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Adventist Youth Honors Answer Book/Nature/Edible Wild Plants

Introduction
There are at least three approaches to finding edible wild plants in your area. The first is to look through a list of edible wild plants that should be available in your area, and then go out and try to find some of them. The second approach is to go out and identify what plants are around you, determine their identity, and then find out if they are edible by looking them up in a good field guide (not by tasting them!). The third approach is to take a class, with field trips, on the subject. Having friends interested in it is helpful too. You tend to build on what each one finds out.

Because a surprising number of plants are edible, the second approach is far more likely to yield successful results. I cannot tell you how long I struggled with the first approach, searching for the likes of Jerusalem Artichokes or Groundnuts without success, all the while overlooking Hazels, Sarsaparilla, and Bunchberry. All my field guides indicated that Jerusalem Artichokes and Groundnuts should both grow in my area, but it was years before I ever saw either. I did manage to find more than 15 edible plants using the first technique, but it was indeed a struggle. Sometime later I began trying to identify every plant I saw - only a few at a time of course. I found myself entering information into this online key - and when I got a hit, I would recognize that plant as one that I had seen in an edible wild plant field guide, but had not been looking for. I soon learned that many - perhaps half - of the plants in my yard are edible. Of course I also found many that are not edible, and several that are poisonous (just so you don't go around thinking that since many plants are edible, it's harmless to eat something you have not identified - it is not.)

By attempting to identify the plants I had found rather than trying to find the plants I had identified, I found many, many more edible plants in a much shorter time (and several inedible and poisonous plants as well). It has made me a better Pathfinder.

If you opt to use the second approach, I urge you to review the requirements for the Flowers, Flowers - Advanced, Seeds, and Seeds - Advanced honors as well. You can meet many requirements of all these honors at the same time.

Also in some plants one part is edible and another part is poisonous. A grocery store example of this is cherries. The fruit is very good, but the seeds contain cyanide which is deadly if you eat enough. The leaves are likewise poisonous and have been known to kill cattle. Just because one part of a plant is edible does not mean that the whole plant is good to eat, and just because a plant is listed as edible does not mean that it is not poisonous.

Some plants are edible only in certain stages of growth. Some examples are: Bracken fern is not edible after the fiddle head stage. Nettles can cause kidney problems in some people if they are mature (seed growing on the stalk). Yucca stalk (Hesperoyucca whipplei ) gets too many bitter saponins to be palatable as it matures into a flower head. Be careful.

1. Photograph, collect pictures of or sketch fifteen edible wild plants. Identify each plant in the wild.
Several wild edible plants are presented here. I have included the plants with which I am most familiar, meaning that most of them are available in the Eastern United States, though we are in the process of adding more plants from the Western U.S. To make this section more universal, please add plants from your own area. This should be done by creating a separate page for the plant and including it thusly:

Save the page, and then click on the red link you just made to create the new page (or let someone else do that - just knowing which plant to include is a great help). If you choose to add content to the new page, please use the EWP template to maintain uniformity. See the discussion page of the EWP template for its usage, or look at an existing page that uses it (which would be all of the ones below).

2. Identify in the wild five trees and five shrubs which are edible.
Trees typically have a single trunk and grow taller than shrubs (which often have multiple trunks). Some species can be classified as either depending on growing conditions.

Fruits and Berries
See above on Apple cactus, Barberry, Barrel cactus, Blackberry, Bunch berry, Cascara, Cherry, Chokecherry, Cholla, Coffeeberry, Crab apple, Cranberry, Currant, Date palm, Desert apricot, Elderberry, Fan palm, Fire thorn, Gooseberry, Grape, Ground cherry, Hackberry, Hawthorne, Holly leaf Cherry, Indian plum, Lemonade berry, Manzanita, Mulberry, Oregon Grape, Organ pipe, Partridgeberry, Passion fruit, Pawpaw, Persimmon, Pin Cherry, Prickly pear, Raspberry, Rose hips, Saguaro cactus, Salal, Serviceberry, Sour Cherry, Squawbush, Strawberry, Sugarbush, Thimbleberry, Toyon, and Wintergreen.

Beverages
See above on Chicory, Dandelion, Goldenrod, Lemon aid berry, Mint, Nettle, Pine needle, Pineapple weed, Sassafras, Sheep Sorrel, Sumac, Wintergreen, and Wood Sorrel

Salad Plants
See above on Chickweed, Dandelion, Greenbriar, Lambs' quarters, Miner's lettuce, Plantain, Purslane, Sheep Sorrel, Violet, Wood Sorrel

Greens
See above on Amaranth, Dandelion, Dock, Filaree, Fireweed, Lambsquarters, Mallow, Milkweed, Plantain, Russian thistle, Stinging Nettle, Wood Nettle,

Tubers or Roots
See above on Brodiaea, Burdock, Camas, Carrot, Cattail, Dandelion, Evening Primrose, Garlic, Jerusalem Artichoke, Lomatium, Onion, Sassafras, Salsify, and Yampah

a. Boiling
Any of the greens and tubers may be prepared by boiling.

Cattail Pollen Pancakes
Collect cattail pollen and mix with flour for pancakes. The best results are with replacing 1/4 and 1/2 of the flour with cattail pollen. This will add nutrition and a bright yellow color to your pancakes.

Cattails are in the pollen stage for about 2 weeks to a month. The season starts the end of April in the southern areas of the USA and ends in July in Canada or in high elevations.

A good cattail pollen harvester can be made with an empty 3 liter pop bottle by making a 1.5 - 2 inch hole just below the curved part of the bottle on the cap end of the bottle. Put the cap on and insert the pollen laden cattail flower head through the hole you made. Tap the cattail stem to release the pollen into the pop bottle. More pollen will be ready to harvest in a day or two. 2 liter pop bottles work too, but the pollen tends to get stuck in the neck of the bottle when emptying it. After emptying the pollen, sift the fiber and bugs out.

Clover Pancakes
Collect about one gallon of clover flowers and let them dry for two weeks (or dry them in the oven at 250 °F for 30 minutes and then let them sit overnight). Once they are dry, grind them to powder using a mortar and pestle to make a fine flour. This will produce about a cup of flour. Mix this half-and-half with wheat flour and make pancakes.

Fritters

 * Dandelion flower heads can be dipped in batter and fried to make fritters.
 * Elderberry flower heads can be dipped in batter and fried to make fritters. Caution: Plant stems and leaves contain cyanide.
 * Milkweed flowers can also be battered and fried, but they must be dipped in boiling water for one minute first.
 * Black Locust flowers also make excellent fritters.

c. Roasting
See above for Acorns, Agave, Chicory, Dandelion, Pickerel weed, Pine nuts, Soap root and Yucca.

Pie
Delicious pies can be made from blackberries or blueberries. Wild cherries are not really large enough for this, but if you find them in quantity, you might make a go of it.

Bread
Try baking bread by mixing wheat flour with any of the various "wild" flours made from clover, acorn, cattail pollen, or cattail roots.

5. Demonstrate how to prepare four parts of the common milkweed or day lily for food.
This is a highly regional requirement valid only where common milkweed or day lily grow wild abundantly. Rather than outright waiving the requirement if you live in a region where these plants do not grow, consider replacing the requirement with something roughly equivalent (i.e., do you know of a plant that grows in your area having four edible parts? Cattail - Shoots, Pollen, Stalks, leaves roots. Dandelion - Shoots, Leaves flower and roots)

Milkweed
The parts of a milkweed plant that are edible are the leaves, stems, shoots, flowers, and pods. The pods must be collected while they are young, and the flowers are not in season for very long. All are prepared essentially the same way, which is by boiling them in several changes of water. Boiling eliminates the bitter, milky sap from which the milkweed derives its name.

Prepare the milkweed by filling a large pot with water and bringing it to a boil. When the water is close to boiling, fill a small pot with water and bring it to a boil as well. When both pots are boiling, place the milkweed in the smaller of the two and let it boil for about a minute. Pour the water off and then refill the small pot from the large pot. You may wish to use a ladle to dip the boiling water from the large pot into the smaller one. You do not want to cover the milkweed with cold water as this will set the bitterness which is mildly poisonous. Boil the second batch of water for a minute also, drain it off, and refill. Subsequent changes of water should remain in the pot for a few minutes. After no fewer than six changes of water, the milkweed should be ready to eat. Add a little butter if desired and prepare to treat your taste buds.

Day Lily
See requirement #1 for information on preparing the shoots, buds, flowers, and tubers.

6. Explain how to identify three "odd-shaped" edible fungi and how to identify the deadly mushroom amanitas.
I (John Goude) as a teacher about wild edible plants strongly object to this requirement!

Is it ethical to teach Pathfinders to eat wild mushrooms being that even experts in mycology have died from eating mushrooms they collected? Where ever I go teaching about wild edible plants I hear heart wrenching stories of whole families that have been wiped out by eating wild mushrooms. Do you want to lead your Pathfinders to be part of one of these stories?

The introduction to Poisons Plants of California says "Of all poisonous plants in California, toxic mushrooms cause the most serious illnesses and nearly all the fatalities to humans."

Following is a quote from Dr. Peter Gail Ph.D. one of Euell Gibbons literary assistants.

 * "I have spent 55 years as a forager and at least 43 of them teaching others to forage, and I don't do mushrooms other than puffballs. Reason? When I was a wet behind the ears Masters degree student in Plant Systematics at Rancho Santa Ana Botanic Garden in Claremont California, my mycology professor, the very prominent Dr. Richard Benjamin, went out one weekend on a mushroom hunting expedition with one of his buddies, an equally prominent mycologist who was a specialist in mushrooms. On Monday, he was badly shaken, and reported to us at morning coffee break that there had been a mishap--his buddy had eaten a poisonous mushroom and had died from it.

