text:
Admission to Graduate School in the U.S.

= Preamble = The U.S. graduate school system offers unparalleled opportunities but successful application is a complicated and lengthy process. This wikibook aims to help you navigate the application process, especially if you are have not been educated in the US.

= Introduction =

Why the U.S.

 * Leadership in many scientific disciplines
 * Top caliber academics with international exposure
 * High national spending on research and development
 * High caliber colleagues
 * Hundreds of schools
 * Freedom of thought, conscience and expression
 * Competitive egalitarian society
 * High standards of living and generous stipends
 * Opportunity to form a network with future employers

Why not the U.S.

 * Limitations on employment after graduation
 * Expensive tuition in some types of programs

Picking the school and program
Several national and international organizations rank universities and even individual graduate programs:
 * USNews.com
 * Shanghai Jiao Tong University Ranking
 * Princeton Review
 * Wikipedia - College and university rankings USA
 * Wikipedia - Academic Ranking of World Universities

Such surveys are not always useful. Consider your own school: are the things that make it attractive to outsiders the same as the things that you yourself value? Probably sometimes these are actually different. A particular graduate program may be great to you because you have found a good adviser or are working on a uniquely interesting project. Rankings are attempts to quantify the qualities of education. The criteria and methodologies used to generate such rankings are often scientifically unreliable and statistically invalid.

= Ingredients of a successful application = Admission committees in many programs face mountains of applications and a very limited number of spots. Thus, for an application to be successful it
 * Must contain evidence that the applicant is a distinguished individual
 * Demonstrate that the interests of the applicant nicely match the program he/she is applying to
 * Not contain any obvious mistakes or exaggerations
 * Be easily readable

Successful application must include high quality course grades, test grades, reference letters and a convincing personal statement. It is important that all of the above are of a high quality and none can be used to eliminate the application in a preliminary round. Probably the single most important factor is the reference letter, because members of the admission committee may know the author of the letter professionally. If so, and if the letter is of a high quality, the application would receive a strong boost. Course grades are least likely to be important because the admission committee may be skeptical of high grades: since it does not know how they were assigned, the grades can be inflated or unfair.

It is important to apply to more than one program even if you are the best because pure chance remains an important factor in the application's success especially when the program is very competitive. For example, your application might resemble the application of another candidate in the stack of applications, or the people you want to work with happen to be overburdened at the time of your application. It may also be useful to apply to several less competitive programs as a safety because the alternative is waiting a year before applying again.

Reference letters
High quality reference letters could be very valuable. A letter can
 * Provide an account of your qualifications from a person whose authority the admission committee can recognize
 * Praise you in ways that you cannot write yourself (you would be perceived as boastful and unobjective)

Although many people may be willing to write you a reference letter, it is important to select your references carefully: Admission committees have a great deal of experience reading between the lines.

The ideal reference is:
 * Is a professor
 * Has known you for a long time
 * Has a record of internationally-recognized research
 * Can communicate effectively in English

Admission committee members want to know as much objective information as possible so that they can tell for themselves. Therefore, do not ask a person who owes you a favor but knows little of your academic work because the letter is not likely to be believed. Likewise, ask your reference to explain in the letter why they are praising you (that is, objective facts), and not merely praise.

As well:
 * Give plenty of time to write the letter
 * Explain why you want to be admitted to each of the programs, so the letters can be customized
 * Remind the writer about accomplishments that can be listed in the letter
 * Follow up on your request with reminders about deadlines

Relevant Experience
Graduate programs typically make requirements of the students that are different from the requirements of undergraduate studies. Whereas undergraduates are typically asked to attend classes or do assignments, graduate students often face open problems and no clear deadlines, and are often required to teach. The difference in requirement means that students who have done well as undergrads find themselves under-prepared for the graduate student experience. Few things can be more frustrating to departments than seeing promising applicants become mediocre graduate students. As a result, admission committees actively seek applicants which document success in the kind of challenges graduate students face. This includes:
 * Research experience
 * Initiative
 * Creativity
 * Perseverance and focus
 * Evidence for success in work on open problems
 * Ability to communicate effectively in English

The above list includes some general personality attributes. Consequently, it is useful to mention in the application evidence for these, even if it does not directly relate to the field of study. For example, starting a yoga club may demonstrate initiative, even if the application is for a program in biology. However, beware: these activities should not occupy much of the application. Graduate studies require individuals who know what they want to do, and therefore excessive information about side activities could make you appear unfocused.

= Funding = As a general rule, students in Ph.D. programs do not pay tuition and actually receive additional money sufficient for a modest living. Typically, funding is provided as long as the student maintains good grades, does work (as a teaching or research assistant) and completes the degree within a given time frame (usually 4-5 years). That said, it is important to look at the specific program details for more information: see if the department website or your admission letter says anything about guaranteed funding, and if so, for how long. Press them with specific questions. If you have an intended adviser, ask how would you be supported if the adviser abandons you in the middle of your degree.

In Master's or professional programs, the funding situation could be very different.

= Tips =
 * 1) Contact potential advisers in advance of your application.  Contacting the faculty members is an extra opportunity to demonstrate that you are interested in the program.  By expressing interest in working with a particular person, you can make your application stick out during the selection process, especially if the professor in question is in the selection committee.  As well, in some universities, applications circulate between faculty members and the students are only admitted if there is a faculty member who selects the student's application.  You may be surprised by the openness of professors to answer questions or to communicate with you.

= Frequently Asked Questions = Q. Why do applications ask about race of the applicant - is race a factor?

