text:
User talk:WietsE~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should 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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 12:04, 6 December 2006 (UTC)

Re: Creative activism
Hello. I replied to your post on Project Ideas. If you want to discuss it more, please continue there. I'll post a small link on the Staff lounge to direct others there. Cheers, Iamunknown 06:56, 10 December 2006 (UTC)

RE: hiya, just wondering about the imports
Hi SBJohnny, I missed you on IRC where you mentioned: "it's a bit eerie importing your stuff by the way". Just wondering what you meant by that. I can see that it's quite a bit of work to import articles as big as some of those I've requested, but then I guess the subject I'm trying to cover in this book is huge. I'm currently focussing on the chapter on Holocaust victims, so won't request articles to be imported for a while. Cheers, WietsE 20:28, 15 December 2006 (UTC)

 * Oh no... it's not that :). Importing involves pressing a button, and just takes a few seconds. It's just that I do make a point to read the articles I import, and the ones I import for you give me the willies.
 * In grad school much of what I studied was 19th and 20th century German philosophy... particularly Husserl and Heidegger. And while it's very "meta-conversational", a quote (well, semi-quote... not gonna look it up now) from Heidegger made me see the Holocaust in a much more introspective way, in that it makes me more aware of our relationship with technology:
 * (Paraphrase quote): For the essence of technology, there is no difference between mechanized agriculture and the manufacture of corpses in the death camp.
 * This passage had such an effect on me that I am now an organic farmer, lovingly raising each plant and only selling my produce to people I know by name (BTW: you might know this, but Heidegger was a NAZI). So it's a bit eerie for me helping you to write your book, but I'm very glad you're writing it. -- SB_Johnny | talk 22:31, 15 December 2006 (UTC)

Wikijunior:World War II
You are listed as either an interested participant or at one time voted for "World War II" for Wikijunior New Book of the Quarter. This message is to let you know that we are starting work on World War II because it was selected for 3rd quarter 2007. -- xixtas talk 23:42, 11 July 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called WietsE. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name WietsE~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 23:51, 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) 05:38, 19 April 2015 (UTC)

title: User talk:WietsE~enwikibooks


text:
User:Herbythyme/Over EL pages

Pages with waaay too many links
Who knows - one day maybe we can tidy them!

Feel free to add to them

 * ATALL/Input + remainder of series
 * Guide to Social Activity/Courtship
 * Wifi/Building an antenna
 * Blender 3D/Tutorial Links List - may at time fave (so far), what the hell use is that to anyone - a google search would be more efficient
 * Wiki Science/How to start a Wiki
 * Teaching Assistant in France Survival Guide/Directory - not the same but ...
 * Programming:PHP
 * How to solve the Rubik's Cube
 * The Unicyclopedia/Manufacturers going that way
 * How to learn a language
 * Packing & Moving Household Goods links and redirects need review
 * Do-It-Yourself/Home staging going that way
 * Video Production
 * Programming:WebObjects/Case Studies/WebObjects Sites
 * Nanotechnology/Overviews - just because it is academic...
 * Russian/Internet Resources
 * Reaktor/Links
 * Freeware/Games NOT a textbook
 * Video Production DITTO
 * How To Tie A Tie - moving that way
 * Guitar - getting there
 * Cookbook:Vegan cuisine
 * Magic: The Gathering
 * Go/Resources
 * Rosacea/Basic Skin Care

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

title: User:Herbythyme/Over EL pages


text:
User talk:Inge Habex

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should 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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 12:35, 6 December 2006 (UTC)

title: User talk:Inge Habex


text:
Talk:Student's Guide to Michel Foucault

About the founding author:

My name is Kosta, and I'm interested in creating a collaborative Wikibook on the ideas of Michel Foucault. I was first introduced to Foucault in a first-year university English Lit class, and I've been reading and struggling with Foucault off and on ever since. By the time I got to grad school, I had established a better foundation in Foucault, although I avoided him and pursued other theorists (e.g., Bakhtin, Derrida) for my coursework. Still, I've continued to read Foucault--both in terms of his own writings and the secondary writings found in introductions, encyclopedia articles, etc.--and would like to help students who are currently struggling to get their heads around his thought.

How you can help:

Please feel free to collaborate with me on this project. Here are some basic recommendations in terms of style and content that will produce a winning guide that is both accessible and useful:

- Use clear, straightforward prose at all times. Write paragraphs that include topic sentences and transition words that guide the reader in a conversational (but not repetitive or belabouring) manner. Avoid both choppy sentences and overly verbose ones. Give definitions of technical terms used by Foucault or within the disciplines of philosophy/psychiatry/etc. in everyday English (hyperlinks to definition pages could help with this).

- Provide a point-by-point summary of main points raised in Foucault's works. Treat each main point in a paragraph, and expand it with any subordinate points and examples/illustrations/analogies from everyday life that will make each point clear for students.

New username
Alright! I've now got a username (KostaToronto) to go with this project.

KostaToronto 21:46, 6 December 2006 (UTC)

Feedback Welcome
I'd love to hear your feedback now that I'm about 25% done overall.

KostaToronto 14:08, 19 December 2006 (UTC)

 * The life section is well written, in a neutral-sympathetic tone. 86.150.128.67 00:15, 30 October 2007 (UTC)

title: Talk:Student's Guide to Michel Foucault


text:
Adventist Youth Honors Answer Book/Recreation/Swimming - Advanced Beginner

Receive the American Red Cross Level IV Stroke Development or YMCA certificate or equivalent in Swimming – Beginner's Advanced OR pass the following requirements
==1. Bobbing. Practice bobbing in neck-deep water prior to going into deep water. Demonstrate bobbing in deep water with a definite rhythm, inhaling when the mouth clears the water and exhaling as the head goes below the water. ==

4. Changing Positions. Change from a prone swimming position to a vertical position and then to a supine position. Change from a supine to a vertical position, and then to a prone position.
The supine position (/səˈpaɪn/ or /ˈsuːpaɪn/) means lying horizontally with the face and torso facing up, as opposed to the prone position, which is face down. When used in surgical procedures, it allows access to the peritoneal, thoracic and pericardial regions; as well as the head, neck and extremities.

7. Survival Stroke. Swim 25 yards (22.9 meters) using the survival stroke.
==8. Use of Personal Flotation Device. Jump into water from a deck or dock while wearing a personal flotation device. Show how to be comfortable while in the prone, vertical, and supine positions. Each position should be held for at least one minute. Use a seat cushion to support the body correctly in the water.* ==

11. Rescue Technique. Demonstrate a rescue involving the use of a reaching pole and one involving the use of anarticle of clothing.
==12. Combined Test. Dive into deep water from a deck or dock, swim a minimum of three body lengths below the surface, come to the surface, and stay afloat in a confined 20 yards (18.3 meters) using either the elementarybackstroke or crawl stroke. ==


text:
User talk:KostaToronto

I've now discarded the old "74.113.131.172" and have the username KostaToronto, fyi. Thanks to those who've gotten me this far!

Still figuring out how things work here,

KostaToronto 21:46, 6 December 2006 (UTC)

Welcome
Told you we'd see you!

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should 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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 13:57, 6 December 2006 (UTC)

Superscript link
Hello Kosta. I saw your message to User:Herbythyme, and I think I can answer your question for you right now. Up at the top of the page, click the link that says My Preferences. Click on the tab for "User Profile". You should see a textbox there labled "Nickname": put any html or wikicode that you want into that textbox. When you have made your signature, click the box "Raw signatures". For instance, if you want a link similar to User:Herbythyme, you could write:

 * KostaTorontoTalk

I hope this helps, don't hesitate to ask User:Herbythyme or myself (or any of the other helpful wikibookians) if you need any help! --Whiteknight (talk) (projects) 20:47, 19 December 2006 (UTC)

 * Looks like WK beat me to it but let me know if I can help - regards -- Herby talk thyme 08:21, 20 December 2006 (UTC)

New signature with superscript link: here goes!
Thanks for the feedback. Let's see if this works...

KostaTorontoTalk 18:46, 20 December 2006 (UTC)
 * It works  - cheers -- Herby talk thyme 18:47, 20 December 2006 (UTC)

 * Herby, the superscript text is there, but it doesn't link. --Kosta
 * Trust me, it does link. try your signature on a different page. --Whiteknight (talk) (projects) 18:51, 20 December 2006 (UTC)
 * You're right! And I've figured out how to use colons to indent. Thanks for your help, WhiteKnight and Herby. KostaToronto(Talk) 19:03, 20 December 2006 (UTC)

 * No problem - you know where we are if you need help -- Herby talk thyme 18:31, 21 December 2006 (UTC)

Hello again
Hello again! I'm glad to see you're still around. :) I thought of you when I decided I wanted to read Foucalt's Archaeology of Knowledge. (It happened just last night or two days ago, I don't remember.) I intend to read it, but I don't know when. ?:( I love epistemology, which I assume it is about, so I thought I might someday give it a try. What do you think of it? --Iamunknown 22:47, 20 December 2006 (UTC)

 * Hi Iamunknown. Foucault's main theme in all of his works is the subject: how we are made subjects (subjectified) or make ourselves subjects. F himself wrote this in an afterword to a book about him back in the early '80s. It is from this fundamental attention to the subject that he then goes on to discuss power, epistemology. Think of this when you read Archaeology.

