial/subsequent LND, RT in 6% with widespread/metastatic disease
 * Outcome: LN: 15% initially positive; additional 28% developed LN+ after primary treatment, but 20% had recurrent local disease prior to LN+. DM in 68%, vast majority had LN+ first. 5-year DFS 38%
 * Conclusion: WLE appropriate only in low-grade disease, should do LND. Tumor considered radio-resistant

RT Literature

 * Spain; 2003 PMID 14725669 -- "Metastatic eccrine porocarcinoma: a 5.6-year follow-up study of a patient treated with a combined therapeutic protocol." (Gonzalez-Lopez MA, Dermatol Surg. 2003 Dec;29(12):1227-32.)
 * Case report; right thigh and inguinal nodes, two separate RT treatments for complete local control
 * RT used 55 Gy (Co-60 to 45 Gy AP/PA, followed by 10 Gy electron boost)

 * Brussels; 2002 (Belgium) PMID 11937963 -- "[Eccrine porocarcinoma with extensive cutaneous metastasis] [Article in French]" (Ghislain PD, Ann Dermatol Venereol. 2002 Feb;129(2):225-8.)
 * Case report. Metastatic lower leg
 * RT used successfully for palliation of lymphedema symptoms
 * Louisville; 1996 PMID 8812539 -- "Vulvar eccrine porocarcinoma." (Katsanis WA, Gynecol Oncol. 1996 Sep;62(3):396-9.)
 * Case report; vulvar neoplasm with 2cm inguinal LN+
 * RT used 50.4 Gy whole pelvis and 60 Gy inguinal region

 * Munster; 1993 (Germany) PMID 8463101 -- "[Metastasizing eccrine porocarcinoma] [Article in German]" (Langfritz K, Hautarzt. 1993 Mar;44(3):176-9.)
 * Case report; left leg with metastatic skin noduls
 * RT with fast neutrons and Co-60 resulted in partial regression; death from tumour cachexia

 * Arizona; 1990 PMID 2156600 -- "The role of radiotherapy in the treatment of malignant sweat gland neoplasms." (Harari PM, Cancer. 1990 Apr 15;65(8):1737-40.)
 * Case report, 3 patients. Surgery + RT 70 Gy to surgical bed + 50 Gy to regional lymphatics.
 * Outcome: 2 DFS at 27 and 35 months, 1 dead of systemic disease

 * Germany; 1987 PMID 2820158 -- "[Eccrine porocarcinoma (malignant eccrine poroma)--a follow-up study] [Article in German]" (Doring HF, Z Hautkr. 1987 Jul 15;62(14):1051-2, 1055.)
 * Case report; recurrent disease treated with RT, death

 * 1986 PMID 3771857 -- "Radiation therapy and chemotherapy in malignant sweat gland tumors." (Whittington R, J Am Acad Dermatol. 1986 Nov;15(5 Pt 2):1093-7.)
 * Case report; adnexal skin. Incomplete resection, with CR after EBRT

title: Radiation Oncology/Porocarcinoma


text:
Subject:Music

de:Regal:Musik 音楽

title: Subject:Music


text: Subject:Architecture

title: Subject:Architecture


text:
Subject:Literature

Guia de Literatura Literatura de:Regal:Literatur Literatura Kirjallisuus 文学 ko:위키책:문학 nl:Portaal:Literatuurstudie

title: Subject:Literature


text:
Subject:Fine arts

de:Regal:Kunst 芸術

title: Subject:Fine arts


text: Subject:Education

title: Subject:Education


text: Subject:Anthropology

title: Subject:Anthropology


text: Subject:Communication

title: Subject:Communication


text:
Subject:Political science

de:Regal:Politikwissenschaft fa:موضوع:علوم سیاسی 政治学 ko:위키책:정치학

title: Subject:Political science


text:
Subject:Psychology

de:Regal:Psychologie fa:موضوع:روانشناسی 心理学 ko:위키책:심리학 pl:Kategoria:Psychologia

title: Subject:Psychology


text:
Subject:Sociology

de:Regal:Soziologie fa:موضوع:جامعه شناسی 社会学

title: Subject:Sociology


text: Subject:Law

title: Subject:Law


text:
Subject:Social sciences

fa:موضوع:علوم اجتماعی 社会科学 ko:분류:사회과학

title: Subject:Social sciences


text:
Subject:Humanities

人文科学 ko:위키책:인문학

title: Subject:Humanities


text:
Subject:History

de:Regal:Geschichte fa:موضوع:تاریخ 歴史学 ko:위키책:역사

title: Subject:History


text:
Subject:Philosophy

de:Regal:Philosophie Philosophie 哲学・思想 ko:위키책:철학

title: Subject:Philosophy


text: Subject:Visual communication

title: Subject:Visual communication


text: Subject:Written communication

title: Subject:Written communication


text:
Subject:Religion

de:Regal:Religion ko:위키책:종교

title: Subject:Religion


text:
Subject:Miscellaneous

その他の本 ml:വിഷയം:പലവക ko:위키책:기타

title: Subject:Miscellaneous


text:
User:Xiuli zhuang

xiuli.zhuang,

School of Educational Technology, Beijing Normal University

Email: xiuli.zhuang@gmail.com

Blog: http://sociallearnlab.org/blog/

Twitter: http://twitter.com/xiuli

Wiki: http://sociallearnlab.org/wiki

Bookmark: http://del.icio.us/sociallearn

Skype: sociallearn

MSN:zxl_bnu@hotmail.com

Web 2.0 and Emerging Learning Technologies

title: User:Xiuli zhuang


text: Talk:C++ Programming/RTTI

title: Talk:C++ Programming/RTTI


text:
Subject:Mathematics

de:Regal:Mathematik id:Subjek:Matematika 数学

title: Subject:Mathematics


text:
Subject:Economics

de:Regal:Wirtschaftswissenschaft 経済学 ko:위키책:경제학

title: Subject:Economics


text: Subject:Business

title: Subject:Business


text:
Subject:Languages

bs:Kategorija:Jezici cy:Silff lyfrau:Ieithoedd de:Regal:Sprachen fa:ویکی‌نسک:کتابخانه زبان Accueil/Langues he:מדף:שפות is:Wikibækur:Tungumáladeild 語学 ko:위키책:언어 语言

title: Subject:Languages


text:
Past LSAT Explained/PrepTest 10

Kaplan Explanations

Question 18
IDENTIFY

 * ethics

This is a Formal Logic & Principle question.

READ

This is a dense passage regarding moral responsibility. This is sort of like a mini reading comprehension question.

ANALYZE

It is helpful to go through the choices one by one.

