text:
Directing Technology/Maintain/Training

Training for Technology
There are many different approaches to training, and it very much depends on the institution as to which works most effectively and efficiently. Once expectations have been set, the institution now has its goals. These expectations need to be met, and frequent assessment must be done in order to identify areas requiring further training or maintenance activity. According to one source, principals should take an active role in training, supervision, and curriculum design using technology and start seeing themselves as "chief learning officer". Training is truly the responsibility of everyone. The technology director and his or her staff must conduct the training, and hold each party accountable for attending each session and making up training when one is missed.

Training Students
Student training should be thought more like teaching a unit of a subject, except teaching technology will take a longer period and such knowledge will be used in almost every other subject. Computer and technology education should start right from the beginning of the students' educational career and continue until each student meets or exceeds expectations. A technology director will have some involvement with students in specific computer classes and assistance during other times. However, most of the responsibility of teaching the students will fall on the teacher. The teacher must be held accountable but also must have the support of the technology department staff. The majority of that support comes from teacher training.

Training Teachers
The most important training a technology director and his or her staff must give is teacher training. Teachers are responsible for teaching the students how to safely navigate the Internet, how to tell credible from bogus information, the risks involved with computer technology, etc. They only way teachers will develop enough knowledge and proficiency to teach these concepts will be through complete, comprehensive, efficient, and effective training. Training needs to be done for all new teachers, and ongoing training needs to be given in order to maintain these proficiency levels - especially given the rate of technology turnover and innovation. Before it is decided how the training will be given, it is important to consider the following.

According to Janice Friesen, and instructional specialist from MOREnet, Missouri's state educational network, there are 3 issues that effective training can remedy. First, isolation refers to the idea that teachers often feel that by working alone, they are not able to understand technology and therefore cannot gain enough of a working knowledge to be successful with technology. Second, the lack of general training. Unfortunately, even newer teachers enter schools as computer novices, unsure how to make technology effective in education. Some schools require teachers to participate in a certain amount of training, but the training is not measured by knowledge gained but rather on hours spent. Third, the lack of time to plan lessons that include technology. If teachers cannot figure out technology on their own, and the training they are given is ineffective, then it becomes an almost impossible task to integrate technology with the learning process.

Good training typically falls victim to the bottom line. Cost-effectiveness is a very important piece to an institution. This is another reason why it is so strongly urged that an educational body have a technology plan in place before implementing technology in the classrooms. Cost should be understood right from the beginning and planned for during the budgeting phase. The cannot be any substitutes for good effective training. The attitude that a teacher needs to attend x hours of training in order to be "proficient" must be done away with. Trainings must be efficient, but effective and complete so that teachers enter the classroom equipped to teach the students the same as if they were teaching a complex math lesson.

Training can take place on inservice days. In some cases extra inservice days may need to be added. Training in large groups is more likely to be the most cost-effective method, however, there should be enough technology support staff to provide one-on-one assistance throughout the entire training program. During the training program, teachers should be given a chance to work with fellow teachers to share ideas, lesson plans, etc. According to Janice Friesen, the eMINTS program in Missouri gives this opportunity for teacher interaction on a regular basis and it returns tremendous results for the teachers. During the training program, teachers need the chance to be sitting in front of the computer gaining hands on experience with the tools they are expected to learn and use in the classroom. Training must occur whenever necessary, and throughout the school year. Training is a crucial part of supporting and maintaining technology in the classroom in the long-term.

Other great ways to continue training is to offer online tutorials that teachers can work through. According to Judy Salpeter, using student experts dramatically increases the technology support capacity and offers students valuable technology experience. Help Desks and FAQ databases that were previously discussed are also great ways to continue teacher learning.

Recently there has been a push for teacher education students to be technology certified as well. However, nothing exists currently that make technology education a formal part of teacher education. Between this issue and the issue of teachers who have been teaching for years, the problem of reluctance surfaces. Reluctance can stem from poor training, or from being set in old, usual ways. Jerry Bennett, the director of a Technology Innovation Challenge Grant, gives an example of an observation he conducted in a school where a teacher was presenting a writing assignment to the class. Jerry noticed a 7th grade student looking bored. The student watched as Jerry got online. Soon enough the two were having a discussion about Internet browsers. When Jerry asked the student about the assignment the teacher was presenting to the class, the student was immediately able to show Jerry multiple online resources directly pertaining to the assignment that included text, pictures, video, and sound. When Jerry brought this information to the teacher, the teacher told Jerry that the students were only allowed online for free time and not for assignments. Wesley Fryer of techLearning published a great resource on how to deal with reluctant teachers such as the one described above. Requiring all teachers to attend training should give all teachers the skills needed to effectively use technology in the classroom; however, this does not always mean all teachers will employ the use of technology in classrooms - even if that is one of the set expectations. One great way to encourage the use of technology is for the technology director to focus on some of the teachers using technology successfully in the classroom and using those teachers as examples. Reluctant teachers are far more likely to implement technology based on a working, successful model rather than simply based on an administrative mandate. Another fantastic way to help maintain positive uses of technology is to actively publicize successes within the educational body. Teachers can continue to learn from these examples in addition to the typical training one thinks of on an inservice day.

Training Staff and Administration
Since staff are usually working year round, the technology director can hold trainings for staff and administration when teachers are not at school. This is helpful since staff and administrators do not usually use technology for the same things. Training must include basic computer knowledge as well to bring each staff member to a level playing field. All software, especially for report cards and student records should be reviewed. This can be done as a whole group, however, more success has been reported when technology departments hold trainings for individual offices. For example, training can be held for the central administration, then the guidance office and secretaries, cafeteria staff, and library staff. Since all of them need the same basic knowledge proficiency a large group training is desirable at first followed by office-wide training where software specific to that office are taught. The help desks and FAQ database ideas are help here as well as online tutorials.

It is somewhat easier to maintain training for the staff since staff are not required to be in a classroom the entire day. The technology director can schedule workshops on certain software for the staff and administration to keep their knowledge fresh and useful.

Most important, no matter who is being trained, once the technology plan is in place, solid, well-thought-out expectations need to be put in place so that those expectations can become the technology goals on which the training, support, and maintenance is all based.

title: Directing Technology/Maintain/Training


text:
Latin/Spoken/Revision 2

This page is a revision of interjections and other colloquial terms. IN PROGRESS.
 * Salve! = Hello!
 * Salvete= hello (plural)
 * A! = Ah! (surprised)
 * Age! = Come here!
 * Eia age! = Come quickly!
 * Ah! = Ah! (surprised)
 * Aisne! (Ain'!) = Are you serious? (in wonder)
 * Babae! = Wow!
 * Deus! = Oh God!
 * Ecce! = Look!
 * Eheu! = Oh no!
 * Ei! = Oh Dear!
 * Eu! = Bravo! Brilliant! (ironic or sarcastic)
 * Euge! = Terrific!
 * Hahahae! = Hahaha!
 * Hercle! = By Hercules!
 * Heus! = Hey!
 * Hui! = Whee!
 * Io! = Hurray!
 * Macte! = Well done!
 * Macte virtute! = Well played!
 * O! = O! (addressing somebody)
 * Oh! = Oh! (exclamation)
 * Ohe! = Hey there!
 * Pol! = By Pollux!
 * Vale! = Goodbye!
 * Valete= Goodbye (plural)

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

title: Latin/Spoken/Revision 2


text:
User talk:Killdear94

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Jomegat 23:25, 12 November 2007 (UTC)

title: User talk:Killdear94


text:
Operating System Design/Initialization/Bootloader

A boot loader is a small program which is started from the Master Boot Record (MBR) of a hard disk, floppy disk, CD/DVD or other storage device. It is loaded by the computer's BIOS after the BIOS has initialized a small portion of the system's hardware. The role of a boot loader is to load an operating system from a storage device, set up a minimal environment in which the OS can run, and run the operating system's startup procedure.

Due to the fact that on most systems (most notably the IA-32 IBM compatible systems), the boot loader is only allowed to have a very small size, (510 effective bytes on a floppy disk, 446 bytes on a hard disk), the boot loader is usually split into stages. Stage 1 will load stage 2 from a specific sector on the disk, then stage 2 will initialize the system and load the kernel from a specific file on the disk. This means that the stage 2 boot loader will have to be able to interpret the system's file system. Sometimes, an extra stage (commonly called stage 1.5) is placed between stage 1 and stage 2, which is also capable of interpreting the file system, and allows the stage 2 boot loader to be moved around the disk, possibly due to disk defragmentation or editing of the stage 2 boot loader.

Often, boot loaders allow the user to select between several different operating systems, and choose which one to boot. This feature is called multi booting (or dual-booting). Many boot loaders also support passing parameters to the kernel. These are like command-line arguments, and are generally used to tell the kernel about the configuration of the system. Some even load 'modules' into memory for the OS.

LILO, GRUB and GRUB2
For *nix users, the LILO and GRUB boot loaders are the most common. Apart from booting Linux, they can boot Windows using chain loading. Microsoft Windows has its own proprietary boot loader.

LILO is the LI nux LO ader.

GRUB is the acronym for the GR and U nified B oot loader. GRUB is popular among operating system developers because it can bring the system to 32-bit protected mode without much effort, after which the kernel can be started as if it were any other application. GRUB supports the Multiboot Specification, which specifies how any kernel can be loaded by GRUB.

The next version of GRUB, GRUB2, supports 64-bit systems and will have a new extensible implementation of the Multiboot Specification.