 * By the way, tell me what you think of the image I've added. I don't know if the original photo that I used to make this derivative work using ArcSoft PhotoDeluxe is copyrighted...your thoughts? --KostaToronto(Talk) 19:11, 21 December 2006 (UTC)

 * I am not positive, but I am inclined to say yes, I think it is, as a derivative work, still under copyright. I am searching through Flickr, though, and I cannot find one free photograph of him. There are some photos of him on Flickr, but I think that they are mostly copyvios themselves. :P I think, however, that this fact makes the case even better that we can use either your derivative work or a photograph of Foucault. If, after an exhaustive search for a free photograph, we cannot find one, then we can readily use one, or a derivative of one, under fair use.

 * Oh, and thanks a ton for the Foucault primer and wikibook. :) I can't wait to read. I am very fascinated with the post-modern reversal, where the traditional objects (i.e. the consumer and the provider) become the subjects of the intermediary — i.e. the media. It is so readily apparent today, and it is really fascinating to read the philosophy behind it. Again, thanks, Iamunknown 02:07, 22 December 2006 (UTC)

Student's Guide to Michel Foucault/Ideas in Foucault's Interviews and Essays
Hi - do you actually want the page deleted or ar3e you happy that it is blank for now? Regards -- Herby talk thyme 16:31, 23 January 2007 (UTC)

Hi Herbythyme, Let's leave it blank for now...I don't plan to getting around to the interviews, but, if by some stroke of luck I do, I'll re-open this page. KostaToronto(Talk) 16:33, 23 January 2007 (UTC)
 * No problem - cheers -- Herby talk thyme 16:34, 23 January 2007 (UTC)
 * I have an etiquette question: do you folks only refer to yourselves by your usernames, or do you also use real names? (My real name actually IS Kosta, btw). KostaToronto(Talk) 16:37, 23 January 2007 (UTC)
 * No problem - as with so much in life it varies from person to person - some prefer some anonymity, some give part of their name, some their full name. Your name - your call!  I had a previous account (on Wikipedia) where I used a bit of my name, now I don't, still the same "me" I guess.  If it interests you google does index user pages -  which is interesting if nothing else!  Regards  -- Herby  talk thyme 16:42, 23 January 2007 (UTC)

title: User talk:KostaToronto


text:
Adventist Youth Honors Answer Book/Recreation/Springboard Diving

3. Demonstrate properly two of the following dives:*
Note: * Basis of Judging: Attention position for running dives; attention position on end of board for standing dives based on the following:
 * a. Approach
 * b. Spring
 * c. Way body is carried through the air (layout, tuck, or pike)
 * d. Entry into water


text:
Adventist Youth Honors Answer Book/Recreation/Soccer

1. Know the basic rules of soccer.
Soccer is a game played by two teams with 5 to 11 players each. They try to score goals by getting the ball into the opposing team's net. Players can use any part of their body except their hands and arms, except for the goalkeeper, who can use their hands within a certain area.

Players can't intentionally harm opponents or disrupt the game. A referee enforces the rules and gives free kicks for fouls. Fouls in a team's penalty area lead to penalty kicks. Unsportsmanlike conduct can also result in fouls. Yellow cards are given for bad fouls, and a red card means a player is expelled and can't be replaced.

Free kicks are given for offside, which is when players position themselves ahead of the last opponent. Throw-ins happen when the ball goes out of bounds, goal kicks occur when the ball goes out behind the goal and the opposing team touched it last, and corner kicks come from the nearest corner flag when the ball goes out behind the goal.

2. What is the meaning of “Good Sportsmanship?”
Good sportsmanship entails fair play, courtesy, a positive attitude, and grace in both victory and defeat. A good sport avoids gloating when they win and sulking when they lose, and is willing to assist their opponent, prioritizing sportsmanship over winning.

5. Describe the different skills required at each position.
In soccer, the number of players on each team can be 5 to 11. There's one Goalkeeper per team, and their job is to protect their goal. They can use their hands in a special area called the "Penalty Box."

Defenders, like Fullbacks, also help protect the goal. Everyone on the team should defend when the opponent has the ball.

Midfielders play in the middle of the field. Some focus on offense (closer to the opponent's goal), while others are more defensive (closer to their own goal).

Forwards are the main goal scorers. They play near the opponent's goal, but sometimes midfielders and even defenders can score too.

6. Know the meaning of and the Referee signals for the following
Link to pictures of referee hand signals http://mysite.wanadoo-members.co.uk/corshamref/sub/files/soccersignals1.pdf

a. Off sides
A player is in an offside position if that player is nearer to the opponent's goal line than the ball, unless the player is in her own half of the field of play, or there are at least two opponents as near to their own goal line as the opposing player. A player shall be declared offside and penalized for being in an offside position.

b. Holding
Preventing the movement of a player by obstructing with the hands or grabbing parts of the uniform

c. Corner kick
A direct free kick taken from a corner area by a member of the attacking team if the ball goes out-of-bounds across a goal line and was last touched by a member of the defending team.

d. Indirect kick
A free kick that cannot score a goal without the ball first being touched by a player other than the kicker.

e. Direct kick
A type of "free kick" given after severe fouls such as hitting or kicking. A free kick that may score a goal directly; that is, without the ball first being touched by another player.

f. Goal
There are two definitions: The metal or wooden structure which is at the center of each end line & for adult play is 8 yards wide & 8 feet high; also, a "goal" is scored when the ball totally crosses the end line inside the goal.

10. Write a one page report on a famous soccer player. Discuss why they are or are not a good Christian role model.
You can use your favorite football player and compare his/her life with the life of a Christian or any qualities of a Christian

==11. Discuss with your Pathfinder leader, pastor or teacher the problems facing a Seventh-day Adventist youth considering sports in Jr. High, High School or college. What alternatives are there that allow for continued activity in sports. ==


text:
Adventist Youth Honors Answer Book/Recreation/Skin Diving

2. Name three prerequisites for a person who wishes to engage in skin diving.

 * 1) Ability to swim at an intermediate level.
 * 2) Have properly fitting equipment. (at least a Snorkel and a Facemask. - Flippers/Swim Fins can be very useful as well)
 * 3) Always have a swimming buddy!

3. What equipment is essential for skin diving?

 * The Mask: Always buy a properly fitting mask. It is the most important piece of equipment for snorkeling; it is your window to the underwater world. A correctly fitted mask will keep water out.

 * The Snorkel: Your snorkel allows you to breathe through your mouth while floating face down in the water. Using the snorkel efficiently and comfortably requires practice. After all, humans are used to breathing through their noses. To make matters easy, you can get a snorkel with a purge valve to help remove unwanted water.

 * The Fins: Snorkel fins ought to be flexible and lightweight. There are two basic styles: full foot and adjustable strap. Full foot fins are typically lighter, but adjustable strap fins allow you to protect your feet by wearing booties. Neoprene booties guard your feet from jagged coral and any sharp objects on the bottom or in the sand.

a. Types of beaches

 * Beach - long, narrow strips of unconsolidated sediment (usually sand) that are deposited by longshore drift. Pocket beaches (small, discontinuous beaches existing in protected areas) are common in areas with high wave energy. Sediment is transported along beaches by beach drift (zigzag motion of sediment particles in the swash and backwash of waves). The amount of sand in the beach system remains fairly constant, but the profile of a beach changes with the season:
 * Summer beaches - usually sand-covered and characterized by:
 * wide berms
 * gently-sloping beach faces
 * smooth offshore profiles

 * Winter beaches - beach profile that is modified by storm wave erosion and possesses the general characteristics:
 * coarser-grained sediment
 * steeper beach faces
 * berms are small or missing; sand is eroded from beach.
 * offshore sand bars parallel beach; sand is transported and deposited in offshore bars.

b. Surfs and currents

 * Tides: Tides are the rhythmic rise and fall of sea level at a specific location. Tidal ranges are most extreme in narrow inlets and bays. Tides are produced primarily by the gravitational attraction exerted upon the Earth by the moon, which causes oceans to deform toward and away from the moon. Two high tides and two low tides occur each day at most locations because of the Earth's rotation. Tidal motions are described in terms of:

 * High tide
 * Low tide
 * Spring tides - alignment of sun and moon (occurs every 2 weeks) produces very high and very low tides.
 * Neap tides - Moon and sun are at right angles to one another (occurs every 2 weeks), so that gravitational pulls are partially offset, resulting in less contrast between high and low tides.