CHOOSE

(A)

(B)

(C)

(D)

(E)

|10

title: Past LSAT Explained/PrepTest 10


text:
Talk:Past LSAT Explained

Everyone, contribute!

title: Talk:Past LSAT Explained


text:
User:Shreeniwasiyer

I am a software professional who uses wiki a lot.

title: User:Shreeniwasiyer


text:
New Zealand History/A New Economy

‹ Back to First European Explorers to Discover New Zealand

A New Economy Introduced to New Zealand
For 50 years after Sydney was founded in 1788, New Zealand became an economic outpost of New South Wales. New Zealand's main European based economy at the time was built around whaling, sealing, farming and trade with the Maori people.(১৭৮৮ সালে সিডনি প্রতিষ্ঠিত হওয়ার পর ৫০ বছর ধরে নিউজিল্যান্ড নিউ সাউথ ওয়েলসের একটি অর্থনৈতিক ফাঁড়িতে পরিণত হয়। তৎকালীন নিউজিল্যান্ডের প্রধান ইউরোপীয় ভিত্তিক অর্থনীতি তিমি শিকার, সিলিং, কৃষিকাজ এবং মাওরি জনগণের সাথে বাণিজ্যকে কেন্দ্র করে নির্মিত হয়েছিল।)

Whaling in New Zealand
For the first forty years of the 19th Century, whaling was the biggest economic activity for Europeans that came to New Zealand.(১৯ শতকের প্রথম চল্লিশ বছর ধরে, নিউজিল্যান্ডে আসা ইউরোপীয়দের জন্য তিমি শিকার ছিল সবচেয়ে বড় অর্থনৈতিক কর্মকাণ্ড।)

At the time in Europe, whales were needed for their oil (street lighting, frying food, oiling instruments), so the whaling industry in New Zealand was highly successful. The first whaling ship, the William Ann, was in New Zealand waters by around 1791–92, and many whaling ships arrived at New Zealand by the year 1800, most of them being British, American or French. Even some Maori joined whaling crews for new experiences.(সেই সময় ইউরোপে, এদের তেলের জন্য তিমির চাহিদা ছিল (রাস্তার আলো, ভাজা খাবার, যন্ত্রে ব্যবহৃত তেল) তাই নিউজিল্যান্ডের তিমি শিকার শিল্প অত্যন্ত সফল ছিল। প্রথম তিমি শিকারি জাহাজ, উইলিয়াম অ্যান প্রায় ১৭৯১-৯২ সাল পর্যন্ত নিউজিল্যান্ডের পানিতে বিচরণ করে। ১৮০০ সালের মধ্যে অনেক তিমি শিকারি জাহাজ নিউজিল্যান্ডে আসে, তাদের বেশিরভাগই ছিল ব্রিটিশ, আমেরিকান বা ফরাসি। এমনকি কিছু মাওরি নতুন অভিজ্ঞতার জন্য তিমি শিকারিদের দলে যোগ দিয়েছিলো।)

Sealing

The first major sealing operation in New Zealand was in Dusky Sound, November 1792, in which men were dropped off from the ship Britannia, to gather skins of Fur Seals for the China market as payment for tea. By September 1793, when the men were picked up again, they had 4500 skins.(নিউজিল্যান্ডের প্রথম মুখ্য সীল শিকার অভিযানটি হয়েছিল ১৭৯২ সালের নভেম্বরে ডাস্কি সাউন্ডে, যেখানে ব্রিটানিয়া জাহাজ থেকে পুরুষদের নামিয়ে দেওয়া হয়েছিল, চায়ের মূল্য হিসাবে চীনা বাজারের জন্য পশমি সীলের চামড়া সংগ্রহ করতে। ১৭৯৩ সালের সেপ্টেম্বরের মধ্যে, যখন তাদের আবার তুলে নেওয়া হয়, তখন তাদের কাছে ৪৫০০ চামড়া ছিল।)

Sealing was revived in 1803, when the seal colonies in Bass Strait, Australia, had been exhausted. Seals were still in high demand, for hats, and the leather for shoes. Furthermore, seal oil burned without smoke or smell and was needed for lighting and some industrial processes.(অস্ট্রেলিয়ার বাস স্ট্রেইটে সীল শিকারি উপনিবেশগুলি নিঃশেষ হয়ে যাওয়ায়, ১৮০৩ সালে (নিউজিল্যান্ড এ) সীল শিকার পুনরুজ্জীবিত হয়েছিল। টুপি এবং জুতোর জন্য তখনও সীলের চামড়ার উচ্চ চাহিদা ছিল। উপরন্তু, সীলের তেল ধোঁয়া বা গন্ধ ছাড়াই পুড়ত এবং আলো ও কিছু শিল্প প্রক্রিয়ার জন্য এর প্রয়োজন ছিল।)

There was a rush for seals in Dusky Sound and the West Coast in the early nineteenth century, and the seals were hunted to the verge of extinction by 1830. Sealing in New Zealand was finally outlawed in 1926.(ঊনবিংশ শতাব্দীর গোড়ার দিকে ডাস্কি সাউন্ড এবং পশ্চিম উপকূল সীলের জন্য সরগরম ছিল এবং ১৮৩০ সাল পর্যন্ত সীলগুলি, বিলুপ্তির সীমান্ত পর্যন্ত শিকার করা হয়েছিল। অবশেষে ১৯২৬ সালে নিউজিল্যান্ডে সীল শিকার নিষিদ্ধ করা হয়।)

Trade with the Maori People
The first European ‘town’ grew at Kororāreka, when European whalers started calling into the Bay of Islands for food and water. From the 1790s Maoris started to produce pork and potatoes to trade to the Europeans. The presence of Europeans drew Maoris to European towns. The Maoris were quick to catch on the benefits of trade and were eager for Europeans to live among them. They were especially interested in acquiring firearms.(কোরারেকায় প্রথম ইউরোপীয় 'শহর' গড়ে ওঠে, যখন ইউরোপীয় তিমি শিকারীরা খাদ্য ও জলের জন্য বে অফ আইল্যান্ড -এ আসতে শুরু করে। ১৭৯০-এর দশক থেকে মাওরিরা ইউরোপীয়দের সাথে বাণিজ্য করার জন্য শুয়োরের মাংস এবং আলু উৎপাদন শুরু করে। ইউরোপীয়দের উপস্থিতি মাওরিদের ইউরোপীয় শহরগুলিতে আকৃষ্ট করেছিল। মাওরিরা বাণিজ্যের সুবিধাগুলি দ্রুত বুঝতে পেরেছিল এবং ইউরোপীয়রা তাদের মধ্যে বসবাস করতে আগ্রহী ছিল। তারা বিশেষ করে আগ্নেয়াস্ত্র ক্রয় করতে আগ্রহী ছিল।)

Forward to Missionaries Dispatched to New Zealand ›

title: New Zealand History/A New Economy


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New Zealand History/Missionaries

‹ Back to A New Economy Introduced to New Zealand

Missionaries Dispatched to New Zealand
The Church Missionary Society was one of the earliest organisations to dispatch missionaries to New Zealand. In 1813, one of New Zealand's well known early missionaries, Samuel Marsden, asked the CMS to fund a mission to New Zealand. He had been impressed with the Maoris he had met in New South Wales on an earlier occasion, and felt that they needed to be evangelised. He succeeded in gathering together a band of settlers to accompany him, including a teacher and a joiner. However, Marsden had to finance his own ship to New Zealand.

Due to bureaucratic problems, the earliest missionaries arrived in New Zealand at the Bay of Islands in 1814. The mission had two main goals: Christianisation of the Maori people and the attempt to try and keep law and order among the European settlers.

The first Christian Mission Station in New Zealand was set up by Marsden in the Bay of Islands, the same year they arrived. However, the missionaries arrived to a violent atmosphere. Maori were busy trading with settlers for muskets to use on other tribes, and even the missionaries were beginning to argue amongst themselves. Marsden was also experiencing problems with the governor in New South Wales, who was treating the Mission as a bit of a joke. The missions became more successful, however, as time progressed.