 * A. No, or nearly so. The information is collected because publicly-funded universities are required by law to report the composition of their student body.  That said, it is possible that race plays a small role in the application, due to affirmative action.  Affirmative action is a policy of giving preferential admission to applicants from groups which are under-represented in the student body compared to the general population, increasing the diversity of the campus.  Recent court ruling and laws have weakened such policies.  In sum, race is not an important factor in success.

Q. I have been offered to pay for my program by working as a teaching or research assistant. Do I need to get a work visa?

 * A. No. Work in the university which is related to your program of study does not require an additional visa beyond your student visa.

Q. I have heard that the US does not have health insurance. What happens if I get sick?

 * A. Actually, in many if not the majority of schools, graduate students receive comprehensive health insurance from the university.


text:
Talk:Admission to Graduate School in the U.S.

Sections

 * 1) Why the U.S.
 * 2) Overview of the U.S. graduate school system
 * 3) Standard tests: English tests, GRE General Test, GRE Subject Tests
 * 4) English language tests
 * 5) Factors of admission
 * 6) Funding
 * 7) Tips
 * 8) Student Visas - getting them
 * 9) After the admission

Questions to Address
Cdamama 12:09, 17 December 2006 (UTC)
 * 1) How many schools to apply to?
 * 2) Leading causes of failure
 * 3) How to tell if grad school is for you
 * 4) Master's vs. Ph.D. programs

Order
Seems Master vs. PhD would be soemthing that we would want to have the reader be familiar with before reading the whole book... maybe move it to after introduction. --Remi0o 12:15, 17 December 2006 (UTC)
 * I second that. We need to to a thorough overview of the system.Cdamama 12:24, 17 December 2006 (UTC)

General

 *
 *

Tests

 * GRE wikibook

Government Agencies

 *
 *

Personal Statement

 *
 *
 *

After Admission

 *
 *
 *
 *
 *

Cdamama 19:00, 23 December 2006 (UTC)

Initial Editing
I would like to keep all the contents in one page, until such point when it gets long and acquires a clearer structure. Only then I will port it to chapters. What do you think?Cdamama 02:24, 19 December 2006 (UTC)

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


text:
User talk:84.222.184.96

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. -- Herby talk thyme 12:17, 17 December 2006 (UTC)

title: User talk:84.222.184.96


text:
Chess Opening Theory/1. e4/1...Nf6/2. e5/2...Nd5/3. d4/3...d6/4. c4/4...Nb6

= Alekhine's Defence = Now that the knight has left the d-file, the threat of 5...dxe5 6.dxe5 Qxd1+ 7.Kxd1, shattering White's pawns and preventing castling, must be dealt with. White has two main choices now: the aggressive Four Pawns Attack (/5. f4/) and the subtle Exchange Variation (/5. exd6/).

Theory table
.

'''1.e4 Nf6 2.e5 Nd5 3.d4 d6 4. c4 Nb6'''


text:
Chess Opening Theory/1. e4/1...Nf6/2. Bc4

= Alekhine's Defence : Krejcik Variation = This riposte from White is not as dangerous as it looks. The possible sacrifice on f7 seems deadly if Black dares to take the offered pawn (/2...Nxe4/), but in reality, it just gives black a lead in development after 3. Bxf7+ Kxf7 4. Qh5+ Kg8 5. Qd5+ e6 6. Qxe4 d5! 7. Qe2 e5!.

If Black wants to avoid this, they may try to get the bishop out of c4 with /2...b5/. If White takes the pawn, Black can take the e4 pawn and he would have exchanged a wing pawn against a central pawn, but white gets a lead in development and an easier time castling.

Other options include /2...e6/ and /2...d5/.

To get back into more peaceful lines, Black can transpose to the Bishop's Opening with e5.

= Epine Dorsal = This opening lies along what was referred to in the 19th century as the Épine Dorsale pattern now more commonly referred to as the Italian Game.

Theory table
.

1.e4 Nf6 2.Bc4


text:
Chess Opening Theory/1. e4/1...Nf6/2. Bc4/2...Nxe4

= Alekhine Defence: Krejcik Variation = White's only way to recover the pawn back is 3. Bxf7+. This move may seem like a horrible blunder that loses a bishop, but in fact it wins a knight instead. This move also prevents the king from castling, but the black king will be in a relatively safe position after 3... Kxf7 4. Qh5+ Kg8 5. Qd5+ e6 6. Qxe4 d5!

Theory table
.

 * '1.e4 Nf6 2. Bc4 Nxe4'


text:
User talk:80.3.0.12

Xania 16:38, 17 December 2006 (UTC)

title: User talk:80.3.0.12


text:
Chess Opening Theory/1. e4/1...Nf6/2. Bc4/2...Nxe4/3. Bxf7

=Alekhine Defence:Krejcik Variation= Black has only one legal move: /3...Kxf7/.

Theory table
.

'1.e4 Nf6 2.Bc4 Nxe4 3.Bxf7+'


text:
Chess Opening Theory/1. e4/1...Nf6/2. Bc4/2...Nxe4/3. Bxf7/3...Kxf7

=Alekhine Defence:Krejcik Variation= To regain the knight, White should play 4. Qh5+.

Theory table
.

'1.e4 Nf6 2. Bc4 Nxe4 3.Bxf7+ Kxf7'


text:
User:Jmoinian/Economy

WHAT IS ECONOMY? Lionel Robines the well known British economist has this to say “Economy is the study of the use of scare resources which have alternative use.” What is scare? It means something that is difficult to obtain and the society wants more of it. The simplest way to describe is economy is the production of goods and services in every day life.