 * Tidal Currents: These currents are the horizontal flow of water accompanying the rise and fall of the tide. They help keep waterways clear. These currents are much stronger in restricted areas (like harbors) than in the open ocean, and can be described as:

 * Flood tides - where a shoreward flow of water occurs with high tide.
 * Ebb tides - where an oceanward flow of water occurs with low tide.

c. Marine life
It is imperative that a Skin Diver be familiar or at least be aware with the available marine life where the activity is done. Below are some items that needs to be remembered.

- One also needs to know what marine life is dangerous/poisonous or can be fatal when a skin-diver gets in contact with the organism.

- Some marine life should not be disturbed or at least minimal interaction should be made.

- Never break or destroy any corals.

5. What are the rules of good sportsmanship in skin diving?
Avoid Showboating, taunting and shoving while skin diving...

It's great to also practice the Golden Rule - Treat other participants as you would want to be treated.

6. What safety precautions should be followed while skin diving?
Qualified Supervision All Skin Diving activity must be supervised by a mature and conscientious adult who understands and knowingly accepts responsibility for the well-being and safety of the youth members in his or her care; who is experienced in the water and is confident of his or her ability to respond in the event of an emergency;

Qualified Lookout The qualified lookouts are stationed in a location (either afloat or ashore) where it is possible to see and hear all those engaged in the snorkeling activity. The qualified lookout is a strong swimmer with lifeguard skills (i.e., competent swimmers with basic water-rescue skills serve as both lookouts and lifeguards). A minimum of two qualified lookouts are provided with at least one qualified lookout for every eight snorkelers in the water.

Buddy System All participants in Skin Diving activities should be paired as buddies and remain close enough that they are constantly aware of their buddy's location and condition. Generally, buddies should take turns making breath-holding dives. That is, one buddy remains at the surface, floating with his mask in the water while breathing through the snorkel, and keeps an eye on the buddy who is down. When the diver surfaces, both buddies should check their position relative to the rest of the group before moving on or letting the other buddy dive. It is the combined responsibility of the adult supervisor, the lookout, and the lifeguards to know the number of people in the water at all times, to make periodic checks of that number, and to call for buddy checks when it is necessary to confirm that number.

7. Describe the skills involved in communications, hyperventilation prevention, and mask clearing.
You may be able to avoid hyperventilation.

 * Breathe through your nose. It is harder to hyperventilate when your mouth is closed because you can't move as much air through your nose.
 * Loosen your clothing. Tight belts and waistbands, girdles, bras, and skintight jeans can all restrict breathing and cause shallow, upper-chest breathing.
 * Learn belly-breathing (diaphragmatic breathing) techniques and practice them. People who hyperventilate typically take shallow breaths, filling only their upper chest when they inhale.
 * Experiment with different relaxation techniques and see what works best for you.
 * Talk to friends, family members, or a counselor to help you relieve anxiety. Keep a journal to help you focus on your problems and find workable solutions.
 * Eat a nutritious diet. Reduce the caffeine in your diet by limiting your intake of caffeinated coffee, tea, soft drinks, and chocolate.
 * Exercise. Regular aerobic exercise forces you to take full breaths and helps you to reduce anxiety that contributes to hyperventilation.
 * Make sure you get good sleep at night. Being rested may help reduce daytime anxiety.

Hypothermia Treatment

 * Dry the hypothermic person and cover him or her with blankets.
 * Shelter the person from wind and water.
 * Provide heat to the neck, underarms, and groin. Initially, heat only the trunk to avoid core temperature afterdrops. Afterdrop occurs when the extremities cool faster than the trunk. If the extremities are rewarmed, the colder blood within them will reenter the circulation and temporarily worsen the hypothermia.
 * Keep the person lying down.
 * Administer warm fluids only after the victim stops shivering (loss of the shivering reflex signifies significant hypothermia).
 * Avoid suddenly moving/jarring the person because this may trigger an abnormal heart rhythm.
 * CPR may be necessary. Resuscitation efforts should be continued until the person's body temperature rises to at least 95 °F/35 °C (never give up: one reported victim recovered in a morgue). All temperatures indicated are rectal measures, which give a closer indication of core temperature. If the person with hypothermia is cooperative, the temperature may be taken by mouth or other method.


text:
Adventist Youth Honors Answer Book/Recreation/Skiing Downhill

1. Know the advantages and disadvantages of metal and fiberglass skis.
Actually, no skis are made entirely of metal. the inside is made by wood with a coating of metal. Metal skis are good for durability making your turns a lot easier even though it may seem heavier.

Fiberglass skis are better than metal skis overall. It has a beautiful turn being so light it has a good sidecut which makes a better smoother turn.

2. How does the sidecut of the skis help the skier turn?
The side cut helps because the skier can dig into the snow with the sides when "carving" along the trail.

3. What general rules would you use in selecting the proper length of skis and poles for yourself?
The skis you use have to be to your elbow or to your wrist with an up arm stretch depending on how big you are. If you are heavy you should use long skis that reach to your wrist and if you are lightweight then you should use short skis that reach to your elbow.

4. Know boot designs and how these features can affect your skiing.
The boot is the skier's vital link to the ski. The boot's design helps it to clip onto the boot and keeps it from twisting and turning. It gives the skier less stress knowing he doesn't have to worry about his skis falling off. It must allow the skier to flex forward firmly and comfortably. They must make the skier's feet warm in all climates, and they must be able to last several seasons.

5. Why is proper binding adjustment so important? What determines proper adjustment?
A binding adjustment is a useful feature of the ski. Without it the skier would fall off the ski and slide around. Correct adjustment is a safety issue, preventing or minimizing injury during certain types of falls.

Binding adjustment takes into account the skiers skill level and experience, age, weight and boot length size (for leverage in twisting falls). Binding adjustments should only be made by a trained ski professional.

6. Know what a safety strap or ski break is and explain its purpose.
Safety straps and ski breaks have two major purposes. The first purpose is to keep the ski near the skier to keep him from losing the ski in the case that it comes off and slides down a slope. Otherwise, the skier will be stranded, or at least experience a greatly increased time in reaching the eventual destination. The second purpose is to keep the ski from becoming a moving hazard to other skiers. If no ski straps or break was on a ski, it would continue moving until something else stopped it. During its trip, it could move into the path of other skiers, causing them to make abrupt stops and turns, collide with objects or other people, or simply fall themselves. Any of these actions could cause injury to those other skiers.

Safety straps usually go around the leg or boot. Though safety straps are effective in keeping a ski close to you, most manufacturers no longer make skis or bindings with safety straps. Even when the boots are released from the ski binding, the ski is still attached to the skier. Sometimes this causes the ski to hit the skier.

Ski breaks use a different method of ensuring safety. Unlike safety straps, ski breaks aren't attached to the skier in any way once the ski comes off. The ski break consists of two levers; one on each side of the ski and binding. When the boot is properly attached to the ski binding, the levers are kept upright and don't obstruct skiing whatsoever. But, as soon as the boot comes out of the ski binding, the levers snap down below the bottom surface of the skis to stop them from going very far.

7. What should you do if you come upon a injured skier who has not yet received any help?
If you see an injured skier, even from a distance, you should stop and help. If you are with a partner, one of you should go for ski patrol while the other stays with the person. If they are in a ski well, help them off with their skis.

11. Know how to get on and off a chairlift, Tbar, or J bar correctly and demonstrate through experience, without endangering yourself or others, your ability to ride this equipment.
Remember to lift up your skis when getting on and off a chairlift. Your skis can catch in the snow and easily pull you off the chair. Be sure to take your ski poles off your wrists but make sure you keep a good hold on them so you don't drop one on a person below the lift. When getting off, always look before you go down the little hill. A less experienced boarder or skier could have fallen and you do not want to run into them.


text:
Horticulture/Chard

Chard (Beta vulgaris var. cicla), also known as Swiss Chard, Silverbeet, Perpetual Spinach or Mangold, is a leaf vegetable, and is one of the cultivated descendants of the Sea Beet, Beta vulgaris subsp. maritima. While used for its leaves, it is in the same species as the garden beet, which is grown primarily for its roots.

Description
Chard has shiny green ribbed leaves, with stems that range from white to yellow and red depending on the cultivar. It has a slightly bitter taste. The leaves are generally treated in the same way as spinach and the stems like asparagus. Fresh young chard can also be used raw in salads.

Modern cladistic botanical taxonomic systems such as that of the Angiosperm Phylogeny Group place chard and the other beets in family ../Amaranthaceae/, but the older systems more likely to be encountered in horticultural sources place them in a family ../Chenopodiaceae/.

Growing Conditions
Chard will grow in ordinary garden soil but, like beets, it is best to keep the pH above 6. It may be planted in rows or in beds similarly to spinach but is not susceptible to bolting and can tolerate both hot and cold conditions.