 * "You can imagine the impact THAT had on me. Even the best, most knowledgeable botanists make mistakes. So, with mushrooms, it evidently doesn't matter how much you know. I don't use anything but the Agarics I get at the store and puffballs. There are others which are not mistakable for anything poisonous. Morels vs. false morels are a good example of the problem you can have. I leave mushrooms to other, more adventurous types than myself.

"Peter A. Gail, Ph.D. Director Goosefoot Acres Center for Resourceful Living Cleveland OH www.edibleweeds.com"

There are highly poisonous mushrooms outside of the Amanitas contrary to what this requirement suggests.
 * Some examples:

 * Boletus satanas, is reported not to kill you but will make you so sick that you think you will die.
 * False morels, (Gyromitra caroliniana, G. esculenta, Helvella spp., Verpa bohemica, Disciotis spp., etc.), can be fatal.

For mushroom poisoning reports
 * http://www.namyco.org/toxicology/index.html
 * http://www.namyco.org/toxicology/tox_report_2007.html
 * http://www.namyco.org/images/pdf_files/2010_NAMA_Toxicology_Report.pdf
 * http://www.bayareamushrooms.org/poisonings/lifeordeathsituation.html

NAMA (North American Mycological Association) poster.
 * http://namyco.org/images/pictures/warning_poster.jpg
 * http://www.namyco.org/toxicology/tox_report_2007.html

Further, mushrooms are no longer classified as plants. Mushrooms are heterotrophic (get their nutrition by digesting or decomposing other organisms). Plants are autotrophic (do not digest or decompose other organisms). Most commercial mushrooms (Agaricus bisporous ) in the USA are grown in manure and straw. The less popular commercial mushrooms (oyster mushrooms, winter mushrooms aka enoki and shiitake) are grown on dead wood.

7. What root plant can be dried and ground into meal?

 * Cattail
 * Greenbriars
 * Kudzu
 * Jack-in-the-pulpit

8. Know at least 8 families embracing the poisonous or doubtful plants.
Many plants with edible parts also have poisonous parts. The list below, though not exhaustive, features plants with poisonous parts (even though some may also feature edible parts).
 * Buckthorn family (Rhamnaceae) - buckthorns
 * Buttercup family (Ranunculaceae) - buttercups, larkspur, baneberry, monkshood
 * Carrot/parsley family (Apiaceae) - Water hemlock, Poison hemlock or fool's parsley
 * Daisy family (Asteraceae/Compositae) (other than: Asters, Balsam root, Burdock, Chamomile, Chicory, Dandelion, Golden rod, Jerusalem artichoke, Oxeye daisy, Pineappleweed, Prickly lettuce, Salsify, Sow thistle, Thistle, Wild lettuce, Wild sun flower, etc.) - white snake root
 * Dogbane/milkweed family (Apocynaceae) - dogbane, butterfly weed
 * Legume family (Fabaceae) - Goat's rue, indigo, locust (seed pods), Lupine, Rattlebox
 * Horsechestnut family (Hippocastanaceae) - horse chestnut
 * Iris family (Iridaceae) - all are poisonous
 * Lily family (Liliaceae)(other than: Avalanche lily, Camas, Day lily, Desert lily, Dogtooth violet, Indian cucumber, Leek, Tiger lily, Wild garlic, Wild onion, Yellow bells, etc.) - False Hellebore, Fly Poison, Star of Bethlehem, Deathcamas
 * Mushrooms - many (not in the plant kingdom)
 * Nightshade family (Solanaceae) - nightshade, tomato (leaves), potato (leaves)
 * Poison Sumac/Oak/Ivy family (Rhus/Toxicodendron/Anacardiaceae) - poison ivy, poison oak, and poison sumac
 * Rose family (Rosaceae) (other than: Apples, Pears, Hawthorn, Blackberry, Raspberry, Rose hips, etc. fruits) - cherry (leaves, seeds, bark)
 * Soapwort family (Caryophyllaceae) - soapwort
 * Grape family (Vitaceae) - Virginia creeper
 * Yew family (Taxaceae) - yew

9. What is the cardinal edibility rule?
Never eat any wild plant unless you have positively identified it and know that it is edible. Actually, it's not enough to know that a plant is edible - you also must know what part of the plant is edible, and at what stage of its growth it is edible. For example, pokeweed (Phytolacca americana) leaves are edible when they are young and cooked in 2 or more changes of water, but the older leaves, stems, and seeds in the berries are all toxic. Also Mayapple (Podophyllum peltatum) are toxic until they are ripe.


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Adventist Youth Honors Answer Book/Nature/Birds

1. Give two characteristics which set birds apart from all other creatures.
It is often useful to compare features of groups creatures to see what is the same as other creatures, but in order to identify them, it is useful to find the differences as well. There are five classes of creatures with a backbone. These classes include the fish (Agantha), amphibians (amphibia), reptiles (Reptilia), birds (Aves), and mammals (Mammalia).

All of the vertebrata have a backbone, but birds have a number of unique characteristics such as:

 * 1) Flight
 * 2) Hard shelled eggs
 * 3) Warm blooded
 * 4) Covered with feathers
 * 5) Hollow bones
 * 6) Bone structure in the eye
 * 7) Keen eyesight
 * 8) Musical voices
 * 9) Ability to sense magnetic fields
 * 10) Very Colorful

Each of these things seems quite unique, but as we look at the other classes of vertebrata, we find that birds are not the only creatures that can fly. There are flying fish, gliding snakes, gliding frogs and bats. Each class of vertebrates has the capability of crude flight, and bats at least can match the flight ability of the birds. We must also note that not all birds are capable of flight (penguins, ostriches and others are incapable of flight).

Mammals are warm blooded, so that is not unique to birds. Whales, frogs and some of the primates have very musical voices, although few can compare to the Lyrebirds of New Guinea or even a simple Northern mocking bird. Many of the mammals such as meerkats have good eyesight, so this is not unique, and most fish have the ability to sense electro-magnetic fields.

When we have compared the various classes, we find that there are only a few things that are unique to the class Aves.

 * They all lay hard-shelled eggs which they incubate using their body temperature.

 * They all are covered with a feather structure that differs greatly from scales and fur.

 * Hollow bones allow them to fly almost effortlessly.

 * A ring bone in the eyes of birds is what allows them to focus so well and have such keen eyesight.

All of these characteristics give us an idea of what makes birds unique and also an idea as to why we are so drawn to these colorful, flying creatures.

2. Name three flightless birds, tell what their diet consists of, and name the country or continent in which each one lives.
The Alca impenis (Great Auk) and the Raphus cucullatus (Mauritius Dodo) are pictured with the other flightless birds because they were flightless birds that faced many of the same dangers of some of the current flightless birds such as the Apteryx (kiwis). Man and animals that come with man such as dogs, pigs, cats, and rats are very dangerous for any birds that nest on the ground. Many flightless birds have become extinct because of man and his actions. These two species represent a far larger number that have become extinct at the hand of man.

Cassowary

 * Cassowaries are native to the tropical forests of New Guinea and northeastern Australia. Some nearby islands also have small cassowary populations, but it is not known if these are natural or the result of the New Guinea trade in young birds. They are frugivorous; fallen fruit and fruit on low branches are the mainstay of their diet. They also eat fungi, snails, insects, frogs, snakes and other small animals.

Emu

 * The Emu is the largest bird native to Australia. They eat a variety of plant species; the type of plants eaten depends on seasonal availability. They also eat insects, including grasshoppers and crickets, lady beetles, soldier and salt bush caterpillars, cotton-boll moth larvae and ants.

Kiwi

 * Kiwis are from New Zealand. They eat small invertebrates, seeds, grubs, and many varieties of worms. They also may eat fruit, small crayfish, eels, and amphibians. Their long beaks, with nostrils at the end of them, help them to catch prey.

Ostrich

 * Ostriches live in the savannas of Africa. They mainly feed on seeds and other plant matter; occasionally they also eat insects such as locusts. Lacking teeth, they swallow pebbles that help as gastroliths to grind the swallowed foodstuff in the gizzard. An adult ostrich typically carries about 1 kg of stones in its stomach.

Penguin

 * Penguins are aquatic birds living exclusively in the Southern Hemisphere. Most penguins feed on krill, fish, squid, and other forms of sea life caught while swimming underwater. They spend half of their life on land and half in the oceans.

Rhea

 * Rheas are native to South America. They are omnivorous, preferring broad-leafed plants, but also eating seeds, roots, fruit, insects, and small vertebrates.