ReactOS Bootloader (FreeLoader)
The ReactOS bootloader is the bootloader from the ReactOS project. It supports only FAT, but can load Windows, ReactOS and Multiboot kernels as well.


text: User talk:Va gaygay

title: User talk:Va gaygay


text:
User talk:Helloupadesh

Please note that two of your pages have been deleted per speedy deletion policy. You may want to read What is Wikibooks? before starting another page. Thanks! More useful info below:

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 03:01, 13 November 2007 (UTC)

Adverts for companies or websites are not appropriate on Wikibooks
Xania talk 21:17, 8 December 2007 (UTC)

title: User talk:Helloupadesh


text:
Cookbook:Microwaved Scrambled Egg

Using a microwave oven is a quick and relatively easy way to cook eggs. Make sure to pop the egg yolk and let it leak with the egg's white. When the yolk is not popped, it may explode.

Ingredients

 * 2 eggs
 * Butter

Procedure

 * 1) Crack the eggs and butter in a coffee cup.
 * 2) Microwave on high power for 30 seconds.
 * 3) Remove from the microwave, stir, and replace.
 * 4) Cook for another 30 seconds on high.

Notes, tips, and variations

 * Cooking time may vary slightly depending on the microwave oven's high power default setting.

title: Cookbook:Microwaved Scrambled Egg


text:
Card Games/Four Corners Solitaire

Four Corners has the same basic concept as any solitaire game. It is a single-player game with a modification from the original table solitaire game. The game includes four corners along with two sides, just like a normal four-sided table. This game consists of a standard 52 card deck and does not include any additional suites or cards of any type, including the traditional trademark joker cards.

How to play:
To play you must have the following:
 * 52 card standard deck
 * Some form of understanding of the traditional solitaire
 * Patience

To play you use the sides of the table cards where it is portrayed like this: [S][S][S]

[S][d][S]

[S][S][S]

-Hand- The “S” represents the side in which you play the cards. The “d” represents where the deck is placed. The “-Hand-” represents the hand of cards that you hold while the game is in progress. Just like in the traditional solitaire you must add the opposite suite of the suite type of the  card on any of the eight “S”; there is one addition and some may consider this an advantage of this game. Whereas in the traditional solitaire you can only place cards in descending numerical value, in this version you can place cards in either descending or ascending value. Also, you can draw as often as you want from the deck but be careful, for the more cards you hold in your hand the harder it will be to place cards on the board. In some versions of the game online, holding more cards will decrease your score.

To win:
To win in this version of solitaire you must deplete all cards from the deck and your hand.

title: Card Games/Four Corners Solitaire


text:
Talk:Bridge

Contributors to this book may be interested in making Transwiki:Four Corners Solitaire into a book (or part of one). – Mike.lifeguard  | talk 03:13, 13 November 2007 (UTC)

title: Talk:Bridge


text:
Wikibooks:Requests for deletion/English-to-Spanish Reference

English-to-Spanish Reference
And subpages. It is just a English-Spanish dictionary, and has been imported to wiktionary. – Mike.lifeguard  | talk 18:19, 2 November 2007 (UTC)

 * If it's already been transwikied, delete and possibly leave a soft redirect. --Whiteknight (Page) (Talk) 15:41, 5 November 2007 (UTC)

 * or This could perhaps be useful as an appendix in Spanish. It is already linked to from that book. Otherwise delete it. --dark  lama  16:29, 5 November 2007 (UTC)
 * Spanish can link to Wiktionary's version. – Mike.lifeguard  | talk 14:35, 7 November 2007 (UTC)
 * The people writing the Spanish book may have a different audience and different needs then what the version available on Wiktionary is or will become. If thats the case a merger would be better then deletion. If there needs are the same then I'm for deleting it. --dark lama  20:50, 8 November 2007 (UTC)
 * --Panic 06:29, 6 November 2007 (UTC)
 * As per Mike.lifeguard's reasoning. Hoogli 18:42, 10 November 2007 (UTC)


text:
Wikibooks:Requests for deletion/Video wide distro

Video wide distro
It's a single-page guide on how to get your video distributed throughout the internet. This material is hardly textbook-worthy. – Mike.lifeguard  | talk 22:46, 3 November 2007 (UTC)

 * It really does strike me as being an advertisement for a few particular file-sharing programs, and an advertisment for file-sharing. Sites like piratebay may be popular file-sharing sites, but they exist solely for illegal file sharing, and not legitimate file sharing. I have nothing against teaching people how to distribute materials through the internet, but I don't think we want a step-by-step guide on how to pirate media files. It's hardly academic. --Whiteknight (Page) (Talk) 15:40, 5 November 2007 (UTC)

 * --Panic 06:32, 6 November 2007 (UTC)

 * I would be inclined to disagree with both of the above votes but as the 'page' is about a year old and nothing more than a page I have to also vote for its deletion but not on grounds of it being about file-sharing, etc.. File-sharing consists of more than just "illegal" sharing of files and the legalities vary across the world. US rules on copyright are far stricter than in most countries - for example in the UK there are many file sharing organizations which share TV programmes and can legally do so until the programmes have been distributed by means other than broadcast (i.e. DVD, etc.).  Wikibooks is not Wikipolice and we have to accept differing laws around the world but that's not the issue here.  The issue is that this is a crap book and on that issue I agree. Delete. Xania [[Image:Flag_of_Italy.svg|15px]]talk 00:21, 8 November 2007 (UTC)
 * My point about it wasnt that the file sharing itself is illegal and we shouldnt host illegal materials. My point was that this specific case is not academic in any way. There are plenty of legitimate ways to share and distribute files, and such a subject would certainly be a potential topic of study for people in mass communications, media arts, etc. Sites like thepiratebay.com exist solely for the circumvention of copyrights in any country, not just the US. If the files were legitimate, they wouldnt be on that site in the first place, they would be on some legitimate file host. --Whiteknight (Page) (Talk) 15:01, 8 November 2007 (UTC)
 * Delete - I agree here with Xania that this is something that should have been more completely developed than its current state, if it were to be a textbook. I like to give some substantial lattitude to new authors, but I do not see this page ever becoming anything more than it currently is.  In addition, the note about using Pirate Bay as a distribution location, together with other dubious location for distros, is enough for me to push this over the edge and is more of a primer about how to distribute content if you want to intentionally violate copyright.  This page does not add value to Wikibooks.  --Rob Horning 03:31, 10 November 2007 (UTC)


text:
User talk:Mike.lifeguard/Archive 7

[[Image:Black family tree.JPG]]
Yeah, we removed it from a page a while ago and I forgot about it. It's actually a copyright violation despite its tag and since we're not using it I just deleted it. -within focus 00:56, 5 November 2007 (UTC)

Creating Subpages
Yes I am transfering the data into sub pages so it has a more book like format. Arsenalfan 07:11, 12 November 2007 (UTC)

Import
Yes, but I don't want to import the entire article. I just wanted a certain portion of it. --Yunzhong Hou 18:23, 5 November 2007 (UTC)
 * That's fine. We still need the edit history. If it's just a sentence or two, then quoting with attribution is fine. I'd say an entire section & you should be requesting an import. – Mike.lifeguard  | talk 00:49, 6 November 2007 (UTC)

Programming
Morning Mike. Just going through pages that need naming convention fixes and I notice that you have tagged all of the Programming books. What exactly is the problem with these? Is it just the fact that they have a colon in the title? I can't see that this is forbidden in the policy. I know previously people used colons for subpages which is incorrect. But in these books is it not just part of the title? Let me know your thoughts. Cheers --AdRiley 07:38, 6 November 2007 (UTC)
 * If the colon is part of the title, then yes, it's my mistake. If only to shorten the name of subpages though, you might consider having the book title be "Programming: subtitle", but all subpages be "Programming/subpage". It's up to the authors in that case. Feel free to remove for any pages where the colon is for a subtitle instead of a subpage. Thanks. – Mike.lifeguard  | talk 15:12, 6 November 2007 (UTC)
 * Technically the programming books are grandfathered by the naming policy. OTOH, I doubt anyone would object if you just moved them to slash convention (generally that's more helpful than adding cleanup-nc to individual modules... that template should only be used on the main page). -- SB_Johnny | PA! 15:46, 6 November 2007 (UTC)
 * Fair enough. I was under the impression that each "Programming: Language" was a different book, rather than it being a single "Programming" book using a colon for each chapter dealing with a single language. If someone explains the proper structure of that book/set of books I'll have a go at moving pages. – Mike.lifeguard  | talk 16:00, 6 November 2007 (UTC)

 * In general its a set of books. Most should be renamed "Language Programming" with "Language Programming/Subpage" for the subpages. --dark lama  19:57, 6 November 2007 (UTC)

 * I'll take a look at renaming them then. I agree they should be separate books and removing the colon's will make their status clearer.  I think some might want merging/deleting too.  --AdRiley 20:32, 6 November 2007 (UTC)

Another bot job (wikiversity)
Heya Mike. I've got another change needed on the Bloom Clock pages... very different template now, which was designed to be edited by AWB. Hope it works well :)

Following v:Category:BCP/using middle template 7.10.24, grab the last line of the second template to replace:
 * version tracking for middle template (for robotic use) = 7.10.24

with:

 * Manchester, England =
 * New Region 1 =
 * New Region 2 =
 * version tracking for middle template (for robotic use) = 7.11.6

It should look like this diff, and you can track results by watching v:Category:BCP/using middle template 7.11.6.