In 1819, a block of land in Kerikeri was purchased to set up a new Mission Station at Paihia, which Reverend Henry Williams operated. Williams became highly respected among Nga Puhi, and prevented fighting on several occasions. Missionary influence also put an end to slavery and cannibalism among the Maori. The first baptism of a Maori in New Zealand was conducted in 1825.

Between 1834 and 1840, Mission Stations were established at Kaitaia, Thames, Whangaroa, Waikato, Mamamata (which was abandoned during tribal wars in 1836-37), Rotorua, Tauranga, Manukau and Poverty Bay. By 1840, over 20 Stations had been established, many of which were based in the North Island.

Maori learnt much from missionaries. Not only did they learn about Christianity, but they also learnt European farming techniques and trades and how to read and write. Missionaries also transcribed the Maori language into written form. For many Maori, missionaries were the first contact they had with Europeans, so the missionaries wanted to leave a good impression with the Maoris.

In 1838, a report indicated that the Church Missionary Society stations were staffed with five ministers, 20 catechists, a farmer, a surgeon, an editor, a printer, a wheelwright, a stonemason, two assistant teachers and two female teachers.

Mission Stations customarily consisted of a house for the Missionary's family, a school room, a chapel, a sleeping quarters for school children and Maoris who were being trained as teachers. A farm and orchard were often attached. From the Mission Stations, Missionaries could visit a circuit of Maori villages by foot.

The Missionary William Yate began printing in Maori in the early 1830s. The Church Missionary Society later sent a trained printer, William Colenso, and a printing press to Paihia, enabling Maori bibles to be printed in New Zealand. The first complete New Testament bible in Maori was printed in 1837. By 1840, much of the Old Testament had also been translated into Maori by William Williams and Robert Maunsell. Many copies of the translated bible were distributed direct from the printing press in Paihia.

French Missionary Efforts
In the 1830s, French missionaries introduced Catholicism to the Maoris. Jean Baptiste François Pompallier was one of the main missionaries behind this movement. Pompallier was appointed the first vicar apostolic of Western Oceania, and arrived in New Zealand at Hokianga on the 10th of January 1838. He came with one priest, one brother, a small supply of goods, but very little money. Unfortunately for Pompallier, most of the Maoris around Hokianga were already Methodists, and were openly hostile towards the recently arrived Catholics.

By 1840, the headquarters of the mission had changed to Kororareka. Additional Catholic Mission Stations were soon set up at Whangaroa, Kaipara, Tauranga, Akaroa, Matamata, Otaki, Rotorua, Rangiaowhia and Whakatane.

In 1840, Pompallier was present at the signing of the Treaty of Waitangi, and it is thanks to him that the fourth article, involving freedom of religion, is present.

In 1841, a report showed 164 tribes as Catholic.

Many missionaries were opposed to the colonisation of New Zealand, because they wanted to avoid conflict between Maori and Europeans for land and resources, but were gradually convinced it would be for the best, and in turn convinced many Maori Chiefs to sign the Treaty of Waitangi between the British Crown and Maori.

Forward to The Treaty of Waitangi ›

title: New Zealand History/Missionaries


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New Zealand History/Bibliography

‹ Back to The New Zealand Government Today

title: New Zealand History/Bibliography


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TeX/string

Synopsis
\string

Description
\string accepts a single token (a command sequence, a letter, or another character (including special characters like {, $, }), and converts it into a string of characters. The escape character is controlled by the register \escapechar and is "\" in standard TeX. If it equals -1, \string outputs nothing as the escape character.

All characters except space (code=32) are output with category 12 (other character), even if they're letters or special characters. As an exception, space gets the category 10 (space character), but still-concatenated spaces are not merged to one space.

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TeX/atop

< TeX

Synopsis
\atop

Description
\atop is the basic TeX command for stacking mathematical text. Printing a\atop b produces the stack $$a\atop b$$. Grouping may be required to make sure that not too much is included. A good rule of thumb is to simply put braces around any such stack as in {a\atop b}

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TeX/over

< TeX

Synopsis
\over

Description
\over is the basic TeX command for making fractions. Printing a\over b produces the fraction $$a\over b$$. Grouping may be required to make sure that not too much is included in the numerator and denominator. A good rule of thumb is to simply put braces around any fraction as in {a\over b}

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TeX/above

Synopsis
\above[dimen]

Description
\above is TeX's more general command for making fractions. Printing a\above 0.5pt b produces the fraction $$a\over b$$ where the separating bar has thickness 0.5pt. Grouping may be required to make sure that not too much is included in the numerator and denominator. A good rule of thumb is to simply put braces around any fraction as in {a\above 0.5pt b} The primitives \over and \atop can be replicated in terms of \above as \over = \above 0.4pt \atop = \above 0pt

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TeX/overwithdelims

< TeX

Synopsis
\overwithdelims[delim1][delim2]

Description
\overwithdelims is one of TeX's general commands for making fractions. Printing a\overwithdelims(] b produces the fraction $$\left({a\over b}\right]$$ where it has delimiter ( on the left and ] on the right. The delimiters are treated as if \left precedes the left delimiter and \right precedes the right delimiter, and hence the delimiters scale based on the size of the contained text. A null delimiter can be used by putting a period . in for one of the delimiters. Hence \over can be replicated as \over = \overwithdelims..

title: TeX/overwithdelims


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TeX/abovewithdelims

Synopsis
\abovewithdelims[delim1][delim2][dimen]

Description
\abovewithdelims is TeX's most general command for making fractions. Printing a\abovewithdelims(]0.4pt b produces the fraction $$\left({a\over b}\right]$$ where the separating bar has thickness 0.4pt and it has delimiter ( on the left and ] on the right. The delimiters are treated as if \left precedes the left delimiter and \right precedes the right delimiter, and hence the delimiters scale based on the size of the contained text. A null delimiter can be used by putting a period . in for one of the delimiters. Hence \above can be replicated as \above = \abovewithdelims.. Where each is followed by a dimension.

title: TeX/abovewithdelims


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TeX/atopwithdelims

< TeX

Synopsis
\atopwithdelims[delim1][delim2]

Description
\atopwithdelims is TeX's general command for stacking. Printing a\atopwithdelims(] b produces the stack $$\left({a\atop b}\right]$$ where it has delimiter ( on the left and ] on the right. The delimiters are treated as if \left precedes the left delimiter and \right precedes the right delimiter, and hence the delimiters scale based on the size of the contained text. A null delimiter can be used by putting a period . in for one of the delimiters. Hence \atop can be replicated as \atop = \atopwithdelims.. One important use of \atopwithdelims is in the definition of the Plain TeX command \choose \choose = \atopwithdelims and each produces $$a\choose b$$

title: TeX/atopwithdelims


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TeX/dump

< TeX

Synopsis
\dump

Description
\dump is valid only when running INITeX, and most users of TeX will never have to use it. It essentially replaces \end when writing a format file, and tells TeX to output all previous coding in a .fmt file that TeX can quickly read in while processing a document.

title: TeX/dump


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TeX/global

Synopsis
\global

Description
\global is a TeX command that declares the following definition or assignment to be global, meaning that if TeX is currently inside a group, the definition or assignment will still remain valid when the group is over. Commands that can follow \global include \def, \edef, \let, \count, \countdef, etc. Also, TeX provides the following abbreviations as primitives: \gdef = \global\def \xdef = \global\edef

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User talk:Burk

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- SB_Johnny | PA! 08:00, 11 September 2007 (UTC)