The job of economist is decided for example how much oil, iron, or wood a nation needs weather or not is going to be sufficient. The economy also discusses the well being of a society and the cause and effect of prices that industry offers.

Economy is not always about the money; when a plane crashes and there are certain amount of food and medicine scare; the decision has to be made wisely for the distribution of goods among the people. Otherwise, some survivors may die of deep wounds or hunger.

A child must be introduced to basic economy from the third grade on just as a child being thought about sports from early childhood. This education will come handy in life when a child has to make a decision between buying a candy or a computer game with his allowance.

There are many types of economy: Socialist, Capitalist, Feudalist, and Command Economy. A country shall blooms into a productive, prosperous nation that knows its economics well.

title: User:Jmoinian/Economy


text:
Chess Opening Theory/1. e4/1...Nf6/2. Bc4/2...Nxe4/3. Bxf7/3...Kxf7/4. Qh5

=Alekhine Defence:Krejcik Variation= Among the four legal moves, Kf6 and Ke6 aren't good options. Both moves would further expose the king.

/4...g6/ and /4...Kg8/ are playable but none of these moves can save the knight.

Theory table
'1.e4 Nf6 2.Bc4 Nxe4 3.Bxf7+ Kxf7 4.Qh5+'


text:
Wikibooks:Requests for deletion/Tablature:Drums

Tablature:Drums
Got the tag - can't find any discussion. No vote -- Herby talk thyme 14:51, 2 December 2006 (UTC)
 * Comment I have placed a message on an editor's talk page who started some drum pages yesterday to see if they would like to "adopt" these pages -- Herby talk thyme 15:49, 7 December 2006 (UTC)
 * Another good idea out the window - they don't want it! -- Herby talk thyme 18:19, 7 December 2006 (UTC)

 * Keep. Isn't this a part of the Tablature book? What reason is there to delete? --Swift 21:00, 7 December 2006 (UTC)
 * Comment Please look at the history carefully Swift. These are a group of pages that I unearthed while looking in corners of this project that had not be closed properly.  Under the circumstances the only proper action was to return to the community for consensus -- Herby  talk thyme 21:04, 7 December 2006 (UTC)
 * So there is no reason anywhere? OK, then let's close this as keep in a day or two if there if no-one suggests any. --Swift 02:09, 8 December 2006 (UTC)

 * It does appear to be part of the Tablature wikibook. I've looked at the history of it, of Tablature, and of Tabs (a merged redirect), and I don't see any egregious edit history. I'd say keep unless evidence of some outstanding history is shown. Cheers, Iamunknown 18:13, 12 December 2006 (UTC)


text:
Wikibooks:Requests for deletion/Military finance

Military finance
Nobody loves this one! However maybe the reason is it appears to be a large collection of links that go nowhere. I guess it could be a speedy but I thought I'd play safe. Delete is my vote (not a lot of point in transwiki ing or correctly linking what is in some senses an empty page) -- Herby talk thyme 13:58, 5 December 2006 (UTC)

 * Delete. Realy can't see the point of this book and it is mostly a collection of external and uploaded links. Xania 20:13, 5 December 2006 (UTC)

 * Delete. Was going to vote neutral given that it has structure, but the links don't work, I couldn't find the stuff on Wikisource and the No meaningful content but has structure. I imagine that the army distance learning link was to a password protected site. No public use from this book. --Swift 19:01, 6 December 2006 (UTC)

 * Delete. Looks like garbage to me. --Whiteknight (talk) (projects) 02:49, 7 December 2006 (UTC)

 * Delete. Nothing but links. --Az1568 09:39, 7 December 2006 (UTC)

 * Delete - Please consider contributing to the draft of policy on spam --Panic 03:24, 10 December 2006 (UTC)

 * Delete. A collection of links, not a book.--Whiteknight (Discuss this) 02:27, 11 December 2006 (UTC)
 * —Vote stricken by Iamunknown ( talk | email | contribs ). Whiteknight ( talk | email | contribs ) voted once already. Cheers, Iamunknown 05:31, 11 December 2006 (UTC)

 * Suggestion to close. It appears consensus has been reached. Cheers, Iamunknown 17:57, 12 December 2006 (UTC)
 * In view of the fact that 7 days is only just up I was going to close it tomorrow probably. However feel free if you want to - there is undoubtedly consensus -- Herby  talk thyme 18:17, 12 December 2006 (UTC)
 * I probably shouldn't close. I'm not exactly an admin. And sorry if I seemed impatient. I was going through all the vfds and attempting to add my comments to them. I didn't intend to rush you. Again, sorry. Iamunknown 18:21, 12 December 2006 (UTC)

 * Vote closed. Decision was delete.  Xania 11:21, 14 December 2006 (UTC)


text:
User:Dprasen~enwikibooks

Prasenjit Das

24, Swahid Path,

Survey, Bashistha Road,

Guwahati 781 028,

Assam, India.

Website: http://prasenjitdas.co.nr

Email:dprasen@gmail.com

Mobile: +91-9957033714

Objective: To acquire knowledge, skills and incessantly challenge myself to improvise and create benchmarks in the area of Software Solutions.

Technical Skills:

* Languages:                  JAVA, PHP, JavaScript, XML, HTML/CSS, AJAX, asp.net, C#.net. * Operating Systems:     MS-Windows98/2000/XP, LINUX. * Databases:                   Oracle, MySql, MS Sql Server. * Tools:                          Macromedia Dreamweaver, NetBeans, Eclipse. * Server Software:         Apache HTTPD Server, MS IIS.