Thanks again! Let me know if using that tag is helpfull (and don't confuse it with the other 2 trackers: "version tracking for top template (for robotic use) = 7.10.24" and "version tracking for bottom template (for robotic use) = 7.10.24" also appear on those pages, since we'll need to add fields to those ones from time to time as well). -- SB_Johnny | PA! 11:27, 6 November 2007 (UTC)

better tracking
Actually, that's tracking the hard way :). I've set up a DPL for easily checking your results, see v:User:SB Johnny/sandbox3 for details. If you're not sure how that works, I'll happily explain, but it strikes me as an excellent way to watch robotic processes on projects where DPL is enabled (it's on Wikibooks too). -- SB_Johnny | PA! 11:47, 6 November 2007 (UTC)

 – Mike.lifeguard  | talk 16:01, 6 November 2007 (UTC)

Yay, thanks! Did the tagging and DPL help? -- SB_Johnny | PA! 16:05, 6 November 2007 (UTC)
 * NP. I'm actually indifferent to watching things move from one category to another. I usually do a few test edits with the rule before letting it run, so I'm sure it's at least doing what I told it to do. Whether that matches up with what I want it to do/what I think you told me to do/what you think you told me to do/what you actually wanted done is another matter. But if there's a problem along that chain somewhere (which I don't think there has been, so big kudos for always being clear) then watching things switch categories isn't going to catch most problems. Thanks for the extra effort, but I don't think it's necessary. Glad to have helped. – Mike.lifeguard  | talk 16:13, 6 November 2007 (UTC)

 * OK. The recategorizations happen automatically when you make the switch anyway... it was more a question of whether the bot might have missed a few pages (or even if there were pages somehow miscategorized). The "version tracking" field is actually what added the category you're following anyway... once your bot has run through I reset the template to ignore that field. -- SB_Johnny | PA! 16:19, 6 November 2007 (UTC)

re: The Guide for Electronic Theses and Dissertations
Hi Mike. Unfortunately the licensing issues have not yet been sorted out. An email was received from the Copyright owners by way of one of the authors, however it only granted Wikibooks permission to use the guide, it did not have the necessary rhetoric to release the book under a free license, nor was it enough to verify the release. I relayed this information to the author who has been in contact with the copyright holders directly last week, and am awaiting a response. I am going to email him tomorrow to get a status report and I will update the relevant discussion when I receive a response. I hope this answers your questions, and am sorry that i do not have a more definite answer for you. Urbane  (Talk)   (Contributions)  22:51, 8 November 2007 (UTC)
 * As long as progress is being made, I am appeased =P – Mike.lifeguard  | talk 22:54, 8 November 2007 (UTC)

a better image
i have just uploaded a new version of the image but with the extension .png because SVG didn't show tan(theta), this image have the same name but with the extension .png and have the tan(theta) thanks for you attention —The preceding unsigned comment was added by 3D Vector (talk • contribs) 00:57, November 9, 2007.
 * I've moved the .png version to commons as well. Thanks. – Mike.lifeguard  | talk 01:00, 9 November 2007 (UTC)

Category watchlist on Commons
There is nothing wrong with the way you've translated the script; you have simply run into a known limitation of the script. The entry will only appear if there is another page on the watchlist edited that day (if the addition was the only change on that day, it's neglected). (The limitation is because if your watchlist doesn't have an entry for that day, there's nowhere on the page to place the new entry.) I've just tested (on Firefox 2); a change to the category does show up on the watchlist, but only if there's also a change to a watched page on the same day, and as Commons can be slower-moving than enwiki (for instance), it's possible that this condition isn't met. As a workaround, you may want to add a page like commons:Commons:Village pump to your watchlist to ensure that there always is an entry for today. Ais523 17:54, 9 November 2007 (UTC)
 * That error's come up before. What browser are you using, IE7? There's a known caching problem with IE7 (and possibly IE6; I don't know about that) and the script in question. If you aren't on IE, try bypassing your cache again to see if that helps, and to let me know what the debug information at the bottom of the dialog box is if that doesn't help; if you are, try deleting all your temporary internet files (that worked for another user who had the same problem, after several attempts to find an easier solution). Ais523

Gita in wiki books
I wrote Gita, Srimad bhagwat gita and Srimad Bhagwat Gita and Bhagwat Gita. All are same. I have removed others and kept only Gita.I thought it is easier to find my book in case one types other names. i agree with you and so I deleted other books and kept only " Gita". You can delete other books written by me like "Bhagwat Gita" or Srimad Bhagwat Gita" in wikibooks.

I am thankful to wikibooks to provide such a popular plateform to publish my thoughts. Thanks Jaipaldatta 04:19, 10 November 2007 (UTC)
 * [[Image:Yes_check.svg|15px| ]]  – Mike.lifeguard  | talk 03:53, 13 November 2007 (UTC)

/w/index/...
When you see those things, please leave either me or Herbythyme a note. There are some wikimedia-wide issues involved with that, and we're trying to figure it out :). -- SB_Johnny | PA! 00:07, 11 November 2007 (UTC)
 * Sure thing. I've never seen a legit page with that sort of stuff in it and it ends up getting salted. Is it possible to block page creation for anything following that sort of pattern? Presumably we'd want admins to be able to override it in certain cases. – Mike.lifeguard  | talk 02:15, 11 November 2007 (UTC)

Delete of Chemical synthesis/Nitroglycerine
According to deletion log, you deleted this module at 25 October 2007 and reason given, were "per vfd". I cannot find the relavant entry in Votes for deletion or its archives. Could you please point me to it? (i would like to know, why it was decided to delete this module). -lv:user:yyy-83.136.142.149 12:42, 11 November 2007 (UTC)
 * Never mind, i just found in history. (it appears, that everything between beginning of 2007 and time just before now, is available only in history, because last time, that page have been archived, were arround december 2006, later everything have been simply deleted, to truncate the page) -83.136.142.149 12:52, 11 November 2007 (UTC)

 * No they are still archived, just instead of archived everything during a time period together, each nomination is archived separately. The relevant archive page is Votes for deletion/Chemical synthesis. --dark lama  15:36, 11 November 2007 (UTC)
 * Thanks DL. I'm going to put up a more prominent explanation of the subpage archives; this is the 2nd time in as many weeks I've been asked about that vfd. – Mike.lifeguard  | talk 17:09, 11 November 2007 (UTC)

Wikibooks images: licensing issues
''The images you uploaded to English Wikibooks have been nominated for deletion due to licensing concerns. Please see http://en.wikibooks.org/wiki/Wikibooks:Votes_for_deletion#All_unused_GFDL-presumed_images for the discussion. You can easily resolve this problem by licensing your uploads explicitly. If you have questions, please contact me on my talk page. Mike.lifeguard ''

All the images I uploaded were taken by me, and I'm happy to offer them under any licence. However, I can't figure out how to do that. please advise. —The preceding unsigned comment was added by Yish (talk • contribs) 18:51, November 11, 2007.
 * Great! We normally recommend that images are multi-licensed under and . To do this, just add  to the image description page (don't upload the images again, just edit the image page like any other page). For other options, see Template messages/Image namespace. If you need help, just ask. – Mike.lifeguard  | talk 20:42, 11 November 2007 (UTC)

How do I get started?
I have signed up to create a Wikibook. I am preparing for my class to create a book entitled Emerging Instructional Technology. I have already entered the preliminary information. Now I just need to find the button to click to provide me with a blank wikibook page to start the process.

Can you help?

thanks,

Leigh Zeitz aka zeitz —The preceding unsigned comment was added by Zeitz (talk • contribs) 06:22, November 12, 2007.
 * You can do this in several ways. In the search box to the left, enter the title for the page you want to create. Click Go; this will take you to a search for that page, which won't be found. Above the box you could use to search again, it will say "searching for " and will have a link to that page. Hit the link to go to the edit page.
 * You can also create a link to nonexisting pages. When you click that link, you'll be taken to the edit page so you can create it.
 * Before you get started creating pages, you should read our naming policy so you know how the pages should be organized. As well Help:Editing has useful beginning stuff if you haven't already taken a look. Happy editing, and feel free to come back if you need anything! – Mike.lifeguard  | talk 06:51, 12 November 2007 (UTC)

RE: Page address- http://en.wikibooks.org/wiki/Wikijunior_Big_Cats/Complete_Edition
Children may view this page. Please edit the 'Lion' page where someone has gone in and inserted "Hershey Highway" and "Call me I'm a Male Stripper", please.... Thank you. —The preceding unsigned comment was added by 74.205.133.62 (talk • contribs) 18:47, November 12, 2007.
 * [[Image:Yes_check.svg|15px| ]]  - for future reference, you can edit pages yourself to remove such vandalism. Just hit the edit this page tab at the top. – Mike.lifeguard  | talk 03:52, 13 November 2007 (UTC)

Wikibookaholic ^^
Hey there! Wow, you are really active here. ^^ Nice to meet another wikibookaholic. --Girdi 20:18, 12 November 2007 (UTC)

Peak Oil book
Hi Mike, The wikibook 'Peak Oil : High Tide for an oil addicted world' and asked where me where the content was from. The content is entirely written by myself and the team from Powerswitch, creating an introduction/dummies guide to Peak Oil.

I thought it was deleted but I see that you have moved it with the renaming. I was worried! I will split it up into smaller sections as recommended.