 * Oh, and by the way: thank you for reversing that big mess on the Muggles' Guide. Chazz (talk) 20:07, 11 September 2007 (UTC)

Naming conventions
Please be aware that your recently created Programming: TeX ... pages are not following our naming policy. Please try to follow it; use the move tab at the top of each page to rename it. If you have trouble, you can ask for help on my talk page or at WB:SLN. Thanks!  – Mike.lifeguard  | talk 04:54, 12 September 2007 (UTC)

 * I tried to move some of the pages, but I don't really know where they fit in with the rest of the book. Please check the moves I made, and finish the process, following the naming policy. Thanks.  – Mike.lifeguard  | talk 16:12, 12 September 2007 (UTC)

title: User talk:Burk


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TeX/globaldefs

Synopsis
\globaldefs

Description
\globaldefs is a TeX internal parameter. Normally set to 0. If set equal to a positive number, all following definitions and assignments are treated as if preceded by \global. If set equal to a negative number, none of the following definitions or assignments are global, meaning that an explicit \global is ignored. This remains in effect until \globaldefs is explicitly set to 0 again, or the group containing the \globaldefs reassignment ends (assuming it was not made global as well).

title: TeX/globaldefs


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TeX/catcode

< TeX

Synopsis
\catcode`\[char]=[num]

Description
\catcode is the command that's used to change the category code of a character. The category code tells TeX what to do when it encounters that character later in the text. A general assignment looks something like \catcode`\@=11 which defines the @ character to be a letter.

The category codes in TeX are as follows:
 * 0 = Escape character, normally \
 * 1 = Begin grouping, normally {
 * 2 = End grouping, normally }
 * 3 = Math shift, normally $
 * 4 = Alignment tab, normally &
 * 5 = End of line, normally
 * 6 = Parameter, normally #
 * 7 = Superscript, normally ^
 * 8 = Subscript, normally _
 * 9 = Ignored character, normally
 * 10 = Space, normally and
 * 11 = Letter, normally only contains the letters a,...,z and A,...,Z. These characters can be used in command names
 * 12 = Other, normally everything else not listed in the other categories
 * 13 = Active character, for example ~
 * 14 = Comment character, normally %
 * 15 = Invalid character, normally

Using category codes, it is possible to completely reconfigure TeX and allows support for international users.

A character of code 13 is called active. In a sense it is treated as if it were a command sequence in of itself, and definitions can be given in the normal fashion. Hence to define ~, Plain TeX has \def~{...}

title: TeX/catcode


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User:Jay.Here

Jayanta is currently working at Niksun, Gurgaon. He tries to contribute in wikipedia in whatever way he can.

title: User:Jay.Here


text: User talk:84.45.219.185

title: User talk:84.45.219.185


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Operating System Design/Case Studies/Solaris

Solaris is a UNIX operating system developed by Sun Microsystems. It is most widely used on Sun's SPARC-based hardware, but is also available for x86 systems. The latest version of Solaris, Solaris 10, includes 64-bit support for the x86-64 architecture (ie AMDs Opteron and Intels Xeon processors).


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Category:Book:Python Programming

es:Categoría:Inmersión en Python fr:Catégorie:Programmation Python (livre) it:Category:Python ms:Kategori:Python pt:Categoria:Livro/Python uk:Category:Python

title: Category:Book:Python Programming


text: User:Sustaindane

title: User:Sustaindane


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The Natural Step for Communities Study Circle Guide/Introduction

“Perhaps the most important factor to why they were successful in becoming an eco-municipality were study circles…It’s a question of taking control over their own situation and their own future.” – Torbjorn Lahti, Project Leader Swedish Eco-Municipality movement

Background
The Natural Step for Communities study circle is a program developed by Sustain Dane. The inspiration for this study circle came from the experience of Swedish eco-municipalities, communities that have successfully offered similar study circles as a tool for beginning education and community conversation related to sustainability community topics. Another inspiration for this program comes from the Northwest Earth Institute; a Portland, Oregon based non-profit organization that has been offering discussion courses locally and nationally through affiliate organizations for the past 13 years. Since 1993, over 75,000 individuals have participated in one of the seven discussion courses offered by the Northwest Earth Institute.

Study Circle Overview
Sustainability may seem like one more buzzword, and cities and towns like the last places to change, but The Natural Step for Communities provides inspiring examples of communities that have made dramatic changes toward sustainability, and explains how others can emulate their success.

Objectives
>To build a network or community of people conversant in the area of sustainability  >To become familiar with The Natural Step framework and have examples for a base of communication with others >To have an opportunity to learn about your community so that you can lay a foundation for future action >To be motivated to engage in actions personally and with others to move toward a sustainable future.

Format
A study circle format allows you to better understand the different perspectives and approaches to the complexity of sustainability. In addition, this study circle is intended to be a supportive learning experience, so please ask questions of clarification and share insights with one another. Whether you agree or disagree, you will have an opportunity to talk about an important subject with others who share your concerns, and hopefully have fun along the way!

The book used for this study circle first clarifies the concept of sustainability, offering guiding principles –The Natural Step framework __ that help identify sustainable action in any area. It then introduces the sixty-plus eco-municipalities of Sweden that have adopted changes to sustainable practices throughout municipal policies and operations. The third section explains how they did it, and outlines how other communities in North America and elsewhere can do the same. Key to success is a democratic “bottom-up change process, and clear guiding sustainability principles such as the Natural Step framework.


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The Natural Step for Communities Study Circle Guide/Guidelines

General
This section contains a list of suggested guidelines to help ensure a successful, positive study circle experience for every participant. Please review them before the first discussion session.

 * Read the study circle materials and review questions before each session. A better prepared group will have a better discussion.

 * Begin and end each session on time. Your session will go by very quickly. To make the most of each session, make sure to begin and end on time.

 * Self-monitor your own time. All participants want a chance to enter the discussion.

 * If you know a fair amount about the discussion topic, try using this opportunity to listen to what others know about this issue. You can then use this knowledge to help you clearly state your perspective on the issue in future conversations with other community members and leaders.

 * Please keep the discussion positive. At times, the issues and challenges we face can seem overwhelming, especially in the context of sustainability.

 * If you are unclear of a term being used, seek clarification right away.

 * Don’t get stuck on the authors’ writing style or the format of the book. The book was not intended for a study circle.

 * Don’t spend too much time or detail on problem-solving. If possible, note ideas for potential solutions or actions and move on to the next discussion question. It is best to revisit these potential solutions or actions at the study circle celebration.

 * Please reserve comments on others participant’s responses to the circle question.

 * A response is not mandatory for each question. If you do not have a response for a particular question, simply say “I pass.”

If you have concerns about your discussion course experience, please discuss these issues immediately with your facilitator or contact Sustain Dane.

Facilitator
Each session of the Natural Step for Communities study circle is facilitated by a volunteer. The facilitator is not the “teacher” but is there to assure the process below is followed in the study circle.