3. Give the day of the week when birds were created. Find in the Bible the names of five birds and be able to name them from memory.
Birds were created on the Fifth day - see Genesis 1:20-23

Pelican, Raven, Owl - Isaiah 34:11

Chicken - Matthew 23:37, Luke 13:34

Eagle - Jeremiah 49:22, Jeremiah 4:13, Job 9:26, Deuteronomy 28:49, Job 39:27-29

Ostrich (NKJV) or Owl (NIV) - Micah 1:8

Dove - Genesis 8:8-11, Matthew 10:16, Hosea 7:11

Eagle, Buzzard, Kite, Falcon, Raven, Ostrich, Owl, Sea Gull, Hawk, Little Owl, Cormorant, Great Owl, White Owl, Pelican, Vulture, Stork, Heron, and Hoopoe- Leviticus 11:13-19

Peacock - 1 Kings 10:22

Raven - 1 Kings 17

Partridge - Jeremiah 17:11

4. Write or give orally three ways in which God's love and purpose is shown in the creation of birds.
"Children should be encouraged to search out in nature the objects that illustrate Bible teachings, and to trace in the Bible the similitudes drawn from nature. They should search out, both in nature and in Holy Writ, every object representing Christ, and those also that He employed in illustrating truth. Thus may they learn to see Him in tree and vine, in lily and rose, in sun and star. They may learn to hear His voice in the song of birds, in the sighing of the trees, in the rolling thunder, and in the music of the sea. And every object in nature will repeat to them His precious lessons." Child Guidance, p. 46.

1. God created the birds to point to Himself as the provider of all that we need. If He takes care of the birds, He shall surely take care of our needs. (Luke 12:24)

2. Birds teach us about God. (Job 12:7-9)
 * God says he will protect us like the mother hen protects her chicks. (Matt. 23:37)
 * Jesus said God sees the sparrow fall, and much more He sees us. (Matt. 10:29-31)
 * He will give us strength like that of the eagle. (Isa. 40:31)

3. The adaptations of birds (especially their beaks, their legs and feet) show us God's creative power.

4. We ought to trust God totally just as birds do. (Matt 6:26)

5. Jesus loves everybody and every thing and as He takes the animals in to account before He does something, He wants us to do so as well. (Jonah 4:11)

5. Make a list of thirty species of wild birds, including birds from at least five different orders, that you personally have observed and positively identified by sight outdoors.
Please consult Wikibooks' Field Guide to Birds to help you identify some birds. As of this writing, this field guide is still in its infancy, so you might be well served to purchase a more thorough field guide. Field guides are generally tailored to a specific area of the world, so be sure to consult one that covers your area.

 * Waterfowl
 * Grouse
 * Loons
 * Grebes
 * Herons
 * Vultures
 * Rails
 * Gulls
 * Shorebirds
 * Pigeons
 * Dove
 * Owl
 * Cuckoos
 * Woodpecker
 * Vireos
 * Crows
 * Ravens
 * Jays
 * Swallow
 * Wrens
 * Wood Warblers
 * Blackbirds
 * Allies
 * Finches
 * Grosbeaks
 * Mockingbirds
 * Thrushes
 * Tyrant Flycatchers
 * Hummingbirds
 * Terns

6. Make a list of five species of wild birds that you personally have positively identified by sound out of doors.
The Field Guide to Birds has "bird call" links for several birds (though it is not yet exhaustive). Listen to the most common birds in your area so that you may learn to identify them by their calls. Many birds (such as the woodpeckers and the Bobwhite) are a lot easier to identify by their calls, because they are so much easier to hear than to see.

You can also purchase CD's from Peterson's Birding by Ear series. Select one that was made for your region.

a. Set up a feeding station and report on the bird visitors observed for a period of seven days.
This should be done by the individual

===b. Find a bird's nest, during the nesting season, identify the species of bird that built it, describe the nest in detail, observe the nest for five days, and report what happened at the nest on each of the days. ===

(1) What does man-made nectar consist of?
Hummingbird nectar should consist of four parts water to one part sugar (by volume).

(2) Why shouldn't you use food coloring or honey?
Honey promotes the growth of a fungus that can kill hummingbirds, so it should never be used.

The assertion that food coloring is bad for hummingbirds has been around since the 1970's, but it has never been proven conclusively. However, since there is no reason to put food coloring in the nectar, why bother? The hummingbirds can find the feeder by the feeder's color, so it is not necessary to color the nectar.

(3) When should the feeder fluid be changed?
The feeder should be cleaned weekly.

(4) How should the feeder be cared for?
Every time you clean the feeder, check for black mold. If you find any, clean the feeder with bleach. Do not clean a feeder with soap (but you can use white vinegar as long as you rinse it thoroughly afterwards). If hummingbirds are not emptying the feeder before the syrup spoils, don't fill it completely next time. Spoiled syrup will appear cloudy and must be discarded - hummers won't eat it.

Clean the feeder thoroughly once per month with a bottle brush. Soak it in a solution of a bleach and  of water. Rinse well, and refill with syrup.

Unless precautions are taken, ants will get into your feeder. Look for a dripless feeder with an ant moat. These are very effective at addressing the problem.

d. In other areas of the world: Select at least three different habitats in your area and make comparative bird lists of them indicating the differences in birds expected and found.
Different habitats may include:
 * Fresh water (rivers, lakes, ponds, etc.)
 * Salt water (bays & ocean)
 * Fields & meadows
 * Forests
 * Desserts
 * Wetlands

Choose three such areas and observe them. Make lists of the birds you see in each area. You should expect to see differences, as different birds frequent different habitats. For example, you should expect to see herons, pipers, ducks and geese near water, and you should expect to see meadowlarks in fields, and so forth.

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


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Talk:Movie Making Manual/Education

 * Question
 * I will like to get book concerning film making including editing and sound making so please how do get them.I am in Africa (GHANA)SO PLEASE LET ME KNOW HOW TO GET IT.

 * Answer
 * You can begin learning filmmaking at http://en.wikiversity.org/wiki/Filmmaking which is a free class for filmmaking at Wikiversity. Robert Elliott 00:59, 5 December 2006 (UTC)

title: Talk:Movie Making Manual/Education


title: User:Pdavis68/sandbox


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Wikijunior:Languages/Lithuanian

What writing system(s) does this language use?
Lithuanian uses the Roman alphabet, which was originally used to write Latin, with several extra letters added and some no longer used. The Lithuanian alphabet has 32 letters and is written left to right. The letters are:

a, ą, b, c, č, d, e, ę, ė, f, g, h, i, į, y, j, k, l, m, n, o, p, r, s, š, t, u, ų, ū, v, z, ž

Most of these letters are pronounced as the ones in English, however the vowels are quite different: a is pronounced either as u in cup or as a in father; ą is pronounced as a in father; e is pronounced as e in send; ę is pronounced as a in sand; ė is pronounced somewhat as ea in pear, but more like eh in German mehr; i is pronounced as i in tin; į and y are pronounced as ee in sleep; u is pronounced as oo in room; ų and ū are pronounced as oo in boom.

č, š and ž are pronounced as ch, sh and zh (or g in beige), respectively.

How many people speak this language?
About 3.5 million people in Lithuania speak Lithuanian as their native language, together with some 500 thousand Lithuanians living abroad. Lithuanian is rarely used as a means of international discussion, and few people learn it as a foreign language. However, the language is very old and has preserved a lot of ancient words and grammar rules, so some people study it in universities, if they are learning about history of languages in general.

Where is this language spoken?
In all of Lithuania and some parts of neighbouring countries. Also in large Lithuanian communities in the US, England, and Ireland.

What is the history of this language?
Lithuanian is said to be the oldest language that is still spoken as a native language. This is because there are a lot of old grammar forms and words remaining, hardly changed from what was used several thousand years ago by the first inhabitants of Europe.

However, the importance of the language was not always respected. In medieval times, even though Lithuania was a large country, people spoke Belarussian or Polish much more than Lithuanian. Lithuanian was considered a "peasant tongue", "unworthy" of noble people. In the 19th century, Lithuania belonged to the Russian Empire, and the government did what they could to completely destroy the language. For more than forty years in the second part of the century, it was forbidden to write in Lithuanian. After the First World War, Lithuania regained independence and the language became the official language of the country. After World War Two, Lithuania was once again occupied, this time by the Soviet Union, and language repression continued although not as severely. After the Soviet Union fell, Lithuanian became once again the official language of the country. Efforts are now made to preserve the language as much as it is possible.

Some famous authors or poets who speak this language
Most of the famous Lithuanians are, unfortunately, famous only in Lithuania. Martynas Mažvydas wrote the first book in Lithuanian in 1547, "the Catholic Cathecism"; and Kristijonas Donelaitis wrote the first work of fiction in Lithuanian in the 18th century (that's the 1700s), Metai ("The Year").

What are some basic Lithuanian phrases I can learn?
Labas! - Hi!

Laba diena - Hello (literally, "Good day")

Labas rytas - Good morning

Labas vakaras - Good evening

Labanaktis - Good night

Taip - Yes

Ne - No

Kaip gyveni? - How are you?

Ačiū - Thank you

Prašau - Please

Atsiprašau - Sorry

Mano vardas ... - My name is ...

Tu man patinki - I like you (literally, "you are liked by me")

Aš myliu tave - I love you or more accepted in proper Lithuanian: Aš tave myliu.

Kur tualetas? - Where is the toilet?

Aš alkanas/alkana - I am hungry (for a guy/girl)

Aš pasiklydau - I am lost

title: Wikijunior:Languages/Lithuanian


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Wikijunior talk:Languages/Lithuanian

I wrote a basic article, though I am unsure if it conforms to the quality standards. If someone could check and write down what it is lacking, I will be glad to add to it. 82.3.50.60 20:59, 19 November 2006 (UTC)

title: Wikijunior talk:Languages/Lithuanian


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Wikijunior:Languages/Manx Gaelic

What writing system(s) does this language use?
Unlike Irish, Manx Gaelic uses the traditional English alphabet, but without the letters 'x' and 'z'.

How many people speak this language?
According to the last Isle of Man census, around 2,000 people claim to be able to speak the language. In recent years, the government has allowed students to study all subjects through the Manx language at primary and secondary schools.