Regards,

James (username PSJ) —The preceding unsigned comment was added by PSJ (talk • contribs) 10:46, November 13, 2007.
 * Do you own the copyrights to the book? (ie are you legally allowed to release the content under the GFDL?) As well, have you ever published this book before (including self-published)? Thanks for clearing up these questions. – Mike.lifeguard  | talk 23:00, 13 November 2007 (UTC)

Hi Mike, this is our own book so if there was any copyright on it, we own it, but we want it publicly available. It hasn't been published before either.

PSJ 08:43, 14 November 2007 (UTC)
 * Sounds good; just wanted to make sure that there wasn't some third party that controlled the rights. As long as you (the copyright holders) want to license it under the GFDL, you can do so. Happy editing! – Mike.lifeguard  | talk 16:03, 14 November 2007 (UTC)

Deletion of [[Image:Gmbooksmall.png]]
i understand, i have now uploaded Gmbook, this will replace the bigger and smaller ones, so can you please delete gmbookbig, and remove gmbooksmall? thanks ;) --Antome 02:37, 14 November 2007 (UTC)

I'm sorry
I'm so sorry.I didn't know.I copied the text from the ebook that I bought last summer.--Ahmed1981 15:11, 15 November 2007 (UTC)
 * Please note the bold reminder to "not submit copyrighted work without permission". Please be more careful in the future. – Mike.lifeguard  | talk 17:01, 15 November 2007 (UTC)

vandalism
No problem Mike and thanks. Quite a little flurry of vandalism there, wasn't it? Must be school holiday somewhere. Redlentil 16:38, 15 November 2007 (UTC)

title: User talk:Mike.lifeguard/Archive 7


text:
User talk:PSJ~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 04:16, 13 November 2007 (UTC)

Peak Oil: High Tide for an Oil Addicted World
Can I ask where you got the content for this book? Thanks. – Mike.lifeguard  | talk 04:22, 13 November 2007 (UTC)

Hi Mike, This is content myself and several colleagues produced together, starting over a year ago.

 * Please also remember to sign your discussion posts with four tildes. The software will automatically turn that into a signature and timestamp. ~ turns into --> – Mike.lifeguard  | talk 23:01, 13 November 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 PSJ. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name PSJ~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 23:33, 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) 05:21, 19 April 2015 (UTC)

title: User talk:PSJ~enwikibooks


text:
User:Xixtas/Counting Baby Animals

 * One Calf
 * Two Foals
 * Three kittens
 * Four puppies
 * Five chicks
 * Six piglets
 * Seven owlets
 * Eight bunnies

title: User:Xixtas/Counting Baby Animals


text:
User:Xixtas/Counting Baby Animals/One calf

ONE Calf


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User:Xixtas/Counting Baby Animals/Two foals

TWO Foals


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User talk:Hyunwoosun

Hi. My name is Hyunwoo Sun and I'm from South Korea. I want to share with the entire world as much as I know about my country, Korea. If you have any questions, please let me know and you can talk to me on this page or through emails by emailing me at ever4one@gmail.com or at my blog[(http://why-be-normal.com]) Thank you very much and talk to you soon!

title: User talk:Hyunwoosun


text:
User talk:Grawp the Jolly Giant~enwikibooks

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 Grawp the Jolly Giant. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Grawp the Jolly Giant~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 23:11, 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) 05:00, 19 April 2015 (UTC)


text:
Talk:XForms/Selecting from Model

The screen image is not consistent with the code. Dom 07:22, 13 November 2007 (UTC)

title: Talk:XForms/Selecting from Model


text:
User:Cometstyles/monobook.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Cometstyles/global.js&action=raw&ctype=text/javascript');

title: User:Cometstyles/monobook.js


text:
Animal Behavior/Sex

Sexual Reproduction
As best we can tell, life originated without sex. Although asexual reproduction would arguably be considerably less wasteful than sexual reproduction in many respects, the great majority of species have prospered with reliance on latter. in sexually repoducing organisms half of the population is lost as a reproducing unit (i.e., the cost of males). In addition, both individuals contribute only half of their genetic material to the offspring, while the other half is lost. In addition, there is the danger associated with combining your genome with a largely unknown and untrusted copy from a partner. Several possible reasons have been advanced to explain the presence of sexual reproduction:
 * Muller's Ratchet: Mutations accumulate in asexual lineages as there is little chance to get rid of them again. In asexual reproduction genomes are inherited as indivisible blocks. Over time the population acquires a mutations without an opportunity to get rid of them (except as a result of back mutation). This results in an eventual accumulation of mutations known as genetic load.
 * Vicar of Bray hypothesis: Ability to combine individually advantageous genes allow for rapid adaptations to change
 * Red Queen Hypothesis: By constantly reconfiguring the precise genetic set that a parasite or pathogen will face, animals with longer lifespans can provide a moving target.

Asexual lineages tend to disappear over time while sexual lineages tend to persist much longer.

Evolution of Diploidy
Most eucaryotic groups exist as diploids (i.e., those carrying 2 sets of genetic information), some occur primarily in haploid forms with a single set of genes, and others alternate between haploid and diploid phases. Different strains of yeast, which may be haploid or diploid, show advantages depending on the specific environmental conditions. In a favorable setting, when nutrients are present in excess, the two strains show little difference in reproductive rates. However, when growth was limited by the concentration of a single nutrient, haploid strains of yeast were able to out-compete diploids. This is consistent with the idea that haploid cells are more efficient as simple replicators. The main advantage of diploid cells emerges with a greatly improved resistance to damage. Sexual haploids may combine the advantages of both: spending much of the life cycle in the haploid state, then temporarily fusing to become diploid, followed by splitting to the haploid state.

Diploid organisms appreciate several key advantages:
 * A second set of genetic information provides a backup in case of somatic mutations. With two copies of every gene, a diploid organism is able to mask recessive deleterious mutations. DNA damage can be repaired in a diploid state, robinsince there are two copies of the gene in the cell and one copy is presumed to be undamaged.
 * A second set provides one copy as a substrate that is free to be altered by mutation, while a second, trusted copy remains available for basic cell functionality
 * Increases genetic diversity that may or may not be expressed
 * Provides conditions that allow for sexual reproduction.

Evolution of Anisogamy
Disruptive selection in gamete characteristics underlies the evolution of Anisogamy. Anisogamy is the condition in which one type of gamete becomes increasingly large (i.e., the egg) to provide the zygote with storage for a head start in development. As size increases, gametes becomes less mobile. In turn selection produces another type of gamete (i.e., sperm) that is optimized for locomotion to find and fuse with the egg. The larger gamete is termed the female sex, the smaller gamete is that of the male. Compared to isogamy this allows for both increased provisions for zygote and optimized mobility.

Bateman's Principle: increased reproductive investment is accompanied by increased selectiveness for mating partners. While female gametes are energetically expensive, large and limited in number, male gametes are cheap, mobile and available in large numbers. This asymmetry leads to reluctant females as the choosy sex, while ardent males are the competing sex. A.J. Bateman (1948) phrased this rule based on work where he had examined variation in reproductive succcess between male and female fruitflies. He had placed 3 male and 3 female fruitflies into a container and subsequently assessed the reproductive success of all individuals. Most females in contrast had reproduced with little variation, while only a few males had accounted for all reproduction and most males had no success at all. Limits to reproductive success thus differ between sexes where males are generally limited by the number of successful matings, while that of females is primarily determined by the rate of egg production. This favors behavioral traits for choosy females and ardent males. Differential reproductive investment will polarize operational sex ratio (i.e., most females and only a few males get mating opportunities).

The Coolidge effect describes phenomena whereby males show high sexual performance given the introduction of previously unknown, receptive females.

Trivers-Willard Hypothesis: Moreover, as only the most competitive males achieve mating success, a bias in sex ratio may emerge where dominant/healthy females produce a relative excess of males which stand a disproportionate chance to develop into the successful male. Female offspring are the safe bet, while males may range from exceptionally successful to a spectacular bust.

Evolution of Sex Ratio
Sex ratio describes the relative number of males to females in a population.

The primary sex ratio refers to the number of males vs females at conception. The distribution is most commonly around 50:50. Such a sex ratio might not seem very efficient considering that a male can fertilize several females. Fisher's theoretical work illustrated that such a balance forms a general equilibrium point. If there are fewer males than females, then males face better odds in mating. An advantage for males favors females who produces extra sons. The same argument follows for deviations in the opposite direction. Thus, if a population ever comes to deviate from a ratio of 50:50, natural selection will tend to drive it back to that balance. The secondary sex ratio, the ratio at time of birth, in humans usually shows a slightly bias towards boys (p=0.53%). With a somewhat higher mortality of males the tertiary sex ratio, the ratio of mature organisms, becomes increasingly skewed towards females.

The operational sex ratio refers to the relative number of receptive males per receptive female in the population. The operational sex ratio is usually biased heavily towards males indicating that females have many more males to choose from than the other way round.

Mating Systems
Several types of Mating systems can be recognized
 * Promiscuity
 * Monogamy (one male, one female partner)
 * Polygyny (one male, multiple female partners)
 * Polyandry (one female, multiple male partners)
 * Polygynandry (multiple female, multiple male partners; Promiscuity)

Mating systems are highly fluid evolutionary entities. They are dynamic and highly optimized systems where many different factors figure into the equation. Selection will always foster the most successful tradeoffs for these parameters, but many strategies may lead to success. Mating partners are rarely selected at random. In most species it is strongly controlled by diverse factors. Although many individual strategies may prove successful, a variety of considerations provide predictive power for the type of mating system that is present:

Reproductive Strategies
Reproduction is the sole method through which a species may continue, and reproduction manifests itself in numerous deviations throughout nature. The ultimate goal of each species is to produce the maximum amount of offspring while exerting the least amount of energy. Predation pressures, resource accessibility, and competition with the species for attracting mates greatly influence the likelihood of an individual within a species producing viable offspring and donating genes to subsequent generations. Different fish species may be observed in order to learn the unique reproductive strategies employed throughout nature from fertilization tactics to parental care methods that have adapted these fish in continuing their species.