Education:

* Master of Computer Application, 2003-2006 Jorhat Engineering College, Jorhat, Assam, Affiliated to Dibrugarh University, Dibrugarh, Assam. Aggregate – 69.65 %

* Bachelor of Computer Application, 1999-2002 National P.G. College, Guwahati, Affiliated to M.C.R.P. University, Bhopal, M.P.     Aggregate – 63.14 %

* A.I.S.S.C.E. (10+2 Science), 1997-1999 Kendriya Vidyalaya, Duliajan, Assam under C.B.S.E.     Aggregate – 68 %

* A.I.S.S.E. (Matriculation), 1997 Kendriya Vidyalaya, Namrup, Assam under C.B.S.E.     Aggregate – 75 %

Career Summary

Overall 10 months of work experience. I am currently working with Zaloni Technologies India Pvt. Ltd, Guwahati, Assam as Software Engineer. Apart from that I have 6+6 months of Project Trainee experience under National Informatics Center, Shillong, Meghalaya and OIL India Limited, Duliajan, Assam.

Trainings:

1. Worked as Project Trainee with National Informatics Center, Meghalaya State Center, Shillong from July 2006 to December 2006 2. Worked as Project Trainee with OIL INDIA LIMITED, Duliajan, Assam from January 2002 to June 2002

Project Experience

1. VAHAN 2.0

Client               : Department of Transport, Govt. of India

Role                 : Programmer

Organization    : National Informatics Centre, Meghalaya

Environment

Framework       : Java 2.0 (Java RMI, JDBC, Swing)

Database          : Oracle 10g

Description       : To develop modules for Registration, Taxation, Permit and Enforcement modules,

required by the Department of Transport, Govt. of India.

2. KHADC TRADE

Client               : Khasi Hills District Autonomous Council, Meghalaya State

Role                 : Developer

Organization    : National Informatics Centre, Meghalaya

Environment

Languages        : asp.net and C#.net

Framework       : MS .net 2005, ajax.net

Database          : MS SQL SERVER 2005

Description       : To develop a web based software for monitoring and generation of Trading Licenses

for various business activities undergone privately by traders in Meghalaya state.

3. FoodSiteUsa.com

Client               : Food Site USA, Inc.

Role                 : Developer

Organization    : Zaloni Technologies India Pvt. Ltd.

Environment

Languages        : PHP, JavaScript

Database          : MySql Server 5.0

O/S                 : Windows Server 2003

Description       : To develop an Online Food Ordering System for Food Site USA, Inc. The system allows

Customers to order foods via email or SMS to deliver at desired location and time. The project is live and running.

4. Online Learning Management System

Client               : EEO Consultants, USA.

Role                 : Developer

Organization    : Zaloni Technologies India Pvt. Ltd.

Environment

Languages        : PHP, JavaScript, MOODLE

Database          : MySql Server 5.0

O/S                 : Windows Server 2003

Description       : To develop an Online Learning System for EEO Consultants to deliver corporate

training to its clients. It includes user management, course content creation,

integration of media (video, audio), examinations and certificate printing along with

reporting.

5. Duke University Website

Client               : Duke University, USA.

Role                 : Developer

Organization    : Zaloni Technologies India Pvt. Ltd.

Environment

Languages        : PHP, JavaScript, DRUPAL

Database          : MySql Server 5.0

O/S                 : Windows Server 2003

Description       : To develop and integrate existing website with DRUPAL CMS. It includes integration of

all the university activities respective of their departments into a well managed

content management system and customization cum development of DRUPAL modules

for certain activities such as AV Streaming etc.

References

1. Mr. Timothy Dkhar, Senior Informatics Officer, National Informatics Center, Meghalaya State Center, Secretariat Hill, Shillong 793 001, Meghalaya. Telephone : 91-0364-2225501/2229868 Email : sio-meg@nic.in, tdkhar@nic.in

2. Mr. Gulrez Sohliya National Informatics Center, Meghalaya State Center, Secretariat Hill, Shillong 793 001, Meghalaya. Telephone : 91-0364-2224201 ext 2517 Email : gulrez.sohliya@nic.in

Personal Details

Date of Birth                :           11th February 1981

Passport Number          :           Applied For

Marital status               :           Single

Permanent Address       :           S/O: Smt. SIPRA DAS,

6th Bye Lane, Sector -3, Bordoloi Nagar,

P.O.: Tinsukia, Assam–786602

Hobbies                       :           Playing Guitar, reading tech articles.

Languages Known         :           English, Hindi, Bengali, and Assamese.

Declaration

I hereby declare that the above stated facts are true to the best of my knowledge and

understanding.

Prasenjit Das

Place: Guwahati

Date: Friday, November 23, 2007

title: User:Dprasen~enwikibooks


text:
LaTeX/Authors

Included books
The following books have been included in this wikibook (or we are working on it!), with permission of the author:

 * Andy Roberts' Getting to grips with Latex.
 * Not So Short Introduction to LaTex2e by Tobias Oetiker, Hubert Partl and Irene Hyna. We have contacted the authors by email asking for permission: they allowed us to use their material, but they never edited directly this wikibook. That book is released under the GPL, that is not compatible with the GFDL used here in Wikibooks. Anyway, we have the permission of the authors to use their work. You can freely copy text from that guide to here. If you find text on both the original book and here on Wikibooks, then that text is double licensed under GPL and GFDL. For more information about Tobias Oetiker and Hubert Partl, their websites are http://it.oetiker.ch/ and http://homepage.boku.ac.at/partl/ respectively.
 * LaTeX Primer from the Indian TeX Users Group. Their document is released under the GNU Free Documentation License, the same as Wikibooks, so we can include parts of their document as we wish. In any case, we have contacted Indian TeX Users Group and they allowed us to do it.
 * David Wilkins' Getting started with LaTeX. The book is not released under any free license, but we have contacted the author asking him for the permission to use parts of his book on Wikibooks. He agreed: his work is still protected but you are allowed to copy the parts you want on this Wikibook. If you see text on both the original work and here, then that part (and only that part) is released under the terms of GFDL, like any other text here on Wikibooks.