Where is this language spoken?
Manx (or Manx Gaelic) is the native language of the Isle of Man, a small island in the middle of the Irish sea. It is only spoken on the Isle of Man, but emigrants to the United Kingdom, Ireland, the United States, Canada, and New Zealand know the language.

What is the history of this language?
Manx Gaelic originates from Old Irish. The first evidence of writing in Manx Gaelic dates back to 1610 when the Anglican Book of Common Prayer was translated from English. Other gaelic languages, closely related to Manx, are Irish and Scots Gaelic. Until recent times Manx Gaelic was spoken by the majority of people on the Isle of Man. From the eighteenth century the language started to decline. From 1901 onwards the question of language was included in the Isle of Man census papers, providing an indication of how the decline proceeded: (1901) - 4,419, (1911) - 2,382, (1921) - 896, (1931) - 531, (1951) - 355, (1961) - 165, (1971) - 284. In 1941 and 1981 the language question was not included in the census paper. The most recent census of 2001 shows an increase to 1,689 people with a knowledge of Manx.

Who are some famous authors or poets in this language?
T.E. Brown (1830 – 1897) is the national poet. Most of his works were in Manx Gaelic and a selection can be found here.

What are some basic words in this language that I can learn?

 * Good morning - Moghrey mie
 * Good evening - Fastyr mie
 * Thank you - Gura mie ayd
 * Water - Ushtey
 * Meals
 * Church - Kirk
 * GoodBye - Slane lhiu
 * Sir
 * Madam
 * Mother - Ven
 * Father - Ayr
 * Morning - Maddin
 * Evening
 * Afternoon
 * Isle of Man - Ellan Vannin
 * (Manx) Gaelic - Gaelg

title: Wikijunior:Languages/Manx Gaelic


text:
User:Accurizer~enwikibooks

I am an editor at the English Wikipedia. Please leave all messages for me there.
 * My user page
 * My talk page

title: User:Accurizer~enwikibooks


text:
User talk:Accurizer~enwikibooks

I am an editor at the English Wikipedia. Please leave all messages for me there.
 * My user page
 * My talk page

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 Accurizer. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Accurizer~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 22:55, 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) 04:28, 19 April 2015 (UTC)

title: User talk:Accurizer~enwikibooks


text:
User talk:68.149.173.134

Please do not add commercial links to Wikibooks. Wikibooks is not a vehicle for advertising or a mere collection of external links. Note that books may be collections of external links for educational purposes only. See the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 21:43, 19 November 2006 (UTC)

title: User talk:68.149.173.134


text:
User:JD UK

I'm an administrator on English Wikipedia. My username is J Di.

title: User:JD UK


text:
User:Ghoort

ru:Участник:Ghoort sr:Корисник:Ghoort

title: User:Ghoort


text:
Muggles' Guide to Harry Potter/Magic/Portus

Overview
A Portus spell is used to create a Portkey.

Extended Description
A Portkey is a magical means of transportation between two specific points, potentially at a specific time. The spell Portus is used to create a portkey; the visible effect is that the object being charmed glows blue and vibrates briefly.

Professor Dumbledore creates a portkey on two occasions in Harry Potter and the Order of the Phoenix: when Mr. Weasley is injured, he creates a Portkey to carry the Weasley children and Harry to Number 12 Grimmauld Place so that they don't have to deal with Professor Umbridge; and after the battle at the Ministry, he creates one to carry Harry back to his office. In this latter case, Cornelius Fudge, the Minister for Magic, is present, and is scandalized that Dumbledore would dare to produce an unauthorized Portkey.

Analysis
The Portus spell must be complex indeed, quite apart from the magic involved. We can safely assume that, like the Riddikulus spell and the Patronus charm, a significant part of the spell is actually derived from what you are thinking of at the time the spell is cast. There are a significant number of things that you must think of when casting Portus. Not only must you hold in your mind the destination that you desire, you must also decide whether the Portkey is to be a there-and-return key, in which case you must presumably also hold the return destination in mind; additionally you must set the time when the portkey is to activate, or whether it is to activate upon command or upon contact. It may be possible to make a personal Portkey as well, in which case you must know whose contact will activate it.


text:
Talk:French/Grammar/Verbs/Irregular conjugations

PLEASE, try to use IPA transcription if you can--wikibooks has an edit box input field for it (i think?) if they don't they should!


text:
C++ Programming/Exercises/Functions/Pages

 * 1) include

using namespace std;

int main { char op; double num1, num2;

cout << "Enter operator (+, -, *, /): "; cin >> op;

cout << "Enter two numbers: "; cin >> num1 >> num2;

switch(op) { case '+': cout << num1 + num2; break; case '-': cout << num1 - num2; break; case '*': cout << num1 * num2; break; case '/': if (num2 != 0) cout << num1 / num2; else cout << "Error: Division by zero"; break; default: cout << "Invalid operator"; }

return 0; }

EXERCISE 1
Write a program that performs arithmetic division. The program will use two integers, a and b (obtained by the user) and will perform the division a/b, store the result in another integer c and show the result of the division using cout. In a similar way, extend the program to add, subtract, multiply, do modulo and power using integers a and b. Modify your program so that when it starts, it asks the user which type of calculation it should do, then asks for the 2 integers, then runs the user selected calculation and outputs the result in a user friendly formatted manner.

Sample run: Enter two numbers: 3 12 The sum is 15.

EXERCISE 2
Basically the same as exercise 1, but this time, the function that adds the numbers should be void, and takes a third, pass by reference parameter; then puts the sum in that.

EXERCISE 3
Write a recursive function that finds the #n integer of the Fibonacci sequence. Then build a minimal program to test it. For reference see Fibonacci number. For any possible natural number "n", the following applies fib(n+2) = fib(n+1) + fib(n) Also, the following are predefined fib(0) = 0 fib(1) = 1

EXERCISE 4
Basically the same as exercise 3, although this time you mustn't use recursion.

For extra exercise, give a big number (like 1000000) to both exercise 3 and 4 solutions and compare the execution times. Ponder on the results ;)

EXERCISE 5
Create a calculator that takes a number, a basic math operator (+,-,*,/,^), and a second number all from user input, and have it print the result of the mathematical operation. The mathematical operations should be wrapped inside of functions.


text:
Collaborative Problem-Solving in Educational Settings

'Collaborative Problem-Solving in the Classroom' is intended as a process document, and manual primer, for educators reading and applying Dr. Ross W. Greene's Collaborative Problem Solving approach in educational settings.

Collaborative Problem-Solving is a cognitive and educational approach that views explosive behaviour as the result of lagging skills. Much like any other developmental delay, the deficits that lead to explosive behaviour are open to remediation. Greene's method of remediation is the use of the Collaborative Problem Solving approach.

In keeping with the spirit of collaboration this is a collaborative document that seeks to find working solutions for the successful application of Greene's methodology in schools, classrooms, and counseling offices. Although it will be necessary to outline the methods detailed in the original text (with citation) this document is intended to reflect the questions and opinions of educators working to comprehend, extend, or expand the use of Greene's methods in their own practice.

Collaborative Problem-Solving sets itself apart from more widespread behaviourist interventions for children, in that it is something that is done 'with' rather than 'to' the individual. However, like any other method, CPS is a program to be used judiciously, in some circumstances. A common pit fall in the application of any new method is overuse, or use to the exclusion of other methods. An overarching goal of this document is the integration of CPS with other methods and programs.

Guidelines for Editing or Contributing to this Document
1. These guidelines are open for editing and development. Please add new ideas that will help define the parameters for productive and collaborative contributions.

2. Use the 'Discussion' page (see tab at the top of this web page) as a forum for discussion specific chapters in "Treating Explosive Kids" and as a forum for resolving conflicting perspectives.

3. Use Dr. Greene's 'Plan B' methodology to resolve differences of opinion before making changes to other people’s contributions.

4. Clearly differentiate between sections that are to explain the model as it is presented Vs sections intended to expand the model or explore its use.

5. Select the "Watch" tab at the top of this web page to track the progress of this document and check it regularly for changes.

A "Hierarchy" of Plans
Each of the plans is a distinct way of responding to unmet expectations. Greene has been clear in identifying that there is no hierarchy of the plans, although 'Proactive B' is promoted as the preferred option. However, a common concern for educators regarding the use of CPS is its occasional adherence to the child's agenda as a means for maintaining behavioural stability, through the use of 'Plan C'. In Greene's model, an adult agenda is viewed as a common source of triggers. In contrast, in schools the adult agenda is often viewed as the corner stone of group stability. The very notion of turning the authority structure of the teacher/student relationship on its head (or even balancing it out) creates some understandable anxiety for those vested with the responsibility of maintaining a safe and productive educational environment.

Placing the Plans in a hierarchy, where 'Plan A' is considered "superior" to the other Plans is an attempt to frame the use of 'Plan C' within a 'Plan A' context. This hierarchy is based on the assumption that healthy schools and classrooms, have leaders with legitimate and rational authority over their members, and that those powers do not exceed their responsibilities. Equally important is that a critical exercise of that authority, is the thoughtful investment of power back to students to engage in democratic process, collaboration, and bounded individual agenda. In this view, rational authority figures can and should make the decision to allow for a child's agenda as the most stabilizing option for the time being, in some circumstances. This hierarchy also implies that an individual child's agenda should not be allowed to control other individuals, groups, or authorities.