Females typically exert much more energy and time into reproduction than males, and therefore, females are usually more selective in choosing mates. Females typically favor males that are larger in size, possess more elaborate physical traits than the other males, and display more energy in courtship activity. However, smaller and less desirable males must still be able to fertilize the eggs, or, according to natural selection, they would have been eliminated from the population. Although slightly more unsettling, sexual coercion results in the fertilizing of eggs just as sexual courtship does. The term “sneakers” refers to smaller males who opt to race into the nest more desired males and fertilize the eggs while the nesting male pursues the female. The term “satellites” describes cryptic males mimicking females in appearance and behavior so that they are able to fertilize the eggs while the unsuspecting couple spawn.

Although fish species exhibit both internal and external fertilization, fish also exemplify many unique strategies for parental care. Most fish species utilize broadcast spawning, which is a method a releasing gametes into the water and providing no parental care. The goal of this reproductive method is to produce the maximum amount of progeny in hopes that as many offspring as possible will survive. Many fish species, however, opt to employ parental care in order to supply their smaller number of offspring a greater chance of survival. Oral brooding and sex role reversal are two unique methods of parental care that have proved successful in certain fish species.

Oral brooding, although quite rare in nature, is a parenting method adopted by many fish in the Family Cichlidae. After the successful fertilization of the eggs, cichlids, such as Tilapia, place the egg clutch into the mouth of the female. The fecundity is significantly lower in oral brooders; however, the eggs tend to be larger and receive more nutrients. By placing the eggs into the oral cavity, the female is able to provide protection for the eggs, and the churning ability of the female rotates the eggs so that each egg is exposed to oxygenated water.

Similar to oral brooding, sex role reversal in fish is rare but is utilized in the Family Sygnathildae. In sea horses, the female inseminates the male by inserting the oviduct into the male brooding pouch several times to ensure fertilization. After fertilization is complete, the female departs, and the male attaches itself to a nearby object with its tail waiting for the eggs to mature.

Nature exhibits many alternatives that species have adapted in order to reproduce. By utilizing these methods, these organisms are able to reproduce viable offspring and continue their kind.

Differences in Reproductive Investment

 * Parental investment is any behavior toward offspring that increases the chances of the offspring's survival at the cost of the parent's. The presence of a large asymmetry in parental care paired with an ability to monopoluize mates favors conditions for male-male competition and polygynous mating systems where a small number of males account for a disproportionate amount of the breeding. As size matters as a cheat-proof arbitator, selection for increased body size and asymmetries between the sexes become common.
 * Resource Distribution: When resources (e.g., nesting sites, food resources) can be dominated by a small subset of males, a polygynous mating system will likely emerge:

Certainty of Paternity
Consider mammals, birds, and fish and phrase your prediction as to the sex that you would be expected to invest more into the offspring.

 * external vs. internal fertilization
 * control of fertilization site

Social monogamy is relatively rare in mammals but common in birds. Eggs, which develop internally in mammals, restrict the females ability to shift parental duties to the male. Birds, where egg development is external, is more conducive to such efforts. Differences in constraints and costs between sexes in parental care.

Resource-defense polygyny
Polygyny should be more common in patchy environments with variation in territory quality. e.g., honey guides; female fitness depends on quality of resource which is controlled by the male

Female-defence polygyny
When females aggregate at favorable sites, males tend to compete vigorously with each other for the right to be the only male present there, mate with this individuals from the cluster. Males receive most of possible copulations in a cluster they successfully protect, and females gain protection for themselves and their offspring. e.g., seals;

Scramble Competition Polygyny
Males attempt to outrace competitors for access to receptive females. Little to no effort is made to defend individual exclusive mating territories or in attempts to monopolize mates. Wood frogs breed explosively in spring ponds where resident males jostle with each other. As a female enters the pond she usually gets grabbed quickly in a mad-dash effort by all nearby males.

Lek Polygeny
Lek polygeny is a mating system common in polygamous species of insects and birds in which the males provides no parental care to its offspring. The lek mating system is uniquely driven by the females’ pursuit of their mate, rather than the males'. Males of lekking species do not hunt for receptive females. Males form aggregates in neutral locations devoid any resources valuable to females. The group of males performs intricate vocal, visual or chemical displays to lure receptive females to their lekking site. In most lekking species, these group displays typically increase the ratio of visiting females per males. At the lekking site, visiting females are able to compare the males’ physiques and courtship displays, picking the most attractive male as their mate. Thus, the few, most attractive males will do the majority of the mating (about 99%), while the subordinate males do not get an opportunity to mate at all.

 * Hotspot Hypothesis. According to the hotspot hypothesis, males form leks because females frequently visit certain "hotspots".

 * Hotshot Hypothesis. The hotshot hypothesis predicts that males form leks because subordinate males congregate around highly attractive males to increase their chance of being noticed by receptive females.

 * Female Preference Hypothesis. The female preference hypothesis predicts that males form leks because females like to visit large clusters of males consisting of a variety of potential mates from which she can quickly and safely compare the quality of her mating choices.

 * Kin Selection Hypothesis. The Lek Polygyny mating system promotes a heavily skewed mating success rate among lekking males. Although most of the individuals in a lek never receive a mating opportunity, lek polygamy continues to flourish among various species of birds and insects.  This suggests that the fitness of subordinate males must somehow be indirectly benefited by communal displays.  A number of hypotheses have been proposed to explain the reasons behind lekking behavior.  Widely recognized hypotheses include the Hotspot Hypothesis, the Hotshot Hypothesis, and the Female Preference Hypothesis (Alcock, 2001).  An alternative hypothesis predicts that lekking behavior is driven by kin selection. If all the males in a lek where genetically related, then the males (even the subordinate males) would receive fitness benefits.  The kin selection hypothesis was tested by determining the genetic structure of different lekking groups of the Whipsnade Park peacock population.  Peacocks, a typical lekking species, form aggregates at neutral display sites.  Peacocks use their calls to attract receptive peahens.  Upon the arrival of a peahen, the peacocks cease calling and perform intricate plumage displays.  As common in lekking species, the peacocks with the most appealing courtship displays have a high mating success while the subordinate peacocks have no mates.  The lekking sites of peacocks are carefully chosen and after a male’s fourth year of lekking, he will establish his permanent lekking site.  Peacocks will return to this same lekking site every mating season. Multilocus fingerprinting compared the genetic similarity of within and between the lekking groups.  The results supported the proposed kin selection hypothesis.  As predicted, the degree of band-sharing within the leks was substantially higher than the band-sharing between the leks.  The band sharing within the leks was indicative of that of half-siblings suggesting that related peacocks tended to display together because their dispersal was concentrated around their natal sites  This hypothesis was rejected when peacocks of mixed relatedness were reared away from their natal sites but, upon reintroduction into the Whipsnade Park population, joined leks with closely related peacocks. It was then suggested that peacocks’ tendency to congregate with relatives was due to a shared genetic preference for habitat-selection.  This was rejected due to the homogenous environmental features of the park. Petrie et al. concluded that unique structure of the peacock leks was driven by kin selection based on self-referent phenotypic matching (“Armpit Effect”).  Peacocks match heritable similarities of their own phenotype with those of other males.  Because the authors believed that peacocks do not participate in the rearing of their offspring, they posit that a peafowl’s recognition of their father must be genetically innate.  The tendency to form leks with relatives, therefore, occurs in the absence of social cues to their identity.  By cooperatively forming leks with genetically related individuals, subordinate peacocks forfeit their chances of mating, but increase the chance that their genes will be passed on via successful relatives.  The indirect benefits of fitness seen in peacock lekking displays outweigh the costs of communal displays.

Monogamy
Resource considerations may foster the emergence of monogamous mating systems. When resources are difficult to dominate (e.g., a scattered renewable food source) things get more complicated. Monogamy is a possible outcome which exists either over a lifetime (e.g., greylag geese) or serially (e.g., ducks). Also if females are widely distributed, males may not be able to monopolize them. As females may mate with another male, monogamous males may play a guarding roling towards the female. The male may derive some fitness benefits in situations where his parental contributions increased surviva; of his offspring. Under such conditions, female choice will encourage shifting part of the burden of parental care to the male.

Polyandry
Polyandry is defined as “the mating of one female with more than one male while each male mates with only one female.” Exclusive polyandry (as opposed to polyandry in concert with polygyny) is very rare, occurring in only about 1% of animal populations, most being shorebirds like the sandpiper. The basis of polyandry is a sex role reversal. The females compete for the males and are larger and more colorful, while the males take on the parental role. With the sex role reversal, a natural selection against older males evolves. This is accomplished by the females tending to select the males with the best sperm in order to give the female the most offspring possible. Younger males will more likely have fertile sperm; therefore impregnating the female on more instances than an older male with less fertile sperm. When multiple helpers are needed for successful reproduction, females specialize in egg production while pairing with multiple males in polyandry (e.g., Jacanas).