 * The facilitator’s principal role is to stimulate and moderate the discussion by asking questions identifying key points, and managing the group process. The facilitator is not an expert, does not have the answers or may even not be the most knowledgeable person about the topic for the week.
 * The facilitator will keep the discussion focused on the sessions’ topic.
 * Some questions are designed to be answered as a group, others by each individual participant. The facilitator will look for and acknowledge questions to be answered by the group as a whole.
 * A primary goal is for everyone to participate in each session. The facilitator will try to draw out quiet participants by creating an opportunity for each person to contribute.
 * On the other hand, an important role of the facilitator is to restrain a domineering participant.
 * The facilitator will make opportunities for others to join the discussion.
 * The facilitator will start each session by calling on the designated participant volunteer(s) to do the Opening before the start of the discussion.
 * The facilitator will follow the opening with the Circle Question.
 * Evaluations of the readings and discussions should be completed each week. The facilitator should remind each participant to fill out their weekly evaluation form at the end of each session.

Opening
Many U.S. communities are now implementing some form of sustainable development, for example climate change initiatives, green building programs, brownfields redevelopment, open space preservation, and affordable housing. These are largely occurring on a project-by-project or issue-oriented approach – sometimes called the “silo approach” to sustainable development.

At the study circle introductory session, participants should volunteer to identify* a sustainable development project or initiative in your community or region that relates to a specific session. At the beginning of sessions two thru six, the Opening volunteer(s) for that sessions’ topic should explain,** in no more than five minutes, a sustainable project or initiative that they have researched. The presentation should cover what the project or initiative is, who is involved, where is it happening, when it started and how it is intended to benefit the community. The facilitator will demonstrate an opening in the first session.

 * If you are not familiar with a project or initiative in your community that relates to the particular session topic, ask the facilitator for some suggestions.

 * If time permits, the opening volunteer(s) are encouraged to research the project or initiative by conducting an interview, visiting the site or obtaining related documents.

Circle Question
After the Opening, the facilitator will ask the Circle Question, “The book introduces several examples of the session themes. What personal reactions or new insights did you have to what you read in this section of the book?” Each participant should provide an answer without comments or questions from others.


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The Natural Step for Communities Study Circle Guide/Session 1

Session 1: Introducing Natural Step Framework and Sustainability (Chapter 1, 2 & 3)
Begin with Circle Question: (Reminder: Each participant should provide an answer without comments or questions from others.)

 * Can you think of a principle (ecological, ethical, etc.) that helps guide you in making decisions? What is the principle? How is it helpful?

 * Can you identify and describe an experience you have had defining or explaining the concept of sustainability to people for the first time? Or, what have been your own challenges in understanding the concept? How might the sustainability objectives of The Natural Step help address these challenges?

 * The authors talk about the importance of using an upstream approach to dealing with problems. Think of some of your community’s or region’s approaches in dealing with community or regional problems such as traffic congestion, challenges in education, homelessness, unemployment, or high health care costs. As a group, determine three examples of “downstream approaches” and three examples of “upstream approaches” to these problems?

 * The authors in the book note that “communities are complex systems…this complexity often results in actions or policies that can work cross-purposes or compete with each other.” Have you experienced a similar situation in community? Explain.

 * From what you have learned thus far about the Natural Step framework and what you know about your community already, to which issues in your community could the framework be applied to; immediately and easily? With the most significant impact?

 * Did reading this section make you want to do something differently or to take some action in your life? If so, explain.

Further Reading and Resources

 * Building a Green Capital City describes steps the City of Madison is currently taking to achieve a sustainable design and energy future.

 * In 2006 Sustainable Robertsfor(Sweden) completed a five-year planning process resulting in communitywide participation, many new sustainability initiatives, an action plan to guide future efforts and a model for other eco-municipalities around the world.

 * Inspired by the Natural Step framework, Whistler. It’s Our Nature is a program one Canadian community created to encourage local households, business and other organizations to live and work sustainably.

 * Developed by a team working with Wisconsin emerging eco-municipalities the Toward a Sustainable Community: A Toolkit for Local Government is designed to provide ideas and descriptions of specific actions that a local government can take to transform itself into a model of sustainable practices.

 * The Alberta Municipal Sustainability Planning guide is a how to for municipalities to look long-term at the community they want and take proactive steps to move there.

 * The Natural Stepincludes a library of articles, case studies, academic papers and other publications that provide a deeper understanding of the framework and its application.

 * The Swedish Eco-Municipality Association (SEkom) has collected information about a variety of successful sustainability projects.

 * Sustainable Sweden organizes summer tours to several Swedish eco-municipalities.

 * North American Eco-Municipality Network was formed at a gathering of representatives from several organizations and emerging eco-municipalities in Madison, Wisconsin in June 2004.


text:
The Natural Step for Communities Study Circle Guide/Session 2

Session 2: Changing to Renewable Energy Resources and Alternative Transportation (Chapter 5 & 6)
Begin with the Circle Question

 * As explained in the book, different Swedish communities use different sources of energy. From what energy sources is your local power company producing energy? From what you now know about the types of renewable energy available and your communities access to these energy resources (i.e. solar, wind, biomass), what combination of renewable energy sources do you think might work well in your community? Explain.

 * Are green energy pricing programs are offered in your area? If so describe them. Have you chosen to participate in these programs? Why or why not?

 * Besides decreasing emissions, can you identify other benefits to the development of a less fossil-fueled dependent transportation system?

 * Describe the physical, social and economic barriers in your community may that prevent people from getting to places other than by car.

 * Are there alternative transportation options in your community, and how are they working? How can your community support the development of such options?

 * Did reading this section make you want to do something differently or to take some action in your life? If so, explain.


text:
The Natural Step for Communities Study Circle Guide/Session 3

Session 3: Eco-Housing and Green Building/Businesses (Chapter 7 & 8)
Begin with the Circle Question

 * Think of a building in your community (i.e. your home, library, church, etc.) that you liked to spend time in. What are the characteristics of the building that make it enjoyable for you?

 * What features of your current dwelling encourage or discourage alteration to a more sustainable habitat?

 * In light of the fourth system condition, what factors should be considered when determining an affordable housing policy for your community?

 * In light of the Natural Step framework, if you were a business owner, what steps would you take to determine how to make your business greener?

 * The book highlights a number of types of businesses (fast-food restaurant, hotel, auto dealer, tanning company, construction, etc.) that have created a market advantage because they have gone green. What businesses or types of businesses in your community do you think could benefit most from incorporating green practices such as co-location, waste and pollution reduction, recycling, green building, etc? Explain.

 * Did reading this section make you want to do something differently or to take some action in your life? If so, explain.


text:
The Natural Step for Communities Study Circle Guide

 * /Introduction/
 * /Guidelines/
 * Session 1 - Introducing Natural Step Framework and Sustainability
 * Session 2 - Changing to Renewable Energy Resources and Alternative Transportation
 * Session 3 - Eco-Housing and Green Building/Businesses


text:
Circuit Idea/Parallel Voltage Summer

<<< contents - series - active - page stage >>>

Building a Parallel Voltage Summer

Building formula: Parallel voltage summer = V-to-I converters + current summer + I-to-V converter.

A problem: the common ground

Kirchhoff's Voltage Law has already given us an idea how to create the simplest series voltage summer. Unfortunately, it had a lot of disadvantages; maybe, the most crucial of them was the problem of the common ground.

Do you remember? First, we grounded the common point between the input source VIN1 and the load; as a result, the sources VIN2 and VIN3 became flying. Then, we tried to ground the common point between the input sources VIN1 and VIN2; now, the source VIN3 and the load became flying. Finally, we were forced to use only two grounded sources and a differential load.

Only, Kirchhoff has formulated another law - Kirchhoff's Current Law (KCL). Maybe, it can help us to create a perfect voltage summer having no problems with the common ground? Let's try this speculation!