Varieties
../Cultivar/s of chard include green forms, such as 'Lucullus' and 'Fordhook Giant', as well as red-ribbed forms such as 'Ruby Chard', 'Rainbow Chard', and 'Rhubarb Chard'.

Uses
The leaves can be chopped,cooked and consumed as green vegetables or can be picked young and tender for making green salad

Maintenance
Individual well grown plants can become quite large, with leaves two feet tall, but crowded plants will still produce well. The plant can be harvested, leaf by leaf, well into the fall and even after the first frosts.

Propagation
Can be sawn directly from seeds that are planted 3–5 cm deep,15 cm between plants and 30–40 cm between rows. They can also be sawn on seedbeds and transplanted to permanent beds after 2–3 weeks from emergence.

Harvest
This is done at around 3–4 months from emergence. The Mature leaves (depending on purpose of use: salad or green vegie) are pricked from the main plant and prepared accordingly for use. The plant is cabable of tillering hence the reason for pricking leaves to allow groth of new shoots than picking the whole plant.

Pests and Diseases
This a more resistant plant to pests and diseases. It is in most cases susceptible to leaf diseases such as blight and rust. For prevention and control, use of resistant varieties and treated seeds is recommended and also uprooting of infected plants to prevent spread.

title: Horticulture/Chard


text:
User talk:208.123.149.134

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 14:46, 6 December 2006 (UTC)

title: User talk:208.123.149.134


text:
Template:Pgenprof

This page template is deprecated. Use instead and be sure to place "genus" in the "taxa level..." line of the template that is placed in the resulting page.

/Templates/Profiles

title: Template:Pgenprof


text:
Bilingual Education/Coercive Power and Language

Introduction
In the early 1930s, Albert Einstein was chosen by the League of Nations to keep correspondence with different scholars and intellectuals around the world about social matters that he could consider interesting to analyze. In 1932, he sent a letter to Sigmund Freud regarding war, its nature and the reasons for its existence. The following is a summary of some of Freud’s perspectives in his response to Einstein when attempting to explain why war.

Freud (1932) states that, “conflicts of interest among men are settled primarily through violence”, (translation mine n.p) where the need to exercise power goes hand in hand with the need of survival. At the beginning of human evolution, it was physical strength the means by which some overpowered the others; an instinctual urge for survival not far from that of any other animal species. Physical strength was, on the course of many years, substituted by the use of tools and weapons. Whoever had the best tools and knew the best ways to use the weapons was the strongest and therefore, the one in control of the group.

One of the most interesting features of the use of weapons and tools was the development of thought and language, and so, mental superiority surmounted muscle power. Thus, whoever had the best ideas, or could convince others by means of language was the one who could exercise control over them. However, even though the means to access power and superiority changed, the purpose of doing it remained the same, as Freud (1932) explains, “… the ultimate purpose of struggle continued to be the same: one part (of the conflict), because of the damage inflicted upon them, or because of the neutralization of its forces, will be constrained to decline its claim or antagonism” (translation mine, n.p). Thus, one can begin to understand, how, even by means other than physical violence, thought and language have been used since their development as weapons of destruction; a symbolic destruction, but destruction nonetheless.

The first section of this paper will show how the need of humans to exercise coercive power on others has continued to be at the core of human relations evidenced through the development of the concept of minority language and the implications of laws that prohibit the use of language. The last section will discuss the idea of bilingual education as a way to introduce a social change in the way we humans relate to one another.

Historical Development of the concept of Bilingualism
At this point, and for the purpose of this paper, it is important to move from Freud’s perspective and start tracing back the beginning of concepts such as multilingualism and language minority groups. It seems interesting that the concept of linguistic minorities did not exist before the 19th century. Early on, in medieval times when the feudal system was set in Europe, most of the people were stagnant peasants and farmers who did not move about and who spoke dialects that derived from “the great European language continua: Romance, Germanic, Celtic, Slavic and Baltic” (Wright, 2001, p. 44). Therefore, it would have been possible for people to understand each other no matter their dialect because, as Wright (2001) points out, adjacent dialects from the same linguistic root were comprehensible to one another. (p.44).

For the ruling class in medieval context, multilingualism was a common consequence of marriages arranged for economical and political reasons; yet, “the concept of linguistic minority had little meaning. There was not a vast majority to define a minority.” (Wright, 2001, p. 45). When the feudal system declined, dynasties made efforts to set the limits to their territories, thus, creating the idea of nations; different treaties introduced the idea of religious homogeneity within newly created nations, and dynasties began to be aware of the variety of languages of their subjects. It was at this point that the concept of language of power began to develop. The ruling class of each territory began to spread their own language to maintain cohesion among their territories, hence, promoting their own linguistic variety as prestigious. One of the factors that supported this political move of the ruling classes was the translation of the Bible. Each government had the Bible translated into their own language thus, supporting the standardization of a national language.

Wright (2001) explains that during those times, the emerging idea of nation could be viewed on two different perspectives: civic and ethnic. The civic perspective deals with the expansion of dynasties into new territories, hence, strengthening the boundaries of the states; the ethnic perspective refers to movement in which “leaders of a cultural and linguistic group aimed to provide the group with territory within which they would be the sole and dominant group” (p.46). It is not difficult to assume that in order to be the “sole and dominant group” these leaders would have to override other cultural and linguistic expressions if not by means of violence, then, by legal means, passing laws that could prohibit the practices of other languages.

Still, the concept of minority language did not develop until the 20th century, when massive migration of refugees after the wars, and groups seeking economical benefits in other countries, gave as a result, mixed populations within the nations. These groups of immigrants shook up each nation’s identity and cohesion. At a time of strong nationalist feelings, having groups of citizens with different languages and cultural backgrounds was viewed by the dominant nations as a problem to deal with if national cohesion was to be preserved.

Two different approaches to dealing with this matter emerged: The inclusive approach by which minority groups were assimilated into the nation to help them become part of the nations social and political life, -one can assume this meant that immigrants had to forget their language and their culture to become as similar as possible to the majority- and the exclusive approach in which the minority groups were kept separated and were rejected altogether. As Wright (2001) states,” this was always a manifestation of the defeat and domination of one group by another, and linguistic repression was only one of many repressions” (p. 47). This clearly exemplifies the way in which a culture / language can be vanished: denial and rejection (though peaceful and perhaps thoughtful in the way they are presented) are, once again, key to the understanding of how by means of legal arguments humans continue to kill one another.

Language and Human Rights
In contemporary societies, there continues to be a belief that nations may crumble unless a single language is promoted and preserved. That is one of the reasons why laws and acts continue to be approved around the world that favor national identity but are in detriment of cultural and linguistic diversity, and as I will try to show in the following section, against human rights.

The other reasons continue to be current even though many centuries have passed. Bruce Mannheim (1991) Professor of Anthropology, University of Michigan, and author of The language of the Inka since the European invasion (cited by Garcia, 2005) notes these beliefs when speaking about the imposition of Spanish colonists upon indigenous cultures: a) speaking the same language forges bonds among speakers (which, as it has been explained, continues to be a valid reason in many societies); b) a language can be imposed on a defeated population by the right of conquest (or, as one would say from Freud’s perspective, by causing damage to the opponent but leaving them alive for personal use and benefit) and c) language preserves cultural identity (pg 16).

The last one gives me a starting point by which to introduce the last section of this paper. When one understands this assertion as true, then the opposite is also evident. When a language is prohibited, a culture is prohibited. When a language is considered a nuisance and an obstacle, then, a culture is put in a position of disadvantage, and given a second-rate status. When a language vanishes, a culture falls into oblivion and is lost forever to human kind. The relationship between coercive power and language from a psychoanalytical perspective becomes clear. Overpowering the opponent through physical force is no different than overpowering him/her through mental processes such as thought and language. Coercive relations, in which power is exercised on the people, have been the norm rather than the exception throughout history and the need for power and control of one group over another should constitute a violation of their right to exist even if it could be possible that their physical integrity would not suffer damage.

Fernand de Varennes (2001), Doctor in law and Director of the Asia-Pacific Centre for Human Rights and the Prevention of Ethnic Conflicts at Murdoch University in Australia states “There is often the mistaken view that the rights of minorities or language rights are part of a new generation of rights, or are collective in nature” (p 16). He believes this is an unfortunate stand because it fails to show that the exercise of these “special” rights (quotation mine) is nothing but the enumeration of the consequences of human rights in specific situations and contexts.

Passing laws to protect minority groups and their right to use what is already theirs is discriminatory, intolerant and overall disrespectful to the individual integrity of any group. Minority groups are groups of people, and as obvious as this statement might seem, the truth is, that they are considered less important and less dignified by societies. The Universal Declaration of Human Rights (1948) promotes equality, freedom and respect for all. For all. As Varennes (2001) points out, “what has been declared as language rights derives directly from basic, fundamental rights such as freedom of expression, nondiscrimination, the right to a private life and the rights of members of a linguistic group to use their own language with other members of their group” (p.16).