Individual freedom creates chaos only under conditions where an individual's exercise of rights, violates the rights of another. That being said, viewing 'Plan C' as "inferior" does not make its use in the classroom a bad idea. It simply means that it needs to be utilized by authority figures (in this case educators)in ways that maintain higher forms of social organization. Expanding the use of 'Plan C' in educational settings (or 'B' and 'D' for that matter), is not a threat to stability when it is done carefully, and pro actively. Allowing a child to avoid his work, for the time being, can be stabilizing. Allowing a child to destroy another child's work to avoid an escalation in conflict, is a violation. Again, stability is the goal but the stability of the individual cannot be allowed threaten the stability of those around him.

A Continuum of Plans
This placement of plans along a continuum represents a departure from Dr. Greene's text in an attempt to refine the plan A, B, and C options outlined in "Treating Explosive Kids". Similarly the addition of 'Plan D' is meant to augment the three basic plans with a democratic CPS process that can be applied in larger group settings such as schools.

Assumptions Guiding the Development of these Refinements

1. Any of the Ross Greene plans can be stabilizing or destabilizing for any individual or group. 2. No individual plan is superior in all scenarios.

3. Some plans create stability for some individuals, and some groups, in some circumstances. Some plans create instability for some individuals, and some groups, in some circumstances.

4. It is valuable assessment information to find out which plans are most stabilizing for which individuals, and which groups, in specific circumstances.

Plan A Continuum

1. A+A+A - 'Abusive A' is a destructive, reactive, violent, hurtful, or degrading use of power.

2. A+A - 'Authoritarian A' is a chronically repressive, domineering and punishment oriented approach.

3. A - 'Authoritative A' is a moderate, planned, boundary setting, developmentally appropriate approach, which demonstrates a legitimate and rational use of authority.

4. a - 'Amiable a' is a friendly and gentle leading of the child into cooperation with an adult agenda.

Plan B Continuum

1. B+A - The adult suggests an option, or set of options, and the child finds one or more of the options agreeable.

2. B - The child and adult create a new solution, and it is agreeable to both.

3. B+C - The child suggests a solution and the adult finds it agreeable.

Plan C Continuum

1. C+B - The child follows his own agenda, and it creates a benefit for others.

2. C - The child follows his own agenda and it does not create a problem for others.

3. C+C - The child follows his own agenda, and it violates the rights of others.

Plan D Continuum

1. D+A - There are a bounded set of choices generated by the adult and selected by a group by voting.

2. D+B - There is a brain storm of ideas presented by both adults and children and everyone votes on all the suggestions. Additional plan B is used to involve children who feel the least committed to the option selected, or to trouble shoot concerns held by any child or adult. If a group is split in its preferences, plan B can be used to mediate the difference between the two sub groups as if they were two individuals. Plan B can be used as a supplement to any of the plan D variations to ensure stability.

3. D+C - The children generate ideas or solutions and the children vote on the options.

Integrating CPS with Nonviolent Crisis Intervention
To be developed... in what ways can CPS and CPI be used together, if at all?

Integrating CPS with Behavioural Interventions
To be developed... can CPS be used in conjunction with behavioural strategies?

Frequently Asked Questions
Q. When using 'Plan C' in a classroom how do you deal with issues of fairness?

Q. How old does a child need to be before they can be involved in collaborative problem-solving?

Q. Some children seem to respond to the use of Plan C & B by loosing previously stable habits. What's happening?

Q. What about learned behaviour from the home environment?

A. While teachers may not be able to influence life at home they do have the opportunity to teach new skills. Collaborative problem-solving is an adaptive skill to teach. Remediation of any skill deficit is not necessarily changed by the source of the difficulty, and home environment is not always an explanation of such difficulties.

Q. Does the source of the child's difficulty require differences in how the model is used?

A. The question in all cases is "What skills does the individual need?". Once this is answered it is time to get to work.

Q. Where do memory deficits fit into the model?

A. Memory is an executive skill?

Q. Where do sensory sensitivities fit into the model?

A. Sensory sensitivity is a potential source of triggers if those sensitivities are connected to a pathway deficit.

Q. What do you do when it looks like a child is exploding or disrupting out of a need for fun, rather than in reactivity to an triggering expectation?

A.

Q. What connections are there between the CPS assessment of pathways and triggers and a Functional Behavioural Assessment?

A. In CPS you do a cognitive rather than behavioural assessment. In CPS not all behaviour is assumed to be functional. In other words behaviour is functional in helping identify triggers and pathways but is not necessarily means to an end. Functional behavioural assessments often start with conclusions about why exploding children do what they do while CPS makes the inquiry.

Links
Center for Collaborative Problem Solving


text:
User talk:Jopxton~enwikibooks

This is now your username, and your user talk page. --Whiteknight (talk) (projects) 03:35, 20 November 2006 (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 Jopxton. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jopxton~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 23:21, 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) 05:06, 19 April 2015 (UTC)

title: User talk:Jopxton~enwikibooks


text:
World Stamp Catalogue/China

China

 * Postage stamps and postal history of China
 * Postage stamps and postal history of the People's Republic of China

Colours
There is no standard of colour names used by all catalogues of Chinese stamps. Thus, for the sake of consistency the colours used by the "Revised and Supplemented 1998 Edition" of Ma's Illustrated Catalogue of the Stamps of China, edited by Lee H. Hill, Jr., Hill-Donnelly Corp., Tampa, FL. This is being used for all stamps of China issued up to and including 1949.

Sub-pages
The stamps linked below are for The Peoples' Republic of China; for issues of the Republic of China see World Stamp Catalogue/Taiwan.
 * /1878 /1885 /1894 /1897 /1898 /1909 /1912 /1913 /1921 /1923 /1928 /1929 /1931 /1932 /1933 /1936 /1938 /1939 /1941 /1942 /1944 /1945 /1946 /1947 /1948 /1949
 * /1950 /1951 /1952 /1953 /1954 /1955 /1956

Sub-Territories

 * GNDG - Guangdong
 * HEBE - Hebei
 * HENN - Henan
 * MGJG - Mengjiang
 * NCHN - North China
 * SHNJ - Shanghai and Nanjing
 * SNDG - Shangdong
 * SNXI - Shanxi
 * SUBE - Subei

 |China

title: World Stamp Catalogue/China


text:
World Stamp Catalogue/China/1941

Sun Yat-sen New York printing
The cents value of the basic stamps were printed in sheets of 400 by the American Bank Note Co. of New York then cut into panes of 200. The dollar values were printed in sheets of 300, and cut into 6 panes of 50 stamps each.

Thrift commemorative issue
CHN-1941-21

This set of stamps was issued to encourage thrift, and reflected the ideas of the then current Thrift Movement. It illustrates various economic elements in the society. The stamp was printed by the Chung Hwa Book Co, of Hong Kong in sheets of 100.

Special delivery (express) stamp
This stamp and the registration stamp that follows were produced in Chongqing to fulfill an immediate need at a time when the rates for these services were uncertain, and an increase in rates was expected for 1942. The inscription shows that the relevant service was paid for each 20 grams. It was first expected that the express fee would be $4.56 and the registration fee would be $3.43, but by the time the stamps were sold they were $2.00 and $1.50 respectively. Both of these stamps were lithographed in sheets of 85 stamps (5 x 17).

Registration stamp
1941

title: World Stamp Catalogue/China/1941


text: User talk:Hunterd

title: User talk:Hunterd


text: User:Hunterd

title: User:Hunterd


text:
User talk:212.65.214.31

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 11:03, 20 November 2006 (UTC)

title: User talk:212.65.214.31


text:
User talk:Ramujana

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! -- Herby talk thyme 11:16, 20 November 2006 (UTC)

And
Many thanks for dealing with the spam page. I have requested a block on that user -- Herby talk thyme 11:16, 20 November 2006 (UTC)

title: User talk:Ramujana


text:
Muggles' Guide to Harry Potter/Magic/Enervate

Overview
Enervate is a spell that is used to restore a person to consciousness, especially if he/she has been Stunned. Later versions of the series have been changed to indicate that the incantation is Renervate.

Extended Description
This spell is first used in Harry Potter and the Goblet of Fire, by Amos Diggory to resuscitate Bartemius Crouch's house-elf, Winky, after she had been Stunned in the woods during the events following the Quidditch World Cup.

It is later used by Dumbledore to return Viktor Krum to consciousness near the Forbidden Forest after he was Stunned while he was alone there with Mr. Crouch, who at the time was suffering after-effects of the Imperius curse. Harry had gone to fetch Dumbledore because of the sudden appearance of Mr. Crouch, who during his strange behavior said that he wanted to meet Dumbledore.

It is used a third time, again by Dumbledore, this time to resuscitate the Stunned Barty Crouch Jr., that they might hear what had happened to the true Mad-Eye Moody.

Apparently the author chose to rename the spell, as in later books, and in later editions, it appears as "Renervate". In this form, in the later books in particular, it seems to be used as a general revival spell, rather than being specialized as a counter to Stunners.

Analysis
Enervate seems to be a spell of limited usefulness; we only ever see it being used when resuscitating someone from a Stunning Spell. Possibly it could be used when restoring consciousness to someone who has been knocked out by e.g. a blow to the head, but we never see such a use.

Questions

 * 1) Why choose "Enervate" for the spell name? Someone who is enervated is weak and listless, the opposite of the spell's effect.

Greater Picture
The word "enervate" is frequently used incorrectly. Perhaps it sounds misleadingly enlivening. This common error was pointed out by Doris Wilgus (played by Barbra Streisand) in "The Owl and the Pussycat" (1970).


text:
User talk:The Halo~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck!