Deriving the simplest current summer from KCL

First, we can apply directly KCL to create a current summer. For this purpose, we have just to connect in parallel the input current sources Ii (let's for concreteness assume again that we have three sources) to the current load LI (Fig. 3). Let's first assume that it is a perfect current load having zero resistance (e.g., just a piece of wire). The output current IOUT flowing through the load is the sum of the input currents: IOUT = IIN1 + IIN2 + IIN3.

We can ask ourselves again, "Only, what is actually the summer here?", "Where is it?" The input current sources and the load are external components; so, the rest (the bare node or the junction point) serves here as a summer!

The simplest current summer is just a node.

Wonderful! We have another "ideal" device - the current summer. It is apparent device because there is not actually a device:)!

Building a parallel voltage summer

Only, we want to sum input voltages; so, we have to convert them into currents. For this purpose, we connect voltage-to-current converters between the input voltage sources and the inputs of the current summer (Fig. 4). Also, we need a voltage output; so, we have to connect the opposite current-to-voltage converter at the current summer output. In this way, we have assembled a composed voltage summing circuit:

Parallel voltage summer = V-to-I converters + current summer + I-to-V converter

Let's compare the two viewpoints: From the classical viewpoint, the parallel voltage summer consists of a few resistors; from our viewpoint, it contains voltage-to-current converters, a current summer and a current-to-voltage converter. The use of applying such a system approach is that we see the function of the resistors in the circuit; we see the forest for the tree!

Exploring the circuit

Let's now see how the circuit operates. Attractive voltage bars will help us to visualize the invisible voltages and voltage drops (Fig. 5); current loops will show us where the currents flow (remember: every current returns where it has begun flowing).

The input voltage sources VIN produce voltages, the resistors RIN convert them into currents, the junction point sums the currents and finally, the resistor R converts back the current sum into an output voltage VOUT.

Only, the output voltage introduces an error because it subtracts from the input voltages. Now, the effective voltages VR1, VR2 and VR3 create the currents instead the whole input voltages VIN1, VIN2 and VIN3:

IIN1 = (VIN1 - VOUT)/R1 = VR1/R1

IIN2 = (VIN2 - VOUT)/R2 = VR2/R2

IIN3 = (VIN3 - VOUT)/R3 = VR3/R3

How do we remove the error?

Do we really need an I-to-V converter?

Maybe, you have already noted the contradictory role of the resistor R.

In order not to disturb the input sources (see above), we want the resistance R to be as small as possible (preferably R = 0). As a result, the input voltage-to-current converters become each other independent; only, the output voltage decreases:( We will use this technique later when we build an active parallel voltage summer.

But why do not we increase the resistance R up to infinity (i.e., just to remove the resistor R)? In this case, the input voltage-to-current converters become each other absolutely dependent but we obtain a maximal output voltage. We can use this solution when the load has an infinite internal resistance (e.g., when we have buffered the passive summer by a non-inverting amplifier).

Only, there is a sound reason to connect the "unnecessary" resistor R - it can add the input coefficients up to 1 (see more explanations). We will use this technique below to build a simple digital-to-analog converter.

Applications
The parallel voltage summer exists in many analog circuits considered in electronics books; only, authors do not discern and do not pay attention to it. As a result, it is presented rather implicitly than manifestly. In this section, we will do our best to show its presence in various electronic circuits. This famous circuit deserves our attention.

Op-amp inverting voltage summer

Maybe, the most important application of the passive summer is building an op-amp active summer. Only, what is the idea behind such an op-amp inverting summing circuit (Fig. 7)?

From the classical viewpoint, an op-amp inverting summer consists of input resistors Ri, a negative feedback resistor R and an op-amp. Only, thinking of the active circuit in this way we can't discern the basic idea behind it; we do not see the forest for the tree.

From our fresh viewpoint, an op-amp inverting summer consists of a passive parallel voltage summer and an op-amp:

Op-amp inverting summer = parallel voltage summer + op-amp

More precisely speaking, an n-input op-amp inverting summer needs an (n+1)-input passive parallel voltage summer. For example, in order to build a 3-input op-amp inverting summer (our case) we have to add an additional fourth input IN4. A properly supplied op-amp serves as an additional input voltage source that adjusts its output voltage VOUT (the "input" voltage VIN4) so that to zero the passive summer's output voltage VA (the virtual ground). As a result, the op-amp's output voltage represents the sum of the input voltages VIN. Let's repeat again:

''We (i.e., the op-amp) introduce(s) an additional "compensating" input and make its voltage equal to the sum of the rest "true" input voltages. Then, we abandon the "genuine" summer's output voltage VA (now, it serves only as an indication of an equilibrium) and begin using the compensating voltage VIN4 as an output.''

Digital-to-analog converter

What is a digital-to-analog converter (DAC)? It is just a circuit that materializes an abstract digit (most frequently, converting it into a voltage). A parallel voltage summer having binary-weighted inputs can do this work.

In this example (Fig. 8), a 3-bit digital device drives the DAC. Here we suppose that the high voltage levels of the three digital outputs are relatively equal; this voltage serves as a reference VREF. The output voltage is:

VOUT = 0.1 x b0 x VREF + 0.2 x b1 x VREF + 0.4 x b2 x VREF

For example, you can connect such a simple DAC to the parallel computer port (such as a printer port).

The resistor R is absolutely necessary in this application; it adds the sum of the input coefficients up to 1 (according to Daisy's theorem). You can use the nice Brandy's formula to calculate the resistances.

Audio mixer

Another popular application of the parallel summing circuit is audio mixing of analog signals from a few voltage sources.

Note again that the parallel summer not just sums the signals; it also attenuates them. In this case, this feature is useful.

Parallel versus series summer
We can do a few remarks about the parallel voltage summing circuit in comparison with the series one.

• The output voltage of the parallel voltage summer is a weighted sum of the input voltages; the output voltage of the series voltage summer is a sum of the whole input voltages.

• The input sources and the load of the parallel voltage summer are grounded; only two devices (sources or a source and a load) of the series configuration can be grounded, the rest remain flying.

title: Circuit Idea/Parallel Voltage Summer


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GtkRadiant/Glossary

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The Natural Step for Communities Study Circle Guide/Print version

“Perhaps the most important factor to why they were successful in becoming an eco-municipality were study circles…It’s a question of taking control over their own situation and their own future.” – Torbjorn Lahti, Project Leader Swedish Eco-Municipality movement

Background
The Natural Step for Communities study circle is a program developed by Sustain Dane. The inspiration for this study circle came from the experience of Swedish eco-municipalities, communities that have successfully offered similar study circles as a tool for beginning education and community conversation related to sustainability community topics. Another inspiration for this program comes from the Northwest Earth Institute; a Portland, Oregon based non-profit organization that has been offering discussion courses locally and nationally through affiliate organizations for the past 13 years. Since 1993, over 75,000 individuals have participated in one of the seven discussion courses offered by the Northwest Earth Institute.

Study Circle Overview
Sustainability may seem like one more buzzword, and cities and towns like the last places to change, but The Natural Step for Communities provides inspiring examples of communities that have made dramatic changes toward sustainability, and explains how others can emulate their success.

Objectives
>To build a network or community of fellows conversant in the area of sustainability  >To become familiar with The Natural Step framework and have examples for a base of communication with others >To have an opportunity to learn about your community so that you can lay a foundation for future action >To be motivated to engage in actions personally and with others to move toward a sustainable future.