Pedagogical Implications
All of these considerations regarding coercive relations and language lead me towards the micro context of the classroom. Authors such as Cummins (2000b), advocate for Bilingual Education as a means to deviate from those coercive relations of power. What is it that teachers are transmitting to children regarding language and culture? The Universal Declaration of Human rights (1948), in its article No.26, paragraph 2 reads:

Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.It shall promote understanding, tolerance and friendship among all nations,racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

It seems that more often than not, the entire Declaration is forgotten when it comes to education. Bilingual education should be the way to fulfill this utopy, but unfortunately there is still an enormous gap between what is written and what is transmitted by those in charged of education. Teachers of bilingual courses have in their hands the ways to transform the imaginaries of societies. Teachers have a responsibility that is greater than any academic standard that the systems require to achieve: it is a social responsibility. It comes from the power to shape minds within the classroom; it is a responsibility that affects the future of entire communities.

As Cummins (2000b) declares: “Coercive power relations can be expressed as effectively through two languages as through one” (pp.10-11). Teaching a second language does not in itself constitute a way toward tolerance and appreciation of diversity. Teaching the form of a language and perhaps some aspects of a culture such as food and holidays does not in itself provide elements for understanding and respecting the other. I find it imperative to understand that the other can always, at some point, be ourselves. Cummins (2000a) asserts that it is possible to see relationships in the classroom that reinforce and perpetuate societal patterns of compelling behavior (n.p.).

Cummins (2000a) presents the idea of Enriched Education which points in the direction of developing biliteracy; it has two main characteristics; one, it nurtures the development of both languages which rather than setting back the students cognitive development, it enhances it; and second, it supports the fact that abilities learned in one language can be transferred from one language to the other instead of blocking each other out.

It is not only a matter of adopting a pedagogical model. It is also a matter of educating and training teachers to follow a model as such with conviction and why not, altruism. In my years of practice I have seen wonderful pedagogical models that are distorted because the teachers either do not believe in them or are not trained enough for them, and so, the pedagogical philosophy behind the model is forgotten and replaced by the automatism of filling out forms to show that “something” is followed accurately.

It takes more than theory to break away from that innate drive to reject what is different and annihilate (really or symbolically) what can be perceived as a threat. It takes time, effort, patience, and most of all it takes for teachers to be able to remove psychical and emotional attachments to ideas and behavior that consciously or unconsciously, make us continue to transmit values that go in detriment of our own kind.


text:
User talk:Amyngwc

Hello and welcome to Wikibooks!

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Good luck! -- Herby talk thyme 15:43, 6 December 2006 (UTC)

title: User talk:Amyngwc


text:
User talk:164.116.47.179

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 15:44, 6 December 2006 (UTC)

title: User talk:164.116.47.179


text:
Bartending/Cocktails/Vodka Martini

 * 1 1/2 oz vodka
 * A little dry vermouth (ex Nolly Prat)

Combine ingredients with cracked ice in a shaker. Shake well. Strain and serve in a chilled cocktail glass. Garnish with an olive.

Variation

Instead of shaking, just stir it

title: Bartending/Cocktails/Vodka Martini


text:
Horticulture/Brassicaceae

Brassicaceae, formerly known as Cruciferae, is a large family of plants that includes mustards, cabbages, and numerous other species, including both garden plants and weeds. Members of the family share the distinguishing characteristic of the cross-shaped flowers, which give them their common group name, the crucifers.

Most plants in the family are edible, though most species are so astringent as to be unpalatable to most tastes.

Genera treated

 * Alliaria
 * ../Alliaria petiolata/ (Garlic Mustard)

 * ../Brassica/
 * ../Cardamine/
 * ../Cardamine hirsuta/ (Bittercress)

 * ../Hesperis/
 * ../Herperis matronalis/ (Dame's Rocket)

 * ../Nasturtium/
 * ../Rorippa/
 * ../Rorippa sylvestris/ (Field Yellowcress)

/Finder/Taxonomy/Families

title: Horticulture/Brassicaceae


text:
Radiation Oncology/Craniopharyngioma

Craniopharyngioma

Overview

 * Represents 6-9% of pediatric brain tumors (#3 after gliomas and medulloblastoma)
 * Histoligically benign tumors
 * Clinically present with headaches (~50%), visual disturbances (40-70%), and pituitary dysfunction (up to 90%)
 * Children: hypothyroid and GH deficiency
 * Adults: sexual dysfunction (men erectile dysfunction, women amenorrhea)
 * Due to its locally advancing nature, often gives rise to endocrine deficits chiefly of pituitary origin
 * Bimodal distribution in incidence: pediatric (infants/children) and adult (55-65 years)

Anatomy

 * Derived from Rathke's pouch remnant (embryonic precursor of the anterior pituitary)
 * Most commonly suprasellar location (pituitary stalk) with possible extension into posterior and middle cranial fossae
 * 70% retrochiasmatic, often extending to 3rd ventricle and along hypothalamus
 * Commonly has both solid and cystic components
 * Size varies from small well-circumscribed lesions to very large multiple cysts

Histology

 * Benign tumor of squamous cell origin
 * Histologic subtypes include:
 * Adamantinoma: epithelial mass forming a reticulum - most common in children
 * Mucoid epithelial cyst
 * Squamous papillary
 * Presumably arise from embryonic remnant and grow slowly since birth; however, de novo case in a 55 year-old has been documented

Diagnosis

 * Classic CT findings are calcified suprasellar mass with cysts
 * Mass is usually a mixed cystic and solid lesion
 * 75% have at least 1 cyst
 * 80% have calcifications
 * Endocrine work up should be performed prior to initiation of therapy

Treatment

 * Total resection may be attempted, but radical surgery can have as high a mortality rate as 10%, and a high severe morbidity rate.
 * Maximal safe resection followed by irradiation is the currently accepted modality of management. Subtotal resection + RT has nearly equivalent local control and overall survival as gross total resection.
 * Tumor responds slowly to radiation, and in some patients, radiation induced edema can worsen the symptoms.
 * Role of chemotherapy in this condition is not documented to date, but intracystic bleomycin has been shown to cause tumor response.

Combined Modality Therapy

 * Pittsburgh, 2002 (1971-92) - PMID 12243827 -- "External beam irradiation of craniopharyngiomas: long-term analysis of tumor control and morbidity." Varlotto JM et al. Int J Radiat Oncol Biol Phys. 2002 Oct 1;54(2):492-9.
 * 24 pts w/ craniopharyngioma tx'd w/ EBRT as part of treatment course (19 pts w/ subtotal resection, 2 w/ bx alone).
 * 10 yr actuarial local control was 89%; 20 yr actual local control 54%
 * Multivariate analysis showed dose (>55 Gy) to be significant prognostic factor for control, and tx complication probability was related to hypopituitarism at presentation.

 * St. Jude's, 2002 (1984-97) - PMID 12062594 -- "Craniopharyngioma: the St. Jude Children's Research Hospital experience 1984-2001." Merchant TE et al. Int J Radiat Oncol Biol Phys. 2002 Jul 1;53(3):533-42.
 * 30 pts w/ craniopharyngioma (15 tx'd w/ radical surgery, 15 tx'd w/ limited surgery + upfront RT)
 * Surgery group lost avg of 9.8 IQ points, limited surgery + RT group lost avg of 1.25 points.
 * Surgery group had more frequent neurologic, ophthalmologic, and endocrine complications.

 * Joint Center/Children's Hospital, 1994 (1970-1990)
 * PMID 7841082 -- "Surgery, radiation, and combination therapy in the treatment of childhood craniopharyngioma--a 20-year experience." Scott RM et al.  Pediatr Neurosurg. 1994;21 Suppl 1:75-81.
 * 61 pts w/ craniopharyngioma (9 w/ RT alone, 15 w/ surgery alone, 37 w/ surgery + RT)
 * 10 yr actuarial survival 91%
 * PMID 8407391 -- "20-year experience in childhood craniopharyngioma." Hetelekidis S et al. Int J Radiat Oncol Biol Phys. 1993 Sep 30;27(2):189-95.
 * 10 yr PFS in surgery group 31%, in RT alone group 100%, in surgery + RT group 86%.
 * Size of tumor (>5cm) correlated w/ risk of recurrence.

 * Royal Marsden, 1961 - PMID 13753942 -- "Craniopharyngiomas. Treatment by combined surgery and radiation therapy." Kramer S et al.  J Neurosurg. 1961 Mar;18:217-26.
 * 6 pts w/ craniopharyngioma tx'd w/ limited surgery + RT. All 6 achieved 15 yr PFS.