There are two major types of polyandry: simultaneous and sequential. Simultaneous polyandry is when the female controls a very large territory. Inside this territory, the female has multiple smaller nesting territories with different males. The female mates with all males simultaneously, keeping control of the smaller territories. Another form of simultaneous polyandry, cooperative simultaneous polyandry, is when the female only has one nesting area where she mates with multiple males producing a clutch of eggs of mixed parentage with all males contributing to the eggs. Sequential polyandry, the most common form, is where the female mates and produces a clutch of eggs with one male, then leaves the male to incubate and rear the eggs while moving on to another male in a different nesting territory. Here, the female moves from one male to another, leaving the male in full responsibility of the eggs instead of sharing the responsibility.

The genetic benefits of polyandry include fertility insurance. This hypothesis suggests that by mating with multiple males, the female is guaranteed to fertilize all of her eggs. The multiple partners potentially make up for one male that may not be able to fertilize the eggs. The good genes hypothesis states that the females have multiple mates because she is in search of the male that will pass along the best genes to her offspring. By finding this male, the female is increasing the survival rate of her offspring. The genetic compatibility hypothesis is one that suggests that the female finds multiple mates in order to find the most compatible genetic match for her eggs. While looking for a good match, she is also eliminating the males that are least compatible with her eggs.

The material benefits of polyandry can be seen through three hypotheses. The more resource hypothesis suggests that the more mates the female has, the more males she has to care for her clutch. The better protection hypothesis states that by having multiple partners, the female is better protected from predators. The infanticide reduction hypothesis is one that claims that since the female has multiple males, she has a lower infanticide rate because the males do not know which progeny belong to them. This prevents the males from killing other male’s young. Although some infanticide occurs between females and other female’s eggs, it is minimal among males.

Promiscuity
Alternatively, in situations where social groups are able to form, females may mate with any male member of the group leading to Promiscuity (Polygynandry). Sperm competition will in this case most likely determine paternal identity (e.g., elephants, chimpanzees). In situations where food is scattered and limited, both parents need to provision the young.

title: Animal Behavior/Sex


text:
X-Plane Flight Simulator/Getting Started

Let's walk through the process of getting started with X-Plane.

Get a Copy
The first step in getting started is to get a copy of X-Plane. You can download a demonstration version from the X-Plane home page as well as a number of other download sites. If you want to fly for more than 6 minutes (and most flight aficionados will want to) you need to purchase the program to get the install disk. The install disk must be in the computer to unlock the demo and allow unlimited flight.


text:
Animal Behavior/Modeling

Modeling Adaptive Behavior
It is a daunting (or impossible) task to study behavior by simultaneously considering all significant factors and interactions that may impact it. An alternative method attempts to reduce the associated complexities by wrapping ones expectations into a set of mathematical abstractions based on a reduced number of significant variables. Resulting quantitative predictions are necessarily incomplete but are often less ambiguous and easier to test. The goal is to model an animals rational decisions of what action to take, given some information about the world. The player then faces consequences for the decision as a function of the action, the actions of others (if applicable), and the state of the surrounding environment. The player is expected to be rational by maximizing the expected utility.

Optimality Models
Optimality models quantitatively predict the consequences for a particular animal to behave in a certain way when pitted against the environment. It assumes that animals should behave so as to maximize their fitness. Optimality models consider separate, dependent, fitness benefits (B) and fitness costs (C) over a given range of values in a decision variable (i.e., the variable of interest). The solution to an optimality model attempts to find the point where the net benefits (i.e., B-C) are maximized. Individual solutions consider the consequences for a focal animal regardless of what strategies other individuals are relying on.

The main advantages of optimality models are in that they:
 * help us clarify our assumptions
 * force us to think about the information the animal has
 * tie many different ideas together in one place
 * generate testable predictions

Consequences of behavioral decisions are described as equations where the success of decisions of one individual do not depend on what decisions other animals make.
 * Decision Variable is the variable that we aim to optimize (e.g., optimize speed to obtain the best mileage when driving from here to there)
 * Currency refers to the criterion used to examine the outcome for different values of the decision variable (mileage)
 * Constraints are factors that limit the relationship between decision variable and currency (e.g., speed limits)

Optimality models use calculus and logic to solve for a minimum or a maximum in a specific function f(x). This can be achieved by taking the derivative of the function df[x)/dt (i.e., to obtain the slope of the function) and setting it to 0. Such an approach can also be used to explore sensitivity to changes in values of the decision variable and to determine what types of information are relevant for the relationship. Precise predictions can be formalized for empirical testing

Predator - Prey Population Cycles
In order to study predation and population oscillations, Huffaker used mite species, one being the predator and the other being the prey. By modifying the spatial structure of the habitat, he could manipulate the population dynamics and allow the overall survival rate for both species to increase. He did this by altering the distance between the prey and oranges (their food), establishing barriers to predator movement, and creating corridors for the prey to disperse. These changes increased habitat patches and in turn provided more areas for the prey to seek temporary protection. When the prey would go extinct locally at one habitat patch, they were able to reestablish by migrating to new patches before being attacked by predators. This habitat spatial structure of patches allowed for coexistence between the predator and prey species and promoted a stable population oscillation model. Predator-prey interactions that in turn influence population dynamics have been described in detail

Optimal Foraging Theory
OFT examines the choice of food items. Such prey models (even though the prey doesn’t necessarily have to be another animal) look at decisions of basic diet selection. The animal searches for food, and finds potential prey items one at a time. It has to decide whether it should stop searching and eat the food it has found, or whether to ignore the food and keep searching. We assume that the animal is trying to maximize its currency (i.e., rate of energy intake measured in calories) in a particular time period. Each type of food takes a different amount of time to handle it during consumption. For instance, a Northwestern crow searches along the water line during low tide for large molluscs called whelks. When it finds one, it flies upward and drops it on the rocks to break it open. Smaller whelks are harder to break, and need to be dropped from a greater height, so they may be ignored. Also the content of certain kinds of nuts is more difficult to access than that of others.

E1 and E2 refer to the caloric energy that is contained within a prey of type 1 or 2 respectively. The handling time needed to access the caloric content for such prey items is h1 and h2. If the net energy gained per unit of time (or the rate of energy gain) for type 1 exceeds that for item 2

E1/h1 > E2/h2

then you would do well to eat prey of type 1 whenever you find it. If you find an item of type 2 you may consider rejecting it and to keep searching if the energy lost in searching for item 1 added to its handling time is less than what is gained from eating item 2 outright.

E2/h2 > E1/(S1 + h1)

Depending on the relationships of this equation the predator should eat just prey 1 (and be a specialist) or it should eat both prey 1 and prey 2 (and be a generalist). This decision to specialize depends on the quality and abundance of S1, regardless of S2.

Marginal Value Theorem
The MVT considers an optimally foraging creature that exploits patchy resources as it must decide when to move on to the next patch. As it attempts to optimize a cost/benefit ratio, individuals will stay longer as the distance between patches increases, or when the environment as a whole is less profitable.

Ideal Free Distribution
An ideal free distribution describes the way in which animals distribute themselves among several patches of resources - ideally (with full complement of information about the distribution of the resource) and freely (without barriers to placing oneself at the preferred location). The theory states that individual animals will aggregate in various patches proportionately to the amount of resources available in each. So for example, if patch A contains twice as much food as patch B, there will be twice as many individuals foraging in patch A as in patch B.

Game Theory Models
A more comprehensive prediction of an animal's most profitable behavior may well require us to also consider what others are doing. A behavior may well be quite rewarding when it is rare in a population (e.g., deception) but may not be nearly as advantageous to its actor when it becomes common. Game theory models thus consider the value of frequency-dependent fitness benefits. Originally developed as a tool to predict rational human economic behavior, its application to many evolutionary problems has improved our understanding of situations where fitness consequences of a behavior depend on types and frequencies of behaviors exhibited by other animals within the population.

It is assumed that individuals represent players of a game in which all parties are aware of the rules, are consciously attempting to maximize their payoffs, and are attempting to predict the moves of their opponents. Players move simultaneously or at least do not observe the other player's move before making their own.

Pay-off Matrix
A Payoff Matrix is used to formally represent a game that includes all conceivable strategies, along with each strategy's corresponding payoff against any other strategy. The matrix of a game specified the payoffs that each player receives for the combinations of actions played. For example, if player 1 plays top and player 2 plays left, player 1 receives 4 and player 2 receives 3. In each cell, the first number represents the payoff to the row player (in this case player 1), and the second number represents the payoff to the column player (in this case player 2).

A case of a symmetric game exists if the payoffs do not depend on which player chooses each action. In the example above, this is the case if strategy R1 (strategy 1 of player 1) is the same strategy as B1 (strategy 1 of player 2) and strategy R2 is the same as strategy B2. The game can then be represented with a single payoff per cell, i.e., the payoff representing the payoff for the row player. For example, the payoff matrices on the right represents the same game as the matrix above, if R1 = B1 and R2 = B2..

Evolutionary stable strategy
Game theory aims to identify behavioral rules that form an Evolutionary stable strategy (or ESS). Such a strategy, when adopted by a population of players, cannot be invaded by any mutant strategy. Thus once the stratgey is fixed in a population, natural selection alone is sufficient to prevent alternative strategies from invading the population as long as there are no new selective forces brought to bear. First published as a specific term in the 1972 book by John Maynard Smith, the ESS is widely used in behavioural ecology and economics, and has been used in anthropology, evolutionary psychology, philosophy, and political science.