Format
A study circle format allows you to better understand the different perspectives and approaches to the complexity of sustainability. In addition, this study circle is intended to be a supportive learning experience, so please ask questions of clarification and share insights with one another. Whether you agree or disagree, you will have an opportunity to talk about an important subject with others who share your concerns, and hopefully have fun along the way!

The book used for this study circle first clarifies the concept of sustainability, offering guiding principles –The Natural Step framework __ that help identify sustainable action in any area. It then introduces the sixty-plus eco-municipalities of Sweden that have adopted changes to sustainable practices throughout municipal policies and operations. The third section explains how they did it, and outlines how other communities in North America and elsewhere can do the same. Key to success is a democratic “bottom-up change process, and clear guiding sustainability principles such as the Natural Step framework.

General
This section contains a list of suggested guidelines to help ensure a successful, positive study circle experience for every participant. Please review them before the first discussion session.

 * Read the study circle materials and review questions before each session. A better prepared group will have a better discussion.

 * Begin and end each session on time. Your session will go by very quickly. To make the most of each session, make sure to begin and end on time.

 * Self-monitor your own time. All participants want a chance to enter the discussion.

 * If you know a fair amount about the discussion topic, try using this opportunity to listen to what others know about this issue. You can then use this knowledge to help you clearly state your perspective on the issue in future conversations with other community members and leaders.

 * Please keep the discussion positive. At times, the issues and challenges we face can seem overwhelming, especially in the context of sustainability.

 * If you are unclear of a term being used, seek clarification right away.

 * Don’t get stuck on the authors’ writing style or the format of the book. The book was not intended for a study circle.

 * Don’t spend too much time or detail on problem-solving. If possible, note ideas for potential solutions or actions and move on to the next discussion question. It is best to revisit these potential solutions or actions at the study circle celebration.

 * Please reserve comments on others participant’s responses to the circle question.

 * A response is not mandatory for each question. If you do not have a response for a particular question, simply say “I pass.”

If you have concerns about your discussion course experience, please discuss these issues immediately with your facilitator or contact Sustain Dane.

Facilitator
Each session of the Natural Step for Communities study circle is facilitated by a volunteer. The facilitator is not the “teacher” but is there to assure the process below is followed in the study circle.

 * The facilitator’s principal role is to stimulate and moderate the discussion by asking questions identifying key points, and managing the group process. The facilitator is not an expert, does not have the answers or may even not be the most knowledgeable person about the topic for the week.
 * The facilitator will keep the discussion focused on the sessions’ topic.
 * Some questions are designed to be answered as a group, others by each individual participant. The facilitator will look for and acknowledge questions to be answered by the group as a whole.
 * A primary goal is for everyone to participate in each session. The facilitator will try to draw out quiet participants by creating an opportunity for each person to contribute.
 * On the other hand, an important role of the facilitator is to restrain a domineering participant.
 * The facilitator will make opportunities for others to join the discussion.
 * The facilitator will start each session by calling on the designated participant volunteer(s) to do the Opening before the start of the discussion.
 * The facilitator will follow the opening with the Circle Question.
 * Evaluations of the readings and discussions should be completed each week. The facilitator should remind each participant to fill out their weekly evaluation form at the end of each session.

Opening
Many U.S. communities are now implementing some form of sustainable development, for example climate change initiatives, green building programs, brownfields redevelopment, open space preservation, and affordable housing. These are largely occurring on a project-by-project or issue-oriented approach – sometimes called the “silo approach” to sustainable development.

At the study circle introductory session, participants should volunteer to identify* a sustainable development project or initiative in your community or region that relates to a specific session. At the beginning of sessions two thru six, the Opening volunteer(s) for that sessions’ topic should explain,** in no more than five minutes, a sustainable project or initiative that they have researched. The presentation should cover what the project or initiative is, who is involved, where is it happening, when it started and how it is intended to benefit the community. The facilitator will demonstrate an opening in the first session.

 * If you are not familiar with a project or initiative in your community that relates to the particular session topic, ask the facilitator for some suggestions.

 * If time permits, the opening volunteer(s) are encouraged to research the project or initiative by conducting an interview, visiting the site or obtaining related documents.

Circle Question
After the Opening, the facilitator will ask the Circle Question, “The book introduces several examples of the session themes. What personal reactions or new insights did you have to what you read in this section of the book?” Each participant should provide an answer without comments or questions from others.

Session 1: Introducing Natural Step Framework and Sustainability (Chapter 1, 2 & 3)
Begin with Circle Question: (Reminder: Each participant should provide an answer without comments or questions from others.)

 * Can you think of a principle (ecological, ethical, etc.) that helps guide you in making decisions? What is the principle? How is it helpful?

 * Can you identify and describe an experience you have had defining or explaining the concept of sustainability to people for the first time? Or, what have been your own challenges in understanding the concept? How might the sustainability objectives of The Natural Step help address these challenges?

 * The authors talk about the importance of using an upstream approach to dealing with problems. Think of some of your community’s or region’s approaches in dealing with community or regional problems such as traffic congestion, challenges in education, homelessness, unemployment, or high health care costs. As a group, determine three examples of “downstream approaches” and three examples of “upstream approaches” to these problems?

 * The authors in the book note that “communities are complex systems…this complexity often results in actions or policies that can work cross-purposes or compete with each other.” Have you experienced a similar situation in community? Explain.

 * From what you have learned thus far about the Natural Step framework and what you know about your community already, to which issues in your community could the framework be applied to; immediately and easily? With the most significant impact?

 * Did reading this section make you want to do something differently or to take some action in your life? If so, explain.

Session 2: Changing to Renewable Energy Resources and Alternative Transportation (Chapter 5 & 6)
Begin with the Circle Question

 * As explained in the book, different Swedish communities use different sources of energy. From what energy sources is your local power company producing energy? From what you now know about the types of renewable energy available and your communities access to these energy resources (i.e. solar, wind, biomass), what combination of renewable energy sources do you think might work well in your community? Explain.

 * Are green energy pricing programs are offered in your area? If so describe them. Have you chosen to participate in these programs? Why or why not?

 * Besides decreasing emissions, can you identify other benefits to the development of a less fossil-fueled dependent transportation system?

 * Describe the physical, social and economic barriers in your community may that prevent people from getting to places other than by car.

 * Are there alternative transportation options in your community, and how are they working? How can your community support the development of such options?

 * Did reading this section make you want to do something differently or to take some action in your life? If so, explain.

Session 3: Eco-Housing and Green Building/Businesses (Chapter 7 & 8)
Begin with the Circle Question

 * Think of a building in your community (i.e. your home, library, church, etc.) that you liked to spend time in. What are the characteristics of the building that make it enjoyable for you?

 * What features of your current dwelling encourage or discourage alteration to a more sustainable habitat?

 * In light of the fourth system condition, what factors should be considered when determining an affordable housing policy for your community?

 * In light of the Natural Step framework, if you were a business owner, what steps would you take to determine how to make your business greener?

 * The book highlights a number of types of businesses (fast-food restaurant, hotel, auto dealer, tanning company, construction, etc.) that have created a market advantage because they have gone green. What businesses or types of businesses in your community do you think could benefit most from incorporating green practices such as co-location, waste and pollution reduction, recycling, green building, etc? Explain.