Radiation Techniques

 * Radiation therapy is targeted to the tumor volume,encompassing all its components.
 * A classical coronal arc configuration of treament portal is recommended, or conventional 2- 3 field technique can be used.
 * Current techniques include 3D conformal RT, IMRT or proton beam.
 * CTV expansion on GTV should be at least 1cm (for cyst expansion, not because of microscopic invasion)
 * In spite of CTV expansion a significant percentage found to move out to RT field during RT course (35%). Current areas of study include determination of necessity of imaging during RT course.
 * Dose prescription is 50-60 Gy, and if beyond 60 Gy, optic neuropathy and brain necrosis can be expected.
 * Cystic lesions can be treated with stereotactically applied intracystic colloidal Yttrium-90.
 * Dose prescription is 200-300 Gy to the inner surface of the cyst wall.
 * Major toxicity of intracystic beta emitters is visual toxicity.

Proton Therapy

 * Harvard; 2009 (2001-2007) PMID 18676089 -- "Surveillance of craniopharyngioma cyst growth in children treated with proton radiotherapy." (Winkfield KM, Int J Radiat Oncol Biol Phys. 2009 Mar 1;73(3):716-21.)
 * Retrospective. 17 children with surveillance imaging during RT.
 * Outcome: 24% cysts growth beyond original treatment fields. 1 patient field reduction, 1 patient cyst drainage to avoid enlargement of treatment fields
 * Conclusion: Routine imaging during treatment is recommended; at least q2 weeks

 * Loma Linda; 2006 PMID 16630407 -- "Fractionated proton radiation treatment for pediatric craniopharyngioma: preliminary report." (Luu QT, Cancer J. 2006 Mar-Apr;12(2):155-9.)
 * Retrospective. 16 patients. Dose 50.4 - 59.4 CGE.
 * Outcome: LC in 14/15 (93%). OS 12/15 (80%)
 * Toxicity: panhypopituitarism, CVA, and out-of-field meningioma in patient with prior RT
 * Conclusion: Fractionated proton therapy effective for craniopharyngeioma

title: Radiation Oncology/Craniopharyngioma


text:
User:HK51

Hello there. My name's James and I'm from Northern Ireland. For more, see my page on Wikipedia.

Books made significant contrbutions to

 * Harmonica

title: User:HK51


text:
User talk:HK51

Late but...
Hello and welcome to Wikibooks!

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Good luck! -- Herby talk thyme 16:55, 6 December 2006 (UTC)

Well...
It's not all good news but anyone who likes Neil Young can't be all bad  - call it a "less formal" welcome! It is a bit different here to Wp - the link in the welcome is helpful - the pace is different but the folk are nice. See you around -- Herby talk thyme 08:46, 7 December 2006 (UTC)

Regarding to harmonica wikibook
Hi there,

Thanks for helping out with the harmonica wikibook. Perhaps you can also look at other sessions, since (I will be honest) i am a poor writer.

Though I am wondering: in "harmonica purchase guide", you made some changes. Save for the removal of "chromatic - which is better" (which i retrieved and dump into chromatic session, as it's more related to chromatic), you simplified lots of details. I am just wondering the reason behind the simplification.

Thanks, George Leung 10:03, 20 December 2006 (UTC)

title: User talk:HK51


text:
User talk:Makave

Hello and welcome to Wikibooks!

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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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 17:16, 6 December 2006 (UTC)

title: User talk:Makave


text:
User talk:GmacStewart

Historical Documents
Thank you for your contribution to the Historical Documents. According to policy, original source documents belong on Wikisource. If you are interested in contributing such documents, I would suggest that you join the Wikisource project. If you wish to contribute related content to Wikibooks, you will probably want to have a look at Annotated texts (though still a draft, it is useful and will demonstrate the principle). Thanks, --Swift 18:16, 6 December 2006 (UTC)

title: User talk:GmacStewart


text:
User talk:Minus~enwikibooks

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Minus. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Minus~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 23:28, 17 March 2015 (UTC)

Renamed
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title: User talk:Minus~enwikibooks


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Linux Guide/PlayStation 3

This guide describes how to get Linux on a PlayStation 3.

Important Note
The "Other OS" feature, which is required to run Linux on the PS3, is disabled in firmware version 3.21, and later. But still runs on older consoles that have firmware 3.15 or lower. You will not be able to install Linux using this guide unless your PlayStation 3 has firmware 3.15 or lower. There is no official way to downgrade or rollback the firmware.

Pre-installation Configuration
Currently, Installing an "OtherOS" requires you to re-format the hard drive. On 20Gb models the system allows two 10Gb partitions, while the 60Gb model offers a 10Gb/50Gb configuration for the OtherOS and the PS3 system. You can choose which operating system uses which partition. For this, you will need a USB drive with ~3Mb of free space, a PC with a DVD burner for the Linux Image, and a USB Keyboard and Mouse.

Installation
Installing Fedora Core 5 PPC will take the system around 2 hours.

Post-install Configuration
When installation is complete, the startup operating system can be changed. The system can be easily booted back into the cross media bar by holding down the power button while restarting. However, this will reset the system resolution to factory default. From Linux, you can switch to the XMB by typing boot-game-os at a prompt. This will restart the system to the XMB, but will boot back to Linux the next time you restart. Sony has set up a web page which will list compatible operating systems.

title: Linux Guide/PlayStation 3


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Learn to Play Drums

This is, essentially, not only a guide just to playing a drum kit, but a guide also to buying and looking after your drum kit, and playing with other people. That might not sound like a lot, but there will be a lot of material to cover. It will be assumed that you, the reader, have no musical knowledge, to make this book as easy to understand as possible to total beginners.

Contents

 * 1)  /Buying a Drum Kit/
 * 2)  /Cymbals/
 * 3)  /Hardware/
 * 4)  /Accessories/
 * 5)  /Drum Tabs/
 * 6)  /Starting Out/
 * 7)  /Lessons/
 * 8)  A 4/4 beat
 * 9)  Fills
 * 10)  Exploring the Hi-Hats
 * 11)  Lots of 8/8 Beats
 * 12)  Single Strokes and Double Strokes
 * 13)  More advanced beats
 * 14)  /Lessons/Beats/
 * 15)  /Other topics/
 * 16)  /Tuning Drums/
 * 17)  Reading Sheet Music
 * 18)  Playing with Other Musicians

List of Learn to Play Drums' contributors

title: Learn to Play Drums


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Learn to Play Drums/Buying a Drum Kit

This page will go into detail about different types of drum kits and the many accessories that can be a part of a drum kit. Such accessories include drum thrones, drum sticks, cymbals, cymbal sleeves, cymbal stands, bass drum pedals and beaters, and drum heads just to name a few. Do you know what those things all are? If you don’t, you’re about to find out. If you do, then read it anyway – you might find out something you didn’t know.

How much do you want to play drums?
Buying a drum kit can be a major investment for some people. You don’t want to hand over a significant amount of money for an instrument you might not end up playing.

If you feel you could play the drums just because you tap along to music on the radio, you could be misled. However, if you find yourself drumming on household objects such as pots and pans, then you're probably ready for the real thing.

Buying
Save Money With These Drum Kit Buying Tips! It can be quite frustrating shopping around at different places and wondering whether the kit that you like is actually any good. With all the different name brands out there today - it is hard to blame anyone for being confused. There are numerous drum manufacturers, and each one seems to have five or six different product lines within their brand. I have bought and sold over 40 drum-kits in the last four years, and here are some of the things I've learned.

Important Things to Remember When Shopping For Drums
First thing, set your budget before you get started. Be careful not to set it too low as it may take you longer to find the right kit due to the limited selection. This paragraph is for those who are planning on buying a new set of drums, as opposed to a used set of drums. If you are a beginner drummer and just looking for an introductory set then I would recommend a budget of $250-$500 (£155-£310). Beginner kits are generally similar in quality, but there are certain things to look for like cymbal quality, hardware quality, and the pedal response. If you are an intermediate drummer then I would recommend a budget of $600-$1200 (£370-£745). With an intermediate kit you should not have to compromise in terms of your preferences.

For a professional the sky is the limit on what you can spend. There are unlimited limited edition kits. I know that sounds funny but it seems these days that every company is trying to do something new to up the value on their kit.

Buying second-hand

When deciding whether to buy new or used it always comes back to price for me. When buying used equipment, be sure that you are buying from someone that knows how to treat a kit well. Beginner drum-kits never seem to depreciate. I will buy a kit for $250, take it home and sell it the following week for $500. Basically, you need to get a beginner kit for $500 or less. Then when you want to upgrade you will not lose any money. So it is not a question of new or used, it is a question of price. Here are some things to look for when buying a used kit. If the kit needs some work then you can use these to your bargaining advantage.

Cymbals
Make sure that there are no cracks or ripples in the cymbals. If there are cracks then consider the cymbal worthless.

Drumheads
Check that the heads do not have huge dents or splits in them. Always look at the bottom heads too. They are just as important for the sound quality of your kit.

Hardware
I have seen some kits that look as if they were stored in the rain. The hardware was all rusted along with the rims and tuning pegs. If a kit is rusted I recommend that you stay away from it.