Prisoner's dilemma
The Prisoner's Dilemma uses Game Theory to explore why individuals may cooperate in a given situation or why they may not. In this case the basic situation is adversarial but they may find common ground for working together anyway. This is the scenario ...

"Two men are arrested for committing a crime together, but there is insufficient evidence for a conviction. Following the separation of the two men, the police offer both the same deal - if he testifies against his partner and provides evidence for involvement in the crime (i.e., defects) he will derive a benefit at the other's expense. If the other remains silent (i.e., cooperates), the betrayer goes free while the cooperator receives the full sentence. If each player 'rats out' the other, both receive a somewhat reduced version of the full sentence. If both remain silent, however, both are sentenced to minimal jail time as they can only be prosecuted on a minor charge. Each prisoner must choose either to defect the partner (i.e., rat him out) or cooperate with him (i.e., remain silent). What should they do?"

As they are trying to limit their negative consequences (i.e., reducing their jail time) the logical decision leads each individual to betray the other as this decision offers the better one-off benefit regardless of what player B decides (i.e., in both columns does the second row value list a preferred payoff over the first row value). If faced with a single instance of this decision, both players can thus reasonably be expected to defect on their partner, resulting in the second worst possible outcome for both players. The greatest individual combined benefit (1 month of jail time on a lesser charge for both) would have come about, however, had they both cooperated. In scenarios where the individuals are facing this decision repeatedly, trust and cooperation will thus offer significant benefits to both players over a simple egoistic solution. The most successful strategy in repeated Prisoner's dilemma scenarios is a strategy of Tit-for-Tat where the players maximize their benefit by cooperating on the first round and subsequently play the strategy the other player used on the previous round.

Hawks and Doves Game
Game models have greatly increased our understanding of conditions under which ritualized displays may take the place of aggressive interactions. Maynard-Smith's approach involves resource-centered conflict between members of a group which will follow either a strategy of unrestrained use of weapons (hawk) or reliance on highly ritualized elements of fighting (dove): The different cells of the payoff matrix represent combinations of strategies for the two players, where each would prefer to win, prefer to tie rather than lose, and prefer to lose over injury. Game theory can be used to address the conditions under which such strategies are evolutionarily stable (i.e., an ESS). First we ask if a population playing one strategy can be invaded by a few animals playing the other strategy. To examine whether dove is an ESS we examine whether a population of doves can be invaded by a hawk? Specifically we cask whether the utility (u) of a hawk in a population of doves exceeds that of a dove in this scenario.

υ[H,D] > υ[D,D] V > V/2

As long as the benefit of winning the resource (V) is greater than zero, a hawk will always trump a dove when pitted against other doves (V/2). Dove thus cannot be an ESS. Hawks will be able to invade a population of doves until instances in which a hawk encounters another hawk becomes a common event. To examine whether a dove can invade a population of hawks, we test whether its payoff is greater than that of a hawk when faced with a population of hawks. Formally this evaluates whether ...

υ[D,H] > υ[H,H] 0 > (V-C)/2 0 > V/2-C/2 0 > V-C

The conclusion on whether a dove will be able to invade a population of hawks will thus depend on whether V > C. If the resource value exceeds the cost of injury, the benefit to hawks will be positive (i.e., greater than 0), and a population of hawks cannot be invaded. Hawk thus represents an ESS under conditions where a valuable resource is at stake. However if VV we examine at what proportion of Hawks (p) and Doves (1-p) the fitness of individuals playing either of the two strategies is equal

W[H] = p*((V-C)/2) + (1-p)*(V) equals W[D] = p*0 + (1-p)*(V/2) p*(V/2-C/2) + (1-p)*(V) = (1-p)*(V/2) p(V/2) - p(C/2) + V - pV = (V/2) - p(V/2) p(V/2) + p(V/2) - pV - p(C/2) = (V/2) - V - p(C/2) = -(V/2) pC = V p = V/C

Game theory thus provides a theoretical underpinning for why animals tend to only fight with great ferocity when a resource of great value is at stake. Fighting, for instance, is particularly intense in elephant seals where victorious males are able to monopolize a large area of beach which contains many females. In the great majority of instances, however, resources are rarely worth being injured over and competing individuals will resolve most conflict with ritualized displays.

War of Attrition
In this model aggression two contestants compete for a resource of value V by persisting while constantly accumulating costs over the time t that the contest lasts. In War of attrition scenarios fighters attempt to grind down the opponent's defenses. There is no fixed cost associated with losing or contesting, but as the encounter wears on, each player accumulates incremental costs. A decision to give up arises when one individual backs down, relinquishing access to the contested resource, rather than continuing to sustain further insults.

The Game of "Chicken", Brinkmanship, and Nuclear War
The game Chicken is a variant of the Hawks and Doves game. In it each player prefers not to yield to the other, but the outcome where neither player yields is by far the worst possible one for both players. It has its origins in the situation where two drivers head towards each other on a collision course: one must swerve, or both may die in the crash. The driver who does swerve is called a "chicken". The game's most important feature is an assured, and significant cost to the situation where both individuals chose conflict over conciliation. "Losing" by deciding to swerve is so trivial compared to the crash that occurs if nobody swerves, the reasonable strategy would be to swerve. Yet, knowing this one may well decide not to swerve, gambling that the opponent will be reasonable.

Insights gained on the predictability of behavior based on the presence of overwhelming punitive consequences have formed a central component of the cold war military doctrine of Mutual assured destruction, where the use of nuclear weapons by either side would assure the destruction of the aggressor along with its target. This theory of deterrence states that the deployment of strong weapons as a threat to the enemy is essential in order to prevent the use of the very same weapons. Success in discouraging either side from resorting to these weapons is only effective as it is credible to both sides that a chosing conflict would result in the worst possible outcome for all - nuclear annihilation of the aggressor resulting from a credible second strike capability.

title: Animal Behavior/Modeling


text:
Latin/Spoken/Revision 3

This is a revision of some adverbs. They are small words, but often with big meanings and hence save a lot of time in latin conversation. IN PROGRESS.

 * alternatim 	alternately
 * ana 	in equal quantities
 * bis 	twice; in two places
 * circa 	about; around
 * circiter 	about; around
 * coram 	in the presence of; before
 * divisim 	separately
 * ergo 	therefore; hence
 * gradatim 	step by step
 * gratis 	without charge; for free
 * gregatim 	in flocks
 * guttatim 	drop by drop
 * ibidem 	in the same place
 * idem 	the same word as mentioned before
 * imprimis 	in the first place
 * infra 	below; later in a text
 * interim 	meanwhile
 * item 	likewise; also
 * iterum 	again; afresh; anew
 * jure 	by law
 * literatim 	letter for letter
 * pace 	contrary to the opinion of; in respectful disagreement with
 * partim 	in part
 * passim 	everywhere; dispersedly
 * per = through; according to; by means or agency of
 * primo = in the first place
 * pro = in favour of; for
 * proximo = of next month
 * punctatim = point for point
 * qua = in the capacity of
 * quasi = as if; seemingly; in a manner
 * quatenus = in the capacity of; in so far as
 * quoad = with respect to; as regards
 * quondam = former; sometime; formerly
 * scilicet = to wit; namely
 * secundum = according to
 * secus = otherwise
 * semper = always
 * seriatim = in succession; one after another
 * sic = thus
 * similiter = in a similar manner
 * sine = without
 * singillatim = singly
 * solus = alone
 * Sparsim = here and there
 * statim = immediately; at once
 * stillatim = drop by drop
 * subito = at once; immediately
 * supra 	above; earlier in a text
 * syllabatim = syllable by syllable
 * tanti = worthwhile
 * tempore = in the time of
 * ubique = everywhere
 * ultimo 	of last month
 * variorum = 	including the notes of earlier scholars or editors
 * Verbatim = word for word (literally)
 * versus = 	against; in contrast to
 * vice 	in place of; rather than
 * videlicet 	to wit; namely

title: Latin/Spoken/Revision 3


text:
User:Hamsterlopithecus

hi

title: User:Hamsterlopithecus


text:
Talk:Java Programming/Java Overview

Its bullshit that C++ is the predecessor! They are used for 2 completely different goals. c is for performance and java is for compatibility. They don't compete in any way.

I fixed a few minor spelling and grammar typos. HotBBQ 19:55, 13 November 2007 (UTC)

title: Talk:Java Programming/Java Overview


text:
Rhetoric and Composition/Writing for the Web

Writing for the Web
With the advent of the Internet, and the various new modes in which people can now communicate, more recent and perhaps even revolutionary forms of writing have emerged. This section of the Rhetoric and Composition Wikibook will try to address the modes and concerns that are most effective and efficient for writing that will be on the Web.


text:
Building Services

Scope

This book aims to explain the basics of building services, building services being all the things in modern buildings that we take for granted such as lighting, heat and sanitation. It is not an in-depth guide to any specific discipline therefore should be suitable for anybody that is interested in the subject to get a basic understanding without any prior knowledge. The book covers services in both individual domestic buildings and large industrial and commercial buildings. It should also be pointed out at this stage that building services are typically governed by strict building regulations, which vary between countries; these are outside the scope of this book. Finally, this book is for general information only, neither the authors nor WikiBooks will be held responsible for any issues arising from the use of this information.

Introduction

Although we often take them for granted, most of us utilise a range of building services every day. From taking a hot shower in the morning to using the lift at work, without these vital services, buildings would be little more than a cave. This book is for anyone who has been interested in learning more about how these services work. Those studying building services may find this book of use although a proper textbook is probably more suitable as this only covers the basics.