 * In progress
 * Peter Flynn's Formatting information, a beginner's guide to typesetting with LaTeX. We have contacted him by email asking for permission to use his work. The original book is released under the GNU Free Documentation License, the same as Wikibooks. For more information, his personal website is http://silmaril.ie/cgi-bin/blog.

Wiki users
Major contributors to the book on Wikibooks are:
 * Alessio Damato
 * Jtwdog
 * Pierre Neidhardt

title: LaTeX/Authors


text:
Talk:SQL Dialects Reference

Moved the COALESCE function from String functions
...and into Misc. expressions, because COALESCE is not specific just to strings. It also works with date/time data types, exact numerics, approximate numerics, etc. The majority of DBMS's probably all follow the standard regarding CAST, COALESCE and NULLIF (which I moved all into the Misc. expressions category), but I'm not sure... so I'll leave it to someone else to add that information. The COALESCE function definitions in the misc. expressions page were taken from the string functions page. I imagine most platforms that implement COALESCE do so according to the standard, but since they weren't listed like that on the other page I've moved them over "as is". Please modify as appropriate.

Also, by definition, COALESCE and NULLIF are shorthand for equivalent searched CASE expressions. Any platform that does not have COALESCE but does have searched CASE expressions should have the equivalent searched CASE expression listed in place of COALESCE or NULLIF. E.g.:

COALESCE (val1, val2, val3)

Is equivalent to:

CASE WHEN val1 IS NOT NULL THEN val1 WHEN val2 IS NOT NULL THEN val2 WHEN val3 IS NOT NULL THEN val3 ELSE NULL END

...etc.SqlPac 17:38, 17 April 2007 (UTC)

SQL/XML Section
I added information about Microsoft's proprietary XML support (via the xml data type) in the SQL/XML section, along with footnotes describing them. For all of the SQL/XML functions specified, MSSQL was designated "n/a" in every area; but MSSQL 2005 does support almost all of the same functionality specified, but with proprietary extensions, such as the .query method of the xml data type. Please review and let me know if it would make more sense to break it out into its own section or leave it in the side-by-side comparison format you currently have. Thanks.SqlPac 17:06, 17 April 2007 (UTC)

Possible additions?
Two suggestions: In the "Data types" section, add a "Standard SQL" column that contains the data types as defined by the ISO/IEC standards, possibly including their aliases ("VARYING CHARACTER", etc.)  Also, add a section for Binary data types ("BINARY", "VARBINARY", "BIT", etc.)  If I can get a better handle on how to edit these tables without breaking the format, and there are no objections, I'll add these in. I only know the ANSI standard and MS SQL Server implementations specifically though, so someone else would need to fill in the blanks on Oracle, et al. Thanks.SqlPac 16:38, 17 April 2007 (UTC)

SQL/XML section
SQL/XML section: it's obvious that it was created by person who knows Oracle better than other DBMSs and standard papers (I mean only SQL/XML, no more). The list of functions is non-standard, DB2 and SQL Server are not covered properly. I'm going to rework this section taking latest drafts of ISO/ANSI 9075-14 as a basis. Also, it's worth to create additional section concerning "XML type" subsection in "Data types" (btw, "XML type", not "XMLType", the latter is oracloism :-) ) --Samokhvalov 18:11, 17 December 2006 (UTC)
 * Sure, feel free to do it, if you're better understand the subject. One thought: try to make every section a separate Wiki page. It will tremendously ease editing for us. --GreyCat 20:03, 17 December 2006 (UTC)

title: Talk:SQL Dialects Reference


text:
Cookbook:Easy Christmas Fruit Cake

 * Holiday Recipes | Dessert

This Christmas fruit cake can be eaten a day after making, with no fuss no waiting around for it to age. The original contributor left the following anecdote:"'This recipe was written out by my husband's sister who passed away at a very young age of 37, 12 Christmases ago. Thought we'd keep her cake alive and pass it on. We have no idea what recipe book this is out of, but lets keep it alive as a memory cake.'"

Ingredients

 * 1½ cup (360 g) raisins
 * ¼ cup (60 ml) orange juice
 * 1 cup (240 g) butter (softened)
 * 1 packet (250 g) cream cheese
 * 1½ cups (360 g) brown sugar
 * 4 eggs
 * 4 teaspoons grated orange zest
 * 1 cups (140 g) all-purpose flour
 * 1 tablespoon baking powder
 * ½ teaspoon salt
 * ½ teaspoon nutmeg

Procedure

 * 1) In a saucepan on low heat warm raisins and orange juice until liquid is absorbed, then set aside.
 * 2) In large bowl, beat butter cream cheese with sugar until fluffy. Beat in eggs one at a time, then stir in orange zest. Stir again.
 * 3) In a separate bowl, mix flour, baking powder, salt, and nutmeg. Stir into batter, following with the raisin mixture.
 * 4) Spoon batter into a greased and floured 9-inch tube pan or bundt pan.
 * 5) Bake in 300°F (~160°C) oven for about 80 minutes. Check it at 60 minutes with a cake tester or skewer.
 * 6) Let cool in pan for 5 minutes, then turn onto a rack to cool completely.