Hi-hat stand
Try out the hi-hat stand before you buy the kit. Make sure that the spring in the stand is not so worn out that it barely lifts the cymbals.

(Drum) Shells
Drum shells are... the (usually) wooden cylinder-shaped things. Check the finish on the drums and make sure that it is not bubbling or peeling. Also, check that the wood is not cracked. What matters most is that you love what you purchased and playing your kit makes you want to keep playing drums. We hope this helps you on your next purchase. Take your time; there is always another good deal out waiting for you. Happy shopping!

Drum kit types
There are in general 2 types of drum kits currently available. These comprise of: Acoustic drum kits Electric drum kits

There are variations and different types of acoustic drum kits, such as ‘flat’ compact kits.

Acoustic drum kit
Acoustic drum kits make up the majority of the drum kits around the country sitting in garages and studios. Generally, acoustic drum kits produce the best sounds but are not very compact.

Pros:
 * Better sound

Cons:
 * Large – unsuitable for small garages (or wherever you wish to place yours)
 * Can’t play for long if you have intolerant neighbours

Electric drum kit
Electric drum kits are the lesser used drum kits, but make no mistake; they are still widely used. Electric drum kits have the advantage of being smaller, however they will still take up a large amount of space due to the fact they are positioned the same as other drum kits. These kits run off mains power via a (or a set of) speaker(s).

Pros:
 * Generally small
 * Light weight
 * Adjustable volume – and headphone sockets!
 * Hundreds of drum sounds to choose from - means you can 'build' your own drum kit by assigning different sounds to different drums (or rather, pads)

Cons:
 * Can’t play in a power cut
 * What some consider inferior sound quality

Think!
You will really need to think about whether you want to play the drums or not, because they really do cost a lot of money, and so do the accessories. You won't only have to think about the actual drum kit itself, but...

Cymbals (some kits come with cymbals and their stands (referred to as 'Hardware') but they're usually        low quality - both the cymbals and their stands)

Drum throne (drum stool - more comfortable to play on and gives you more freedom to move than normal chairs)

Drum sticks (usually come with drum kits but they might not be your preferred size)

Hardware

These things don't come cheap. For a list of accessories and estimated price ranges, see Accessories

title: Learn to Play Drums/Buying a Drum Kit


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Social and Cultural Foundations of American Education/Knowing/Encouragement

Encouragement is an essential element inside and outside the classroom. In the classroom encouragement should be practiced everyday. It is important for every child to feel encouraged even when they don't understand something that is taught. Every teacher should be equipped with the knowledge of knowing how to display encouragement towards his/her students to motivate them. Surveying and Interviewing Students

It is very important to survey and interview students about their thoughts, opinions, and feelings about how the teacher is operating the class. This will help the teacher get a better idea of what is effective and what is not. Feedback from your students will help you understand how they are feeling about your class. In college the dean issues surveys at the end of every semester for each class to fill out. This survey helps the college know how effective the professors are and where they need to improve. In intermediate schools, elementary schools, and high schools this is important as well. Here are five questions that could be asked:

 * 1) What does encouragement mean to you?
 * 2) How often do your teachers make you feel encouraged on a scale 1-10 (1 being the lowest and 10 the highest)?
 * 3) What class are you most encouraged in? Why?
 * 4) How do you feel when you are encouraged?
 * 5) Do you think it is important to have your teachers be encouraging to their students?

Focus on Efforts of Students

When teachers focus more on the efforts made by their students rather than the improvements that need to be made, it is more encouraging to both the teacher and student. It is not only the teachers job to deliver information to the students but to encourage them when they are having trouble. Even though a teacher can get frustrated easily with his/her students progress; it is very important that the teacher substitutes that frustration with words of encouragement to keep the student from feeling like a failure. Encouragement in the classroom will build positive energy and thoughts to make the students performance better.

Six Important Points
There are six important points that should be given to every teacher to help shape their classrooms with encouragement. First, make relationships a priority; conduct respectful dialogue; practice encouragement; make decisions through classroom meetings; resolve conflicts and finally, have fun. There are also several points that should be left out of the classroom such as, setting very high expectations; focusing on mistakes to try to motivate; comparing your students; making pessimistic interpretations, and being too helpful. These five suggestion will help the classroom environment tremendously.

Distinguishing between Encouragement and Praise
A fine line is drawn between encouragement and praise; teachers should be able to distinguish the differences between the two of them. Praise stimulates rivalry and competition, fosters selfishness at the expense of others, focuses on quality of performance, and fosters failure. However, encouragement fosters acceptance of being imperfect, motivates student to not give up, fosters self-sufficiency and independence, and stimulates cooperation and contribution. An easy way to distinguish between praise and encouragement is to be able to identify praise comments and encouraging comments. An example of a general praise comment would be, "You are the best student I have ever had" or " You had the highest score on this exam in the class"; compared to an encouraging comment, " You are a fine student any teacher would appreciate and enjoy you" or" You did very well on this exam". The danger of giving praise to a student after everything he/she accomplishes puts them at a high risk of feeling like a failure if praise isn't rewarded to them in everything. Also, students who are often praised don't accomplish things for themselves, but for rewards or praise. It is critical to make sure you are using the correct phrases when encouraging your students. Encouragement and praise are easily confused, but it is important to encourage students to let them know that you are proud of their efforts even if they fail.

The Encouragement of Participation to Initiate Learning
It is important for teachers to use encouragement as a tool to create participation in students. Participation on an intrinsic or extrinsic level is essential to learning. As educators if we learn to use the tool of encouragement, it can become powerful in changing lives. The right encouragement at the right time can empower every student, but it is especially crucial for the “marginal nonparticipant disadvantaged students who are so profoundly at risk of school failure.” (Hickey) Encouragement gives a teacher the unique opportunity to motivate engagement through the development of “identity, standards, and values that motivate engagement squarely within the individual.” (Hickey) Daniel T. Hickey tells us in his article, “Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Achievement Motivation” that motivation is an essential element in the effectiveness of learning and teaching within the classroom.(Hickey) We need to understand that on an individual level students will be encouraged and motivated differently. We must recognize and accommodate these individual needs. We should be sure to encourage students on all levels, and ensure that our motivators are not geared for those students who are already academically advanced. Students who are intimidated by challenges we set may use the “ego-protecting task of disengagement”. (Hickey) If our reward systems set standards and rewards that seem unattainable to some students then, “Students who value such a reward, but do not think they can succeed are likely to disengage.” (Hickey) If we can manage encouragement properly we can take these students out of their comfort zones to encourage participation and ultimately teach the value of education for the sake of learning.

Encouragement Taking a Different Form
Encouragement takes many different forms. It is important to recognize that each day of teaching will not be sunshine and roses, there will be days in which, you, may be in a bad mood. “Many teachers deal with their moods privately and secretly. Other teachers reveal them openly to their children and hope for the best. Children often do recognize the teacher’s mood and respect it. As with other feelings, when they are admitted openly, children are helped to deal with their own varying moods.” Optimally, dealing with no moods or mood swings whether from you or from your students would lead to a great school year, but it is not realistic. Talking to your class, and letting them know what is going on is a good idea. However, maybe not every last detail is required but just giving them an idea of what is going on makes you more human and more on their level.

Conclusion
Encouragement can be used in all areas of life. At T.R. Simons Elementary School in Alabama, the lunchroom staff issues an award of the week to the class that uses manners during lunch. Frequently, the monitors are encouraging the students to use manners while eating and encourage those who are doing well. Every class eventually receives an award encouraging everybody as a whole. This is an effective way of encouraging students outside the classroom. Students not only feel better about their efforts in accomplishing something, but are more motivated to do it again later.

Multiple Choice Questions
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Essay Question
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Social and Cultural Foundations of American Education/Knowing/Reasoning

The "zombie" look is a blank stare that a teacher gets when he or she has lost the majority of their class, at this point they are no longer learning. The average attention span of a student in a classroom has proven to be about fifteen to twenty minutes. What would you say if I told you that some of your students wouldn't make it past the first five minutes of a lecture? If the students aren't listening then they are not learning. The question is not how to make students listen and learn but how to embrace their learning abilities. A person's ability to learn stems from what type of reasoning they gain knowledge from. Applied and Abstract reasoning are two completely different forms of learning and in order for us, as educators, to reach out to students we must first find out a way to engage each and every one of them. We must not only engage our students but do so in a matter that makes sense to them at their own personal level. If we do not allow everyone to learn in their own way than the fifteen minutes you spent lecturing will throw many students off, possibly be detrimental to their understanding and show in their grades. So before you classify a student as learning disabled try to think of a way for them to get to you not a way for you to get to them.