 * Did reading this section make you want to do something differently or to take some action in your life? If so, explain.


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Cookbook:Cuisine of Belarus

| European cuisines

Although Belarusian cuisine derives from the same common sources as those of its neighbours - Lithuanians, Ukrainians, Poles, and in later times Russians - it is sometimes considered as somewhat less rich and impressive than those of its imposing neighbours. In fact, however, this may result from the general lack of national identity which still continues to hold back the development of a nation and also led to the loss of many culinary traditions in the last 100 years. The history of gastronomy in Belarus reveals a highly exotic rather than a poor cuisine.

Aside from its predominantly Ruthenian roots, Belarusian cuisine is very close to Lithuanian. After the union with Poland in 1569, Polish influence became strong in the Grand Duchy of Lithuania. Though both the Polish elite and the Belarusian nobility borrowed much from Italian, German and French cuisines, this influence hardly made itself felt in the diet of the serf peasant majority until the abolition of serfdom. Some of the borrowed dishes, however, spread throughout the society, such as lazanki (a mixture of flour dumplings and stewed meat, related to Italian lasagna) and, above all, various dishes made of grated potato, typical for German cuisine.

Since wheat does not grow well in a cold and wet climate Belarusians often cultivated rye, the most traditional hard drink, harelka, closely related to Russian vodka was distilled primarily from a rye malt.

Belarusians can boast of a huge variety of bliny (pancakes) of various thickness, plain and filled, made mostly of wheat or buckwheat flour, but also using oatmeal (tsadaviki).

Various kinds of cereal especially barley, oatmeal and buckwheat were common. Belarus was the likely centre of Europe’s buckwheat culture, and dishes made with this healthy grain used to be very popular: various kinds of buns, cakes and dumplings which, except for the well-known "kasha", no longer exist today.

The main vegetables were cabbage (often made into sauerkraut) and beets, while turnips, swedes, parsnip and carrots both stewed and boiled (with the addition of a small amount of milk) were somewhat less popular. As elsewhere in Europe, legumes were the main source of protein, mainly in the form of kamy (puree of peas or beans with melted lard).

Haladnik, a cold sour soup of beet, beet tops or dock (a sour plant of the buckwheat family, growing everywhere in the wild) served with sour cream, boiled eggs and potatoes), which became a fixture in Polish cuisine in the late 18th century.

Kalduny, small boiled dumplings related to Russian pelmeni and Italian ravioli, were produced in endless combinations of dough, filling and sauce. Especially popular were Count Tyshkevich’s kalduny (filled with a mixture of fried local mushrooms and smoked ham). In the late 19th century kalduny began to be made with grated potato rather than with a flour-based dough. Today, kalduny are not as popular as Russian pelmeni and are not produced in the variety they once were.

The main dairy products include a kind of cottage cheese, and sour cream which is widely used in cooking. Only in the mid-19th century was fermented cheese was borrowed from the Netherlands and Switzerland, and the local version of Edam was very popular for decades in the Russian Empire. Sour butter from the former Dzisna county was proudly exported to England, where it continued to be the most expensive variety up to World War I.

Traditional drinks include biarozavik, a fermented birch sap; thick saladukha, made of rye flour and honey; kisiel, the traditional jelly drink of all Slavonic peoples, previously made of oatmeal flour, now is made with potato flour flavoured with pulp of various forest berries.

draniki (both plain and stuffed), boršč, haladnik, mačanka, zrazy, cold meat rolls, eggs stuffed with mushrooms, halubtsy, fried ‘shoved-with-a-finger’ pork sausage and bliny are likely to be found everywhere, as well as sour rye bread.

Typical salads are made of a fairly short list of ingredients: endless combinations of boiled beef or chicken, potato, beet, carrot, apple, herring, diced cheese, canned peas and corn, canned fish, ‘crab fingers’, onions and mushrooms, and are generously seasoned with mayonnaise or sunflower oil. Soups are much more authentic, both hot (shchi, boršč, sorrel soup) and especially cold sour soups which provide cooling relief during the hot summer. Pork dishes are usually fried or stewed, with cheese or mushrooms seasoning. Beef steaks are also quite frequent, but mutton does not remain as popular as it was pre-soviet

Historically, Belarusians had little contact with fish from the sea, and this is still evident in the cuisine. The most common sea fish (after herring, which has been the most common appetizer all along the Baltic coast and its vicinity ever since the 14th century) are hake and cod and there are relatively few dishes with such fish. Much more traditional and common are lake fish, notably zander, cooked in endless ways, and carp (especially the famous stuffed carp, the gefilte fisch of Jewish cuisine). Eels, smoked or stuffed, are the specialty of the lake country in the northwestern part of Belarus, adjacent to Latvia and Lithuania.

Garnishes are usually boiled, fried or mashed potatoes, rice or pasta. Meat dishes are frequently served with bliny or draniki in rounded clay pots. While Belarusians consider kasha (cereals) as rather ordinary dishes and cook them frequently at home, they are more rarely found in restaurants.

Kvass is still the main local soft drink, although it is increasingly made of sugars and flavorings which imitate natural flavorings rather than with genuine rye malt. Every small town boasts a local variety of mineral water, which is probably the country’s main mineral resource. Belarusians prefer carbonated water. Local harelkas (vodkas) are very good, notably those with birch sap or various forest herbs, and are popular with lovers of strong drink. Mead and many other similar drinks made of honey and spices, which were very common up to the 19th century, and then were more or less rarely found until the present, are mainly represented by krambambula, perhaps better known for its odd name than for its specific taste. Which also contains fried salmon.

title: Cookbook:Cuisine of Belarus


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Celestia/Print Version

This is an initial attempt to create a printable version of the Guide to Celestia. It is only a start. Don't even bother trying to print it just yet.

=Celestia=

=Why Celestia?=

=Installation=

=Graphics Hardware=

=Getting Started=

=Celestia's Command Line=

=Locations=

=Navigation= =View Control=

=Time Control=

=Bookmarks=

=Display Options=

=Render Paths=

=Snapshots and Movies=

=FAQs: Frequently Asked Questions=

=Glossary of Celestia terminology=

=Scripting overview=

=Cel Scripting=

=CelX Scripting=

=Introduction to CELX Scripting=

=CELX Lua Methods=

=CELX Questions and Answers=

=Angles Between Two Objects=

=Assigning Custom Key Functions with CELX=

=Configuring Celestia: celestia.cfg=

=Catalog Files: Defining new Objects=

=SSC: Solar System Catalogs of Planets and their Satellites=

=STC: STar Catalogs=

=DSC: Deep Space Catalogs=

=Orbits & Trajectories=

=JPL Ephemerides=

=Reference Frames=

=Rotation Models=

=Simple Add-Ons: Replacing Textures & Locating Catalogs=

=Creating Textures: Painting Planets=

=3D Models: Scupting Satellites=

=CMS Models=

=CMOD Models=

=Time Scales=

=Troubleshooting Celestia=

=Troubleshooting Scripts=

=Troubleshooting Addons=

=Development=

=Developing Under Linux=

=Developing Under MacOS X=

=Developing Under Windows Vista=

=Developing Under Windows XP=

=Win CVS=

=Tortoise CVS=

=Development Road Map=

=Versions=

=Bugs and Feature Requests=

=Acknowledgements=

= GNU Free Documentation License =

title: Celestia/Print Version