Hi Halo!
Most of what you need to know is in the welcome template above. The wikibooks for wikipedians page in particular should help you get around. -- SB_Johnny | talk 12:04, 20 November 2006 (UTC)

My to-do list :)
Yeah, if you're looking for projects, one wikipedia-related one I'm workiing on is trying to make books out of modules brought over from w:Category:Copy to Wikibooks and w:Category:Articles containing how-to sections. What's your area of expertise? -- SB_Johnny | talk 13:48, 21 November 2006 (UTC)

 * Oh, actually, we don't have anyone really working on welcoming new users right now... see welcome for details :). -- SB_Johnny | talk 14:39, 21 November 2006 (UTC)

 * Cool! -- I keep looking at that falconry article and have been wondering how to get someone to work on it... was actually joking with my wife that maybe that should be our next pet :). I'll transwiki it now, you'll find it at Transwiki:Falconry (training). Probably best to just move it to Falconry... we don't use parentetical titles here.
 * I'm keeping an eye on the esparanza debates at WP too, but decided it's better to just sit back. At this point it seems mostly to just be the same people rephrasing the same arguments. Last week I deleted most of a VfD discussion for similar reasons: no reason to archive nastiness, and we're trying very hard not to emulate wikipedia's "angrypedia" tendencies. -- SB_Johnny | talk 15:13, 21 November 2006 (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 The Halo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name The Halo~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 23:46, 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) 05:35, 19 April 2015 (UTC)

title: User talk:The Halo~enwikibooks


text:
User talk:203.166.236.167

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 13:06, 20 November 2006 (UTC)

title: User talk:203.166.236.167


text:
Talk:Organic Chemistry/Haloalkanes

At some point in the near future, I'm going to remove the Reaction Mechanism section that discusses SN1 and SN2. I'm just trying to decide if I'm going to bring that stuff from the Introduction to Reactions section that covers it in depth and put it in here or put it in the chapter afterwards. I'm thinking maybe the chapter afterwards, because there's a lot to discuss about SN1, SN2, E1 and E2 and while Haloalkanes are the most common reactants with these mechanism, they aren't the only ones. For example, alcohols undergo elimination reactions as well. I tried to keep the text on those reactions fairly general and not specific to haloalkanes. There's more we can do to beef up this section as well. -- Pete 14:39, 20 November 2006 (UTC)

C—I bond polarity
Under physical properties, the electronegativity of iodine is listed as 2.5 and the difference in electronegativity between C and I is listed as 0.0. In the brief discussion that follows is this confusing and/or incorrect statement “the C-I bond is almost nonpolar.” If there is no difference in electronegativity, then the bond is completely nonpolar, unless I am missing something. If there's more to the polarity story it should be explained. However, I'm pretty sure that I is more electronegative than C, although the difference is not huge, which explains the relative lack of charge separation. This site lists χI as 2.66 and χC as 2.55. Does anyone have any objections to changing the data in the table? Better data sources? Myceteae (talk) 07:40, 26 November 2009 (UTC)

Preparation -found elsewhere. (wants to search and find out)
It is written in the beginning itself that "the methods of preparation are found elsewhere in this book". There is not even a link or mark to the place where it is to be found. I believe that it is necessary to put some reactions for the preparation. A small one line general equation would be sufficient. I just need a word, should it be written?.V ani s che nuTM 07:49, 18 January 2012 (UTC)

title: Talk:Organic Chemistry/Haloalkanes


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Contra Dance Tips and Techniques

Contra Dancing - 8 Counts For a Better Dance!
Contra dancing is a traditional folk dance that is easy to learn, accessible to all ages, good exercise, and lots of fun. It usually incorporates live music, a live caller, and lively, high-spirited dancing in a safe clean environment. In keeping with the fundamental 8-count rhythm on which the dance is based, we've assembled these pieces of 8 to help you quickly master the basics and get the most out of your dancing time. For more details about the dance, visit Contra Dance on Wikipedia. You can also search for Contra Dance on Google to find local events in your area. We’re glad you’re here and hope you enjoy yourself as much as we do.

The Basic 8

 * 1) Contra dancing is a group activity as well as a partner dance. Over the course of a single dance, dancers interact not just with their own partners but with everyone else in the set.
 * 2) Single dancers and first-timers are welcome. You need not bring your own dance partner.  The best way to learn is to dance with more experienced dancers.
 * 3) Each person in a dance couple chooses one of two roles, most commonly called "Lady" and "Gent". The dance normally starts with the "Lady" on the right. Anyone can dance any role.
 * 4) Anyone may ask anyone else to dance. Women can ask men.
 * 5) All dances are completely explained and "walked through" by the caller before they are danced.
 * 6) It is customary to change partners for each dance.
 * 7) Unlike elementary school where we skipped and hopped, contra dancing uses a simple, smooth walking step in time with the music.
 * 8) If you make a mistake or miss a figure, don't worry about it. Relax, have fun and enjoy the dance!

8 Tips on Technique
Contra dance incorporates various figures, the Balance & Swing, Do-Si-Do, Promenade and several others, each of which will be taught as needed in a walk-through preceding each dance. The 8 techniques below tell how to manage your movements and quickly transform you into a seasoned dancer. Listen, learn, and let your body flow with the rhythm of the dance.
 * 1) Hands four: Most dances begin with "hands four," meaning four people, i.e. two couples, join hands. Couple #1 faces down the hall, away from the music, while couple #2 faces up the hall.  It begins at the head of the line and continues down until all couples are paired.
 * 2) Eye contact: Whenever executing a figure, make eye contact with the person with whom you are dancing.  This does not signal a proposition but merely acknowledges a connection with your fellow dancers.  It also enhances balance and reduces dizziness during swinging.  If eye contact discomforts you, you may offset your gaze.
 * 3) Give Weight: Imagine how you help a sitting person to their feet, or how, as children, you would lock elbows and swing each other around.  This is what is meant by giving weight.  It is the physical connection between dancers, whether in a swing, balance, courtesy turn, etc. where each counterbalances their own weight with that of fellow dancers to propel one another through the figures.  It enhances grace, fluidity, and continuity throughout the dance.
 * 4) Swing: Square your shoulders parallel with your partner and hold your arms firm but not rigid. When swinging, give weight so that you and your partner move as one.  Don't squeeze too tightly or bend your partner's wrists.  Though you and your partner may choose to swing vigorously, always maintain balance, control your space, and respect the spatial needs of the other dancers.
 * 5) Twirling: "Twirling the lady" is a popular embellishment. Though the gent typically leads the lady into a twirl, it is the lady's prerogative to follow the lead or override it.
 * 6) Timing: Dance each figure within its musical phrase. All dances are designed and timed so that each figure flows seamlessly from one pattern to the next.
 * 7) Recovery: If you lose your place and all else fails, wait for the inevitable partner swing, find your partner, and pick up from there.
 * 8) Graceful Exit: If you must drop out mid-dance (this is rare), please try to hang on till you reach the end of the line. From there, you can usually step out without disrupting the other dancers in the line.

8 Points on Etiquette

 * 1) Be sensitive to the preferences of your fellow dancers. Never apply excessive force, squeeze with an inescapable grip, or push a fellow dancer beyond their comfort level.  Not only will this spoil the fun, but it may also risk serious injury.
 * 2) Experienced dancers are encouraged to initiate contact and welcome newcomers.
 * 3) If you and your partner are both newcomers, split up and seek out experienced dancers, especially for the first few dances. You will learn faster and have more fun when you come back together.
 * 4) When the caller is teaching, silence should prevail. Pay attention, take "hands four" promptly, follow the instructions, and be patient while others learn.
 * 5) Smiling, eye contact, and flirtation are part of the fun. However, take care not to read more into a gesture than is intended.  Use common sense, discretion, and respect others' personal space.
 * 6) A delicate reminder: Keeping clean and dry can be a challenge in the heat of the dance. As a courtesy to your fellow dancers, consider packing a hand towel, fresh shirts, breath mints, possibly deodorant, and, if you use fragrances, please do so sparingly.
 * 7) Wear comfortable clothes and appropriate clean-soled shoes. If you observe men dancing in skirts, this unusual fashion merely signifies that twirling is simply more fun in a skirt, nothing more.
 * 8) Make it a practice to thank guests for coming, instructors for teaching, program leaders for leading, bands for playing, and everyone who made your evening a pleasant one.

Dance around the World!
You can find contra dancing across the country and around the globe. Numerous dance communities host dances and festivals throughout the year, providing wholesome recreation, affordably priced, and drawing guests from far and wide. For recommendations, search the web, check the announcement table at the dance, and ask your fellow dancers. “Hands four,” we’ll see you on the floor!

title: Contra Dance Tips and Techniques


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Talk:Contra Dance Tips and Techniques

Hey,

I cannot figure out how to add this book to a directory. I tried adding it to the bookshelf, but the page was locked. Help.

Thx.

Peter B, author

title: Talk:Contra Dance Tips and Techniques


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Jeep Liberty/Gearing

While larger tires give the Jeep Liberty more ground clearance they also regear it to a numerically lower gear. Therefore, it is often a good idea to eventually regear the differentials to a numerically higher gear in order to compensate for the increase in tire size. When changing gear ratios, both the front and rear differentials need to be regeared simultaneously. Generally, as long as the front and rear ratios are within two tenths of each other there won't be any problems. To break in the new gears the Liberty should be run at low speeds for five hundred miles and then the differential lube should be changed. See each axle's specific page for more information on regearing it. To identify your rear axle and gear ratio check the ID tag on the driver's side axle tube near the brake rotor.