Chapters

Chapters without a hyperlink have not been written yet but are in the pipeline!

/Ventilation/

Refrigeration and air conditioning

Space heating

Hot water

Cold water

Wastewater and drainage

Electrical services

/Vertical Transportation/

Voice & data services

Fire protection

Security

title: Building Services


text:
Building Services/Ventilation

Ventilation

Ventilation primarily takes two forms – natural and mechanical. Natural ventilation is the process of fresh air entering a building via a window, door or other opening while mechanical ventilation is air that is drawn into the building using machinery (typically fans).

Good ventilation is essential to human well being, the provision of fresh air in replacement of stale air maintains the correct levels of oxygen and carbon dioxide in the air, and removes odours, bacteria, excess heat and other atmospheric contaminants. It also prevents condensation, which is caused by excess humidity. The capability of a ventilation system for an individual room is usually measured according to how many ‘changes of air’ it is capable of per hour, that is how many times all the air in the room can be completely replaced. The amount of ventilation required varies considerably depending on what the space is used for; an office will typically need far fewer changes of air than a kitchen or factory.

Pros and cons

Natural ventilation systems have many advantages over mechanical ones. The most obvious is perhaps that mechanical systems use a considerable amount of electricity while natural ones are effectively ‘free’. There are also considerable capital costs in installing mechanical systems. Many people prefer opening a window to having forced air and natural systems are easier to control locally, i.e. by opening or closing a window as required. On the other hand, mechanical systems have distinct advantages over natural systems as well. Natural ventilation is generally not effective in buildings with a large floor plan and opening windows to get fresh air while heating systems are operational wastes energy. Air brought in via mechanical systems can be heated or cooled and the humidity can also be controlled. This can avoid the need for separate heaters or air conditioners. Mechanically drafted air is also generally filtered so is arguably purer than natural air.

/Natural/

/Mechanical/

title: Building Services/Ventilation


text:
Building Services/Ventilation/Natural

Natural ventilation

The most obvious means of natural ventilation is a door or window that can be opened. To be most effective, ventilation needs a through draft, i.e. air enters via a window on one side of the building and is sucked out the other side.

Trickle ventilation is often used in newer buildings and is also often a feature of modern UPVC windows. Trickle ventilators are usually small holes in window frames that allow a small amount of air in at all times. This helps to reduce condensation, particularly during the winter months when the windows would not be opened.

Another form of natural ventilation is Passive Stack Ventilation (PSV). This works on a similar principle to a chimney, where air passing the top of the stack sucks air out of the building.

title: Building Services/Ventilation/Natural


text:
Building Services/Ventilation/Mechanical

Mechanical ventilation

Mechanical ventilation is used for applications where natural ventilation is not appropriate. The most basic of mechanical ventilation systems is the extractor fan often found in domestic bathrooms and kitchens where the aim is to remove smoke/odours from the room. These fans are directly connected to a duct that exhausts through an external wall or a roof stack and are either controlled directly via a switch or wired into the lighting circuit so that they operate when the light is switched on.

Commercial and industrial systems are inevitably more complex but operate on the same principle. Commercial kitchens usually have a series of ducts and hoods that are all connected to an extract fan. The air entering the system is usually filtered to keep grease out of the fan mechanism in order to keep it working and avoid blockages.

Some buildings do not have a mechanical air extraction system but are supplied with mechanically drawn air. This is often used for large internal spaces such as offices and workshops and often combined with heating, cooling and humidification systems, so that air entering the space is the right temperature and humidity. The location of air inlets is crucial – they should not be located close to air outlets or sources of smoke or other pollution otherwise polluted air will be drawn into the system.

Air is typically distributed around the building in metal ducting, traditionally of a rectangular cross section but increasingly nowadays of a circular cross section. This design improves air flow. Ductwork should be insulated to reduce heat loss but often historically has not been. The longer and bendier the route of the ductwork is, the less effective it will be. Long runs are typically discouraged. It is important to get the pressure in the system right as if it is too high, it would cause excessive draughts and noise.

Outlets from ventilation ducts can take many forms. Ducts are often located behind suspended ceilings with downward facing outlets fitted with diffusers. Diffusers can be circular or square and direct the air flow so it covers a wide area. Older buildings sometimes have outlets in walls or under windows while occasionally vents can be found in suspended floors, although this is usually used for specialist applications such as computer server rooms. The location of outlets should be carefully planned to ensure maximum benefit from the ventilation system.

In the larger ventilation systems, air is normally drawn into the building via an Air Handling Unit (AHU). This is a device that can contain fans, filters, heating and cooling coils and humidification equipment. Please see the chapter on Air Conditioning for more information on how these work.

It is important to filter air before it enters large central systems. This removes particulates and dust from the air. Commercial cooker hoods typically use carbon-activated filters as these are excellent for trapping grease. General ventilation systems typically use disposable fabric filters that consist of pleated fabric on a wire frame with a cardboard outer frame. These need to be replaced every six months or so (depending on the application). Higher specification filtering systems for specific industrial applications sometimes use oil sprays or electrostatic plates.


text:
User talk:Will Beback

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 23:10, 13 November 2007 (UTC)

title: User talk:Will Beback


text:
User talk:GaryReggae~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 23:17, 13 November 2007 (UTC)
 * Please read our naming policy and move your created pages to comply with it. If you need help to do this, feel free to contact me on my talk page. Thanks; happy editing! – Mike.lifeguard  | talk 23:17, 13 November 2007 (UTC)

Signatures
You're certainly enthusiastic about using your signature. Please don't leave signatures in the mainspace; they are only for use in discussions (ie talk pages, and certain pages in the Wikibooks: namespace). There should never be signatures mixed in with content. Please go back and remove them; attribution is already present. Thanks. – Mike.lifeguard  | talk 23:20, 13 November 2007 (UTC)

Sorry, I'm used to the Wikipedia Reference Desk where you are supposed to add sigs! I will remove them now. GaryReggae 11:58, 14 November 2007 (UTC)

You may find this useful
I have imported Transwiki:Installing building insulation; it may be useful to you. – Mike.lifeguard  | talk 18:36, 16 November 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 GaryReggae. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name GaryReggae~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 23:13, 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) 04:59, 19 April 2015 (UTC)

title: User talk:GaryReggae~enwikibooks


text:
American Sign Language/History of American Sign Language

It was in the sixteenth century that Geronimo Cardano, a physician of Padua, in northern Italy, proclaimed that deaf people could be taught to understand written combinations of symbols by associating them with the thing they represented. The first book on teaching sign language to deaf people that contained the manual alphabet was published in 1620 by Juan Pablo de Bonet.

In 1755 Abbe Charles Michel de L’Épée of Paris founded the first free school for deaf people. He taught that deaf people could develop communication with themselves and the hearing world through a system of conventional gestures, hand signs, and fingerspelling. He created and demonstrated a language of signs whereby each would be a symbol that suggested the concept desired.

The abbe was apparently a very creative person, and the way he developed his sign language system was by first recognizing, then learning the signs that were already being used by a group of deaf people in Paris, To this knowledge he added his own creativeness which resulted in a signed version of spoken French. He paved the way for deaf people to have a more standardized language of their own—one which would effectively bridge the gap between the hearing and deaf worlds.

Another prominent deaf educator of the same period (1778) was Samuel Heinicke of Leipzig, Germany. Heinicke did not use the manual method of communication but taught speech and speechreading. He established the first public school for deaf people that achieved government recognition. These two methods (manual and oral) were the forerunners of today's concept of total communication. Total communication espouses the use of all means of available communication, such as sign language, gesturing, fingerspelling, speechreading, speech, hearing aids, reading, writing, and pictures.

In America the Great Plains Indians developed a fairly extensive system of signing, but this was more for intertribal communication than for deaf people, and only vestiges of it remain today. However, it is interesting to note some similarities existing between Indian sign language and the present system.

America owes a tremendous debt of gratitude to Thomas Hopkins Gallaudet, an energetic Congregational minister who became interested in helping his neighbor's young deaf daughter, Alice Cogswell. He traveled to Europe in 1815, when he was twenty-seven, to study methods of communicating with deaf people. While in England he met Abbe Roche Ambroise Sicard, who invited him to study at his school for deaf people in Paris. After several months Gallaudet returned to the United States with Laurent Clerc, a deaf sign language instructor from the Paris school.

In 1817 Gallaudet founded the nation's first school for deaf people, in Hartford, Connecticut, and Clerc became the United States' first deaf sign language teacher. Soon schools for deaf people began to appear in several states. Among them was the New York School for the Deaf, which opened its doors in 1818. In 1820 a school was opened in Pennsylvania, and a total of twenty-two schools had been established throughout the United States by the year 1863.

An important milestone in the history of education for deaf people was the founding of Gallaudet College, in Washington, D.C. in 1864, which remains the only liberal arts college for deaf people in the United States and the world.

Thomas Hopkins Gallaudet passed on his dream of a college for deaf people to his son, Edward Miner Gallaudet, who with the help of Amos Kendall made the dream a reality. Edward Miner Gallaudet became the first president of the new college.

Today we are fortunate to have one of the most complete and expressive sign language systems of any country in the world. We owe much to the French sign system, from which many of our present-day signs, though modified, have been derived.

Sign language can affectively communicate feelings, emotions and sarcasm all through the use of hand gestures; however, much grammar in ASL is actually communicated via facial expressions. Additionally, sign language can communicate the same message faster. One sign can occasionally represent an entire sentence(aslinfo.com).