title: Cookbook:Easy Christmas Fruit Cake


text:
SQL Dialects Reference/Functions and expressions/Math functions/Trigonometric functions

Trigonometric functions

 * }


text:
SQL Dialects Reference/Functions and expressions/Math functions/Numeric functions

Numeric functions

 * }


text:
SQL Dialects Reference/Functions and expressions/Math functions/Aggregate functions

Aggregate functions
Aggregate function operate on a group of values, returning single scalar value. The standard specifies that with the exception of VAR_POP, VAR_SAMP, STDDEV_POP and STDDEV_SAMP all aggregate function should be able to handle one of two additional quantifier before an argument: ALL (feature ID E091-06) and DISTINCT (feature ID E091-07). ALL is the default and can be omitted and DISTINCT means that only unique values would be passed in aggregate function. To make presentation more compact, these two quantifiers aren't discussed separately for every function, but specified as [DISTINCT|ALL] if function supports both of them.

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SQL Dialects Reference/Functions and expressions/Date and time functions

Date and time functions

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Cookbook:Tuna Rice Casserole

Tuna rice casserole is a simple, quick-to-make meal that even kids can make!

Ingredients

 * 2 cans (12 ounces / 300 g) tuna
 * 1 package (10 ounces / 280 g) frozen peas, cooked
 * 3 cups cooked rice
 * ¾ cup (6 ounces / 180 ml) water
 * 1 can (10 ounces / 280 g) cheddar cheese soup

Procedure

 * 1) Preheat oven to 400°F (200°C).
 * 2) In large bowl, combine tuna, peas, and rice, and mix well.
 * 3) In another large bowl, combine cheddar cheese soup and water.
 * 4) Place soup mixture in bowl with tuna mixture.
 * 5) Place combined mixture in greased casserole dish.
 * 6) Bake in a preheated 400°F (200°C) oven for 20 minutes.

Notes, tips, and variations

 * Try adding 2 tablespoons minced onion to first bowl before mixing.
 * Tastes great with a teaspoon or two of Texas Pete hot sauce!
 * May substitute chopped chicken or turkey for the tuna.

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Cookbook:Traditional Tuna Casserole

Traditional tuna casserole is a simple, quick-to-make meal, mentioned by Garrison Keillor on A Prairie Home Companion.

Ingredients

 * 1–2 cans (12 ounces / 300 g) tuna
 * 1 cup (240 g) uncooked macaroni, or other short pasta
 * 1 can of peas
 * 1 can of mushrooms
 * 2 tablespoons minced onion
 * ⅛ cup (30 ml) milk
 * 1 can (10.75 ounces / 305 g) cream of mushroom or cheddar cheese soup
 * Several slices of cheese

Variation I – Oven

 * 1) Preheat oven to 350–400°F (180–200°C).
 * 2) Mix all ingredients, except cheese slices, in a large casserole dish.
 * 3) Bake for 1 hour, stirring 2 or 3 times.
 * 4) When macaroni is tender, cover top with cheese slices, and return to oven for 5 minutes to melt.

Variation II – Skillet

 * 1) Assemble all ingredients, except sliced cheese, in large skillet with 1–1½ cups (240–360 ml) hot water.
 * 2) Bring to boil, and simmer 15 minutes, frequently stirring.
 * 3) Melt cheese on top before serving.

Notes, tips, and variations

 * This tastes great with a teaspoon or two of Texas Pete hot sauce.
 * You may substitute chopped chicken or turkey for the tuna.

title: Cookbook:Traditional Tuna Casserole


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Cookbook:Crock Pot Beef Stew

Ingredients

 * 2 pounds (900 g) stew beef, cut into 1-inch (2.5 cm) cubes
 * 5 carrots, cut into 1-inch pieces
 * 1 large onion, cut into chunks
 * 3 stalks celery, sliced
 * 1 large can tomatoes
 * ½ cup quick-cooking tapioca
 * 1 whole clove or ½ tsp ground cloves
 * 2 bay leaves
 * Salt to taste
 * Pepper to taste

Procedure

 * 1) Trim all fat from meat.
 * 2) Put all ingredients in crockpot; mix thoroughly.
 * 3) Cover and cook on low 12 hours or on high 5 to 6 hours.
 * 4) Remove bay leaves before serving.

Notes, tips, and variations

 * You can use the cheapest beef in the market; it will get tender in the pot.

title: Cookbook:Crock Pot Beef Stew


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GED Curriculum

The General Educational Development Test, or GED, is a test that certifies the taker has attained American or Canadian high school-level academic skills. To pass the GED, the test taker must perform in at least the 40th percent of high school seniors nationwide, though individual states can set their own requirements for passing. Some states also require that students take an additional test showing an understanding of federal, state, and/or local government. This test is also sometimes referred to as a.

The GED is taken by individuals who did not obtain a high school diploma. The GED tests were originally created to help veterans after World War II complete basic high school courses in preparation for returning to civilian life. Common reasons for GED recipients not having received a high school diploma include immigration to the United States or Canada; homeschooling; and leaving high school early due to a lack of interest, the inability to pass required tests, or personal problems. Individuals that pass the test receive a General Equivalency Diploma, confusingly also called a GED.

More than 15 million students have received the GED since its inception. One in every seven Americans with high school credentials received the GED, as well as one in twenty college students. 70% of GED recipients complete at least the 10th grade before leaving school, and the same number are over the age of 19, with the average age being 24.