Stock Gear Ratio Table

* A manual transmission wasn't available in North American 2.8L diesel models

title: Jeep Liberty/Gearing


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User talk:89.241.98.123

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 16:30, 20 November 2006 (UTC)

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Social and Cultural Foundations of American Education/Philosophy and Ethics/Educational Philosophies

Would you consider yourself a philosopher? It is inevitable that you are, we all are. We philosophize every day. Any time a person expresses an opinion or evaluates a topic or subject, he or she is philosophizing. Feeling more intelligent yet? Good! If you are considering teaching as a profession, you are responsible for teaching the thought process. The way a student gathers information and applies the knowledge to benefit their life stems from teachers. As complex as that may sound, there is more. The way a teacher instills knowledge also begins from a philosophy of education. Every teacher abides by one or a few consolidated together. The philosophies are as follows: Essentialism, Progressivism, Perennialism, and Existentialism. Why is it important to abide by a teaching philosophy? Well, there are many reasons. But mainly, consistency is important in a classroom. Consistency establishes trust between the student and teacher solidifying expectations. Also, having a teaching philosophy will allow students to be aware of different biases. Teachers want students to form opinions for themselves, not form opinions for them. So in order to be a successful teacher, one must become familiar with the philosophies of education.

Essentialism
“Essentialism asserts that certain basic ideas skills and bodies of knowledge are essential to human culture and civilization” (Gutek, 263). Essentialists believe it is more beneficial for students to learn from established fundamentals of education. In other words, they abide by the “back to basics” phrase. Teachers rely on traditional structure to gear their components of the curriculum. If the word Essentialism was dissected, we would find the word “essence”. The word essence “refers to what is necessary to and indispensable about something. Essence relates to the intrinsic or fundamental character or nature of something rather than its accidental or incidental features” (Gutek, 263). Dr. Allen states within his online lectures, “Essentialists say that the child is a learner to be shaped and developed. Essentialists say that the mind is the essential element of reality (that's called idealism). Whereas the mind learns from the physical world and the contact with the physical world is called realism. So, realism and idealism by some definition are both branches of Essentialism.” This particular teaching philosophy is known as Basic Education and tends to focus on the specifics. Essentialism is extremely orderly, academically systematic, and emphasizes discipline. A disadvantage of Essentialism is that it is “undemocratic in its overemphasis on the place of adults and the need for conservation of the culture” (Howick, 53). Since it mainly follows routines and has no emphasis on the student’s interest, it may also cause a cultural delay between the student and society.

Progressivism
Think of the word “progress” and what it means. Progress “proclaims the possibility of improving something. Progression means to move forward by a series of related steps, a series of end-in-view rather than utopian leaps into the future” (Gutek, 294). Progressivism’s main source of philosophy is John Dewey’s Pragmatic Experimentalism. “The central concept of John Dewey's view of education was that greater emphasis should be placed on the broadening of intellect and development of problem solving and critical thinking skills, rather than simply on the memorization of lessons”. Progressivism proposes human beings learn from past experiences that are physical and/or mental. We are a part of nature and nature is ever changing; therefore, we must be accustom to the principles of change that parallel the nature of human experience. Reflection can help provide action for the future. Progressivists relate this way of instruction with society, politics, the economy, and education considering ways of improvement along the way. Improvement may resonate reform, in a nonviolent way. Reforms envisioned by Progressivists begin with where we are right now and arise from existing conditions. Dr. Allen affirms in his lecture, “Progressivists say we learn from problem solving and that we put ourselves in a context of problem solving, which is what makes the world go around. We learn how to learn.” Instead of education instigated by the teacher, education is initiated by the student. In the classroom, the teacher acts as a guide. “He/she is never obtrusive, always very democratic, and ever respecting the natural rights of all. He/she employs the psychological approach to the organization of subject matter, remembering that the task of providing motivation is more important than the dispensing of information” (Howick, 39). The children’s self expression is strongly encouraged while recognizing the significance of their individual needs. Critics may argue that “experience” is the key to Progressivism and Pragmatism which does not establish an ultimate reality. “Truth can be made by anyone and proven simply by observing the consequences” (Howick, 41). According to pragmatism, all ideas are relative and nothing is ever permanent, which might also include pragmatism itself. What if those principles are called to question for validity, what might the answer be?

Perennialism
“Perennialism can be defined as an educational theory that proclaims that people possess and share a common nature that defines them as human beings” (Gutek, 279). Unlike, Progressivism, nature is constant and unwavering. The great works written by founders of Western philosophy convey wisdom based on universal truths, and these truths are reoccurring throughout time. These philosophers would include Plato, Aristotle, Aquinas and they concerned themselves with metaphysical questions, what is real? Dr. Allen suggests, “The perennialist will say that it is intellect that distinguishes man from beast, that our ability to think is what gives us consciousness ("I think therefore I am," a position asserted by Renee Descartes), and that our intellect discovers truth which is constant and changeless. Human nature is out there constant and changeless. Mother Nature is out there constant and changeless. And our ability to think and our intellect are there to discover this constant and changeless truth.” As intellectual human beings, we should be able to absorb these truths and live by their values. We can learn rational human nature by possessing all the generations of past, present, and future. “Perennialists look to metaphysics, especially to human nature, so they see the purpose of education, the role of school, and the organization of the curriculum as coming from humanity’s enduring and universal characteristics” (Gutek, 281). The instructors rely on what has been “tried and true” throughout educations history, not on the student’s interests and experiences. Individuals relating to progressivism, the other end of the spectrum, would argue against Perennialism because of the constant instability of reality.

Existentialism
Existentialism gained more awareness after World War II, during a time when people were searching inward and not willing to accept the classification of the institutions of mass society. “In terms of the philosophy of Existentialism, to exist means that a person is actually present in the world and living at a given time in a particular place” (Gutek, 86). Self-definition is the result from choices an individual makes being conscious of the world he or she lives in. There are so many possibilities that cannot derive from just pre-existing metaphysical methods. “For Existentialists, the purpose of education is to cultivate in students awareness that they are free agents, responsible for creating their own selves and purposes” (Gutek, 92). Teachers expose the students to various paths to be chosen, but the student must find the answers from within, not strictly from outside sources. The main focus is freedom. A few other Existentialism concepts are as follows: “Human personality, subjective and individual, is the only proper foundation for education. The goals of education must be expressed in terms of awareness, acceptance, personal responsibility, eventual commitment, and affirmation” (Howick, 111). The Existentialist instructor as an initiator must teach the fundamentals but promote the acceptance of freedom to participate in individual activities. The student assumes the position as the selector. He or she makes a decision of what and how much they will learn. If successful, the student will be a free standing personality in society as opposed to a follower or imitator of teachers. “The weaknesses of Existentialism arise from its position of subjectivity, as well as its strengths. For any number of men to agree to one answer would be to create a postulate and reduce every man’s subjectivity” (Howick, 117).

Conclusion
Commitment towards a teaching philosophy is not as easy as it seems. One reason, perhaps the most important reason, being it must be a valuable approach to engage the students. Choosing a philosophy framework to organize a classroom cannot have predispositions to the teacher’s personal opinions. Keep in mind the motive for education is to teach students how to think for themselves. A teacher’s responsibility is contributing various techniques the student can use to find a solution to a situation. There is no end result to education, only a foundation strong enough to support an individual in the real world.

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Social and Cultural Foundations of American Education/Philosophy and Ethics/Wiki Philosophy

Wikipedia is a multilingual, web-based, free content encyclopedia project, operated by the Wikimedia Foundation, a non-profit organization (Wikipedia:About). Dwight Allen’s ECI 301 course employs another operation of the Wikimedia Foundation known as Wikibooks. Wikibooks is a wiki for the creation of free content books. Prior to entry into this course many students may not be exposed to such projects and little do they know that they will be fully immersed in wiki in a matter of minutes. The question is not only what are these tools, but why or why shouldn’t we use them in an educational setting.

What
In order to understand the concept of Wikipedia, we need to break down the name itself into “Wiki-” and “-pedia”. “Wiki” refers to the type of website that it is. A “wiki”, is a collaborative website which can be directly edited by anyone with access to it. The word “wiki” was coined by Ward Cunningham, who started the first wiki “WikiWikiWeb”, when he rode the “Wiki Wiki” bus at the Honolulu International Airport (Wiki). “Wiki” being a Hawaiian term for fast. The suffix –pedia, stems from the word encyclopedia, which makes Wikipedia essentially the “quick encyclopedia.” Nowadays that translation rings true whenever one performs any internet search.

Wikipedia was founded as an offshoot of Nupedia, a peer reviewed encyclopedia that required highly qualified contributors which, in turn, was the limiting factor of growth. Nupedia was owned by Bomis, Inc., a web portal company. Larry Sanger, an employee of Bomis, exposed and sold Bomis CEO Jimmy Wales, on this new wiki concept, resulting in Nupedia’s first wiki. With resistance from those highly qualified contributors saying it would result in a loss of quality, this project was renamed to Wikipedia on January 15, 2001 (Wikipedia:About). Sanger led the project in its first year, and with this new format, information on Wikipedia could now be edited any time, any where, and by any body with internet access. This wiki implementation has resulted in exponential growth of 8.2 million articles in 253 languages. The English version alone accounts for 1.995 million articles, around fifteen times as many as the largest edition of Encyclopedia Britannica (Wikipedia).