Applied Reasoning
Aristotle one said “Tell me, I forget. Show me, I remember. Involve me, I understand”. This quote explains how some individuals learn, through applied reasoning. There is nothing wrong with someone who does not understand material given through a lecture or can not figure out how to assemble something by being told once. Sometimes, no matter how easy a task, applied learners will fail to comprehend the material until they are literally shown how to do it. These learners are classified as the creative ones or the hands-on learners. Stick an applied learner in a lecture hall they walk out confused, show him or her a picture or diagram they walk out understanding. This type of learner tends to trail behind due to the lack of teaching methods used in everyday classrooms that include such learners. But despite their lack of comprehension in a lecture environment, applied reasoning can be extremely helpful in and outside of a classroom.

Students need to be provided hands on activities, group work, and guided questioning. In the classroom these students will be accomplishing a real world goal; like, building something, testing hypothesis, or simply using counting blocks (Munden). With applied learners it is always important to remember that the demonstration of the material is critical to their understanding of the information. Lesson plans should include handouts, worksheets, videos, and posters to help applied learners apply and visualize the information. The majority of people learn best by actively working with new concepts and ideas, solving problems, asking and answering questions, discussing, debating, brainstorming, researching and explaining. So, by encouraging the applied learners to engage in lecture and class discussions you will help them to evolve into well rounded students who can learn in any situation.

Abstract Reasoning
No single individual is born with a particular “way” or learning or comprehending information, it is more so taught over time. By the time students reach college, they have compensated for how they comprehend things and for the most part will understand when taught hands on or by lecture. The college life, unlike grade school demands that you understand and comprehend in any setting. Abstract learners have a “one up” in this manner because college professors find that the easiest method to relay lots of information in a small amount of time is by lecturing. According to about.com, "abstract reasoning ability is important because it enables students to apply what they learn in complex ways. Analogical or abstract reasoning is an important cognitive skill involved in abstract mental processes such as creating metaphors, constructing explanations, and solving complex problems" (Goswami, 2007, p. 437–470).These learners may find it hard to perform more creative tasks that involve the senses or other activities such as coloring and anything artistic.

Abstract reasoning tasks involve skills such as:
 * Forming theories about the nature of objects, ideas, processes, and problem solving
 * Understanding subjects on a complex level through complex analysis and evaluation
 * Ability to apply knowledge in problem-solving using theory, metaphor, or complex analogy. (about.com)

Importance
"One of the most fascinating and mysterious properties of the brain is its capacity to learn, or its ability to change in response to experience and to retain that knowledge throughout an organism’s lifetime." (2003,under how do we learn and remember)It is extremely important to young learners to feel encouraged about their intelligence. By not engaging all kinds of learning processes teachers make whoever they are not reaching feel less intelligent. Discouraged students may stop trying or lash out as a way to show inner struggles. How an individual in taught and how well they learn can be detrimental to their future success in and outside of school. "Cooperative learning and problem-based learning are two topics that school divisions are now spending considerable money and professional development time."(Schultz, 2007, p2.PBL) If teachers learn how to involve all students in their classrooms it will make learning more enjoyable for everyone. We, as educators are setting students up for future troubles and disappointment if we do not move away from traditional teaching methods. Educators cannot carry on producing real-world disabled students by having all work done independently and with unambiguous and fixed directions. Many teachers now dispute that it is crucial to engage students with "real world" problems that they must unravel in collaboration with others. (Schultz, 2007, P2.PBL)

Involving Everyone
Okay, let's break this down a little further. Now that you know all of the information about abstract and applied learners you may be asking yourself how exactly do you involve both in classroom functions. There is a simple answer to this question and that is by combining techniques. Instead of just lecturing provide pictures and charts that illustrate what you are talking about. Using a short lecture followed by a hands on activity also encourages both types of reasoning and can also reiterate new materials to all students allowing them to not only learn temporarily but learn for life. "Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject."

Research has shown that cooperative learning techniques:
 * Promote student learning and academic achievement
 * Increase student retention
 * Enhance student satisfaction with their learning experience
 * Help students develop skills in oral communication
 * Develop students' social skills
 * Promote student self-esteem
 * Help to promote positive race relations

Both applied and abstract learners can benefit from using dialogue in the classroom. “Involving students in discussion fosters retention of information, application of knowledge to new situations, and development of higher order thinking skills” (Gardiner,1998). By having your students engage in dialogue you are allowing them to have a better understanding of the material being covered. You can still have a lecture, which the abstract learners benefit most from. But, then you can have the entire class, as a whole or in individual groups, have a discussion about the topic just lectured on. Applied learners will benefit from this because they learn best from being involved. Not only will you be teaching in a way that every student will learn from, but also you are engaging the students in a way that will help them have a deeper understanding of the material. By using dialogue in the classroom, your students will be better prepared for life after school because they will have learned how to express their thoughts and be respectful listeners.

Conclusion
We, As teachers,can only imagine what the future lives of the children we teach will be like. It is our responsibility to not only be encouraging but to provide for the knowledge that will be carried with them for the rest of their lives. Education is not a thing that should be forgotten it is something that should be built upon; we as educators provide the building blocks for the rest of the students lives. So when making lesson plans remember that your goal is not to make students learn but to help students to learn for life. This educating can only be executed properly if it pertains to every type of learner whether they use abstract or applied reasoning to process the materials. As Clay P. Bedford once said,"You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives."

Multiple Choice Questions
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Essay Question
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Learn to Play Drums/Starting Out

This is where the fun begins. This will lead you through the basics.

Kit orientation
Before setting up your kit you will need to consider whether you are left-handed or right-handed. If you are right-handed, set it up like the one in the picture. If you are left-handed then set your kit up the other way round and reverse the stickings of the tab (L/R). Oh yeah, read about tab further down the page for more on this.

Drum tab
Alright then, before the fun actually begins, you will have to learn internet drum tab so you can read the exercises in the next couple of pages. Please note, this is not the traditional drum tab you'd find in physical books. We would if we could, but we can't, so... here's an example:

A common example:

CR|| HH|x---x---x---x---| T1|| Sn|o---o---| T2|| T3|| BD|o---o---|

Across this way is time. As you can see, there are sixteen of these "-" going across. Each one is a sixteenth note. This helps divide the music and understand the music better. It is also helpful for when you play sixteenth note drum beats on the Hi-Hat.

This may not be clear, but you will know what I mean in a bit. If you read this drum tab, you would be hitting the bass drum on counts one and three, the snare on counts two and four, the hi-hat on counts one, two, three, and four.

If you haven't worked it out already, the x's and o's are when you hit the drum, hi-hat or cymbal depending on the line the x or o are on. o's are used for drums and hi-hat - but on a hi-hat it means an open hi-hat hit (I'll explain later). a x on the hi-hat is a closed hi-hat hit. If there is an 'L' or 'R' instead of an 'o' or 'x', you must hit the corresponding instrument with the matching hand (these are called 'stickings'). 'Bars' end with a |.

On the left of the tab:

CR stands for crash cymbal HH stands for hi-hat T1 stands for high tom Sn stands for snare drum T2 stands for medium tom T3 stands for low tom BD stands for bass drum

Help
Feel free to help out, particularly on this page, where I don't think I explained tabs well enough for beginners, so please help to explain this more clearly.

Drum sticks
You might think we're going a bit too in-depth here, but we're not, seriously. You will need to think about your drum sticks just like a guitarist needs to choose the right picks (plectrums). There are lots of different sizes of sticks, different lengths, thicknesses. Drum sticks come in two varieties: Nylon tips and wooden tips. This is fairly self-explanatory. I once favoured nylon tipped sticks but the nylon tips kept falling off (probably my technique was dodgy at the time), so I now prefer wooden tipped sticks. You will need to experiment with drum sticks to see which ones are the right size for you - you need to think about comfort and practicality, i.e. can you reach everything easily? If drumsticks are too heavy and large they will be uncomfortable and clumsy, and if the sticks are too light you will have to work harder for rebound of the drum heads, which is not good for your wrists. I once went in a music shop and they had an electric kit there, set up for people to try out. I was there buying sticks, so naturally I went and had a go, to test out the sticks... that was great.

However, you will rarely get to do something like that, so I would recommend buying some cheap sticks of different sizes to test them out, then buy some decent quality sticks of your favourite size. The size is normally etched into the base of the drum stick.

A 4/4 beat
Your first beat!

Fills
What is a fill? Find out here, and play a fill with a beat.

Exploring the hi-hats
Using open and closed hi-hats can spice up a standard beat - time to challenge yourself - this is the first time you'll be using all four limbs simultaneously!

Lots of 8/8 beats
Lots of 8/8 time variations of the beat seen in Exploring the hi-hats!

Single strokes and double strokes
Learn what single strokes and double strokes are, and how to practice them properly.

Syncopation and advanced beats
Once you've gotten most of the above stuff, its time to test out some of your skills!

Reading Sheet Music
Learn how to read sheet music.

More lessons coming soon!

title: Learn to Play Drums/Starting Out