In addition to English, the GED test is available in Spanish, French, large print, audiocassette, and braille. Tests and test preparation are routinely offered in correctional facilities and on military bases in addition to more traditional settings. American and Canadian students living outside of those two countries can take the GED test on-line.

History of the GED
The GED test was originally developed in 1942. Two primary reasons for developing the test were the number of American men being sent overseas to fight in World War II before they could complete their high school education, and the number of people leaving school early to join the largely industrial work force.

In 1972, a new series of the test was released. While the test designed in 1942 was adequate for a time period in which most jobs were industrial and required no education beyond high school, the marketplace in the 1970s required a broader understanding of academic subjects. The new series addressed this issue, and also better prepared students for education beyond the high school level. The 1972 series also required more critical thinking than the 1942 edition, which mainly required the student to recall general facts.

The series was revised for the third time in 1988. The most noticeable change to the series was the addition of a writing sample, which had never been required before. A greater emphasis was placed on socially relevant topics, and more problem-solving skills needed to be demonstrated. For the first time, more students (65%) were taking the test to continue their education beyond high school than to get better employment (30%).

The GED series currently used is the 2002 series, which is considered to be the most challenging series so far. More business-related topics are covered, and the test contains more questions and written passages relevant to adults. Although students are not required to perform a scientific experiment, they must explain how to conduct one, interpret results, and apply information gathered. Written passages are also more multicultural, reflecting the large number of immigrants taking the test.

Pretesting and registration
In order to register to take the GED testing battery, most students must show their level of competency by taking pretests. In most districts, students are required to take a mathematics pretest, followed by one additional test in a subject area of their choosing. (Students cannot take the essay portion, as they cannot be graded by anyone other than test administrators.) Each of these tests contain 25 questions which are representative of what will be asked on the actual GED test; no time limit is given.

In some districts, students must answer approximately 15-20 questions accurately in order to register to take the GED test. Proof of identity and residency are required in order to register; accepted forms of identification include driver's licenses, birth certificates, and passports. Students must then fill out forms that are submitted to their individual state and local school or adult education district(s) for review in order to ensure the student has officially withdrawn from the school system.(if under the age of 18) Depending on the district, a student will have to wait anywhere from one week to three months to take the actual GED test.

In some states, if a student does not receive a desirable score on the pretests, they will most likely not be allowed to register for the GED test. In this case, they will be encouraged to privately study until they are ready to take the pretests again, or they will be enrolled in an adult education program in order to prepare for the GED test.

Test preparation
In the United States, federal and state Adult Education programs have been in operation since the 1960s. A major purpose of the Adult Education Act of 1991, and subsequent revisions in the law, is to aid adults to complete their secondary school education. Through Adult Education, free or very low cost classes are available in every state and territory. Still many people take the GED by studying on their own.

In response to a lower than expected pass rate (30%) for most people taking the test for the first time, some local adult education boards have begun to require that individuals either take a course before they take the GED, or take a remedial course if they do not pass the first time.

During these classes, usually held at least once a week, students review the high school material that they learned in a traditional school setting, and they are also taught about subjects they did not receive formal instruction in. Textbooks are used for these classes, and homework is often assigned to students. Individual tutoring is also offered in some districts.

Due to the diverse subject areas covered by the GED test, many different topics are covered in preparatory classes and textbooks. Students will typically cover many topics in these classes that will not come up on the GED test itself. For example, a student may spend several months learning about medieval history, only to find that questions about the time period do not appear on their final test. This is done to ensure that the student truly does have a broad understanding of each of the topic areas, and has not simply "crammed" for the test prior to taking it.

In addition to formal test preparation, students are also able and encouraged to prepare on their own in private. As with similar tests, many test preparation books are offered for the GED. These books offer practice tests, tips for passing the GED test, and guidelines to help students determine areas in which they need improvement. Many books also offer extensive information on the various subject areas covered by the test, similar to textbooks students use in traditional high school settings. Students can read books that cover all academic areas of the test, or just the area(s) in which they need more assistance. Some commercial tutoring centers also offer preparation specifically for the GED test.

How the test works
Although the term "GED test" is often used, students must pass 5 individual tests in order to obtain their GED. These are known collectively as the testing battery. The five tests in the battery are: Language Arts, Writing; Social Studies; Science; Language Arts, Reading; and Mathematics. The Language Arts, Writing test is further divided into Part I and Part II, and the Mathematics test is split into a calculator-optional portion and a calculator-free one.

Depending on the state and district, students may or may not have to take all of the tests at the same time. Due to the length of the testing battery, most districts divide the tests into two or more days, and testing sessions are not always consecutive. In larger districts, students are usually given the option of taking their tests on multiple consecutive days or evenings, or they can take them on two consecutive weekends, depending on which time frame is more convenient for them.

Part I
The Language Arts, Writing testing portion is divided into two parts. Part I covers sentence structure, organization, usage, and mechanics. Students are provided with passages which they are then asked to correct or improve according to Edited American English standards, or equivalent standards in the French version of the test offered in Canada.

30% of Part I covers structure, 15% organization, 30% usage, and 25% mechanics. Common questions include asking students to identify where punctuation should be placed and how sentences in a paragraph should be arranged for maximum clarity. Common misspellings, subject-verb agreement, and capitalization are also covered. Students receive 75 minutes to complete the 50 questions comprising Part I.