Idea
The concept behind Wikipedia is to open the input of information to any culture with access to the World Wide Web. Every article submitted is subject to edit by anybody else. The only rules being: Posters are forbidden from filling articles with original research, only citable material that has already been published elsewhere is permitted, and every article is to be written from a neutral point of view (Read, Building an Encyclopedia, With or Without Scholars). In addition to the ability to edit, every article provides a history section recording all edits and a discussion section to discuss those changes, the goal being an article that has been agreed upon by many individuals from many different cultures without any bias.

This idea appears to be highly efficient when you look at the sheer magnitude of information provided by Wikipedia, the largest online encyclopedia compiled to date, While many articles are constantly being revised, a majority of the information is accurate and the product is extremely cheap when compared to that of a paper bound publication.

Cons
Wikipedia, like many things in life, gets a bad rap simply because its negative attributes get more face time than its positive ones. For instance, many say that authorship is and should be the first and foremost boundary of misinformation. If one submits a document with his/her name on it, they are more likely to maintain a sense of validity so as to not tarnish their name. Wikipedia’s lack of authorship allows for anybody to say anything, whether it is correct or incorrect without any repercussions, the final result being a cheap imitation of a scholarly traditional resource (Shareski & Winkler). In addition, how can information be credible if not presented by a qualified professional? However this idea of an encyclopedia written by individuals with PhDs and professors is not new. Encyclopedia Britannica’s editorial board was not dominated by PhD holders until late in the 20th century. The first edition of the encyclopedia debuted in the 18th century (Read, Building an Encyclopedia, With or Without Scholars).

Wikipedia’s open edit system also makes it easy for articles to be vandalized at any given time. While Wikipedia does not show authorship, it does record the name of registered editors and the IP address of non registered editors incase of blatant vandalism. The obvious vandalisms are fixed almost immediately. The most famous vandalism to date would have to be Stephen Colbert’s resurrection of African Elephants. While still endangered, the host of the Colbert Report, Stephen Colbert, had viewers go to Wikipedia and edit the African Elephant article to report that “the African Elephant population had recently experienced a large population surge (Starnes). However those edits subtle enough to elude these lines of defense may go unfixed for an extended period of time. Also Wikipedia’s structure of peer review takes time to build quality. Therefore juvenile articles have not gone through the same rigorous editing process as those senior articles, resulting in a potential lack of quality. Discerning between high and low quality is then left up to the reader.

Pros
On the contrary, studies suggest that Wikipedia is broadly as reliable as Encyclopedia Britannica, both containing equivocal errors and omissions (Wikipedia:About). Where Britannica’s errors are in print until the next edition, Wikipedia’s errors can be corrected instantaneously by anyone, anywhere. In addition to the overall accuracy, Wikipedia allows for a dialogue not possible between reader and author. Wikipedia’s edit history and discussion allows readers to understand arguments within certain topics in order to gain deeper insight of a potentially controversial subject (Achterman). Wikipedia is also a phenomenal source because historic information can be submitted moments after an incident occurs, keeping Wikipedia the most up to date encyclopedia available.

Is Wikipedia a Citable Source?
This topic is essentially opinion based and is up to the instructor(s) to decide if a cited Wikipedia source is accepted. While not discouraging students from accessing information, there seems to be a general consensus that Wikipedia is not to be cited as a primary source. The first and foremost reason being, information cited may be false and that information may be removed from the article at any given time. Middlebury College’s History Department has actually limited the use of Wikipedia, stating in their various syllabi that “while Wikipedia is fine for some background research, it is not be used as a primary source (Read, Middlebury College History Department Limits Students Use of Wikipedia).” Dean Shareski points out “Wikipedia provides a great starting point…” not only because it is usually accurate, “but the wealth of links provided within most articles. These links provide depth and detail to an already substantial amount of information.”

Conclusion
Wikipedia has the potential to be an extremely useful tool when it comes to research. Its accuracy is up to par with paper bound encyclopedias and provides a plethora of features that go above and beyond the capabilities of any paperbound encyclopedia. Whether it may be cited will have to be decided by instructors. “However, time does need to be spent showing students how to deconstruct articles and understand the process of creation. But to disregard Wikipedia as a valuable resource is a mistake.”(Shareski & Winkler)

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User talk:205.213.170.145

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 17:00, 20 November 2006 (UTC)

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Social and Cultural Foundations of American Education/Forgotten Half/Curriculum

What were you thinking when you read the title of this chapter? “The Forgotten Half? What’s that?” Or “I already know this answer... the curriculum is designed for all students.”  Unfortunately, there is a group of students in the United States who have been referred to as forgotten for nearly twenty years. This same group of students is not inspired to pursue higher education, nor responds to the traditional curriculum being taught in schools. In order to prepare us to professionally teach in the near future, we need to understand the students who make up the forgotten half, the problems with curriculum in schools, and what we can do as teachers to help these young people use their talents to the best of their abilities.

Who Are They?
A two-year study took place in 1988 by the William T. Grant Foundation Commission on Work, Family, and Citizenship. This study focused on the then 20-million non-college bound youth in our country, dubbed ‘The Forgotten Half.’ These were, and still are, the young people who, statistically, fill many types of service roles and essentially maintain the function of our nation’s economy. There are several reasons students fall into the forgotten half category. According to Dr. Dwight Allen in his online lecture on this topic, poverty is one of the most obvious reasons, but it is not limited to simply financial poverty which first comes to mind. The majority also have poverty of aspiration, poverty of decision-making skills, and lack a support system which stretches beyond their structured school day. These students are also dealing with substance abuse, institutionalized sexism and racism, and negative role models.

The Original Report
The original WTG Foundation report suggested our school system was certainly not preparing this particular group of students for the school-to-work transition. As a result of the WTG Foundation Commission’s report, The U.S. Secretary of Labor created the Secretary’s Commission on Achieving Necessary Skills (SCANS) in 1991. SCANS’ mission was to define the necessary functional and enabling skills that society must provide to every child by the age of 16. The products of the research were issued in a report titled “What Work Requires of Schools: A SCANS Report for America 2000.” The report identified five competencies and foundation skills necessary to achieve those competencies. They included the following:

 * 1)  Resources (identifies, organizes, plans, and allocates resources)
 * 2) Interpersonal (works with others)
 * 3)  Information (acquires and uses information)
 * 4)  Systems (understands complex inter-relationships)
 * 5)  Technology (works with a variety of technology).

Employability
In essence, these are employability skills. As noted by Overtoom in a recent ERIC digest article, “employability skills are defined as transferable core skill groups that represent essential functional and enabling knowledge, skills, and attitudes required by the 21st century workplace.” They are necessary for career success at all levels of employment and for all levels of education. Every person needs to develop these skills to ensure a productive place in society, whether pursuing higher education or not. Too many students leave their formal education inadequately prepared, academically and vocationally, for a lifetime of sustained working and learning.

The Follow-Up Report
The Forgotten Half Revisited, a follow-up report presented ten years after the original, revealed the majority of students leave school without a solid base of academic and SCANS skills that will enable them to succeed in postsecondary occupational or academic education. The same types of results were demonstrated in this report as in the WTG Foundation study. A survey conducted for this publication determined an overall negative trend for this segment of young people with the following findings: Almost half of all Americans and two-thirds of employers do not believe a high school diploma is a guarantee that a student has learned the basics. Six of ten Americans say academic standards are too low in their children’s schools. Three-fourths of all Americans say that drugs and violence are serious problems in their schools.

Additional Problems
Along with drugs and violence, our schools and students face additional serious problems. The No Child Left Behind initiatives in high school are focused on a pre-college curriculum with federal money virtually eliminated from vocational education. Research shows 90% of California ninth and tenth graders would be more motivated by classes relevant to their future careers. Arnold Schwarzenegger, governor of California, is requesting $50 million for this year’s budget in new funds for high school vocational education programs. According to a recent TIME magazine article, a school district near Indianapolis will continue to support the Blue River vocational school, where more than 300 students spend afternoons learning different trades, such as marketing, auto repair, and nursing (Thornburgh, 2006). These are examples of society recognizing how important it is that all students need to develop applicable skill sets for their future, along with the pre-college curriculum already working for the half of students pursuing higher education.

What Educators Can Do
What can we do, as future educators, to make sure the forgotten half is not forgotten in our classrooms? Throughout the twentieth century, national commissions on vocational education repeatedly urged stronger connections to the academic curriculum (Grubb, 1995b). As teachers, we need to develop ways to integrate curriculum to increase student achievement. This will require us to move away from standard, familiar instructional techniques. Educational objectives need to be clearly defined and both academic and industry skill standards need to direct the learning. Integrated learning can offer students a deeper understanding when ‘learning by doing’ is adopted as a dominant practice.

Not only do we need to be creative and thoughtful regarding our teaching strategies, we are responsible for providing personal support to our students. How can we expect many of our students to learn and keep up with others when they do not have the same support systems outside of school? We also need to make sure we are helping students as they encounter problems, rather than when they are too far behind to catch up, referred to as “real-time remediation”. Although it can be difficult, teachers need to effectively encourage group work and team-building activities in the classroom.

Conclusion
The curriculum being taught in schools is mainly focused on the student population seeking post-secondary education. Although that is most likely the type of education you and I have received, we cannot forget, or be oblivious to the different backgrounds, economic situations, family lives, and attitudes we will be faced with in each one of our students. Our job is to reach out to these young minds each day, regardless of their post-secondary plans, and do everything we can to prepare them for life.

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