Part II
Part II of the Language Arts, Writing test requires the student to write an essay. Students have 45 minutes to complete the essay, though anyone who finishes Part I early can add the remaining time from that portion to their essay writing period. A passing essay must have at least 5 paragraphs and must contain a clearly defined introduction, body, and conclusion. The introduction must contain a thesis statement as well as preview sentences of the body. The body should contain three paragraphs, each containing separate yet related ideas that develop the main idea. The final paragraph must adequately and coherently summarize the whole essay.

All essay subjects are assigned. The topics selected do not require any special knowledge or advance reading on the student's part; instead, they focus on general interest topics that most people are familiar with and comfortable discussing, verbally or in print. Example subjects include the influence of violent music on teenagers, the advantages or disadvantages of a "child-free" lifestyle, and the importance of receiving a diploma in modern society.

Part II is the only test within the GED testing battery that is not scored by computer. The essay is read by two reviewers within the state or testing district where the test has been taken. These reviewers each assign the essay a score between 1 (worst) and 4 (best); the scores are then averaged to find the final score. If a student receives an average score of less than 2, Part I is not scored and the student has to take both parts of the Language Arts, Writing test again. In some districts, a student must pass the essay before they are allowed to take any other tests in the battery.

Social Studies
The Social Studies portion of the GED testing battery covers 5 main content areas. 25% of the test focuses on American history, 15% on world history, 25% on civics and government, 20% on economics, and 15% on geography. Students are given 70 minutes to answer the 50 questions asked on the Social Studies test.

Like the majority of the GED testing battery, the Social Studies test requires the student to read short passages, after which they select answers to questions using a multiple-choice format. Some of the passages used come from famous documents like the Declaration of Independence and United States Supreme Court decisions. Many use graphs, charts, and other types of images in addition to or in place of written passages, which the student then must use to arrive at the appropriate conclusion; on graphical questions, some basic mathematical skills may be required. Others involve editorial cartoons, typically with no context provided, that the student must examine critically. At least one question on each test asks the student to look at a photograph and identify a famous figure, moment in history, or the general scene being depicted, such as a political rally or child labor.

Questions involving civics and government and economics rely heavily on practical documents, such as tax forms, voter registration forms, and workplace and personal budgets. Topics such as global warming and environmental law are addressed by the questions about geography.

Science
The Science test, which contains 50 questions that must be answered in 80 minutes, contains questions about life science (45%), earth and space science (20%), and physical science (35%).

Most questions on the Science test involve a graphic such as a map, graph, chart, or diagram. Subjects covered include photosynthesis, weather and climate, geology, magnetism, energy, and cell division. Few of the questions require the student to demonstrate outside knowledge, since most are dependent on the text and graphics provided. Questions that do require outside knowledge are generally questions about common, everyday scientific matters, such as "Which household product can be hazardous when mixed with bleach?" (Answer: ammonia.)

Language Arts, Reading
The Language Arts, Reading test contains 40 questions that must be answered within 65 minutes. Passages from various texts are provided, after which students are asked to think critically about the subjects, characters, and ideas presented and answer approximately 5 questions about each passage. The questions asked are used to judge a student's level of comprehension as well as their skills with application, analysis, evaluation, and synthesis.

Two non-fiction and three fiction passages are presented, along with one passage from a poem and another from a dramatic play. Common sources for text selections are famous novels, such as My Ántonia by Willa Cather, and the works of famous poets like Maya Angelou and Robert Frost. Students are not expected to have read these works prior to taking the test, though students who have a broad knowledge of literature are known to perform better on the Language Arts, Reading test due to their ability to place each passage in context more easily when thinking critically about them.

Mathematics
Like the Language Arts, Writing test, the Mathematics test is divided into two parts, though they are not as distinct as the former's parts. The test's 50 questions, to which students have 90 minutes to respond, are divided in half, with the first half being calculator-optional.

The Mathematics test focuses on four main mathematical disciplines: numbers and operations (20-30%), measurement and data analysis (20-30%), algebra (20-30%), and geometry (20-30%). Approximately 20% of the test uses standard grids and coordinate plane; these questions are not multiple choice.

Common topics covered include circumference, square roots, ratios and proportions, the multiplying and dividing of vulgar fractions and decimals, volume, exponents, angles, and the Pythagorean theorem. Students must have at least a basic knowledge of both the American measurement system as well as the metric system in order to answer many questions.

Calculators are issued at the testing site, and no external calculators may be used. Scrap paper is also provided so students may work problems out using pen or pencil, though no paper may be taken out of the testing room after completion in order to prevent students from giving their answers to others who may not have taken the test yet. Students are also provided with a list of common formulas, though this is controversial because some critics consider this to be too much assistance for those taking the test.

Test administration
There are more than 3,500 testing sites in the United States and Canada. Testing sites differ from district to district, but they are most commonly municipal high schools or other public schools.

For students in large population areas, they often have a choice of two or more testing sites, which they can list according to preference when registering to take the GED test. The test administrator(s) will then determine which site each student may take their test at by reviewing factors such as distance from home; the number of students taking the test on any given day; and whether or not two students taking the test at the same place and time have ever been in school together previously, which could indicate a desire for them to cheat off of each other's work.

GED testing sites are kept as controlled environments. The only items all students are allowed to bring into the testing room are pens, pencils, and erasers; in some districts, food and drink are allowed for students who are taking all 5 tests in the same day, in order to prevent them from becoming famished or ill during breaks. Any items other than writing implements, including food, coats, and hats, are subject to confiscation by the test administrator(s), and may only be given back at the test's conclusion unless a need is demonstrated.

There are approximately 25 different editions of the GED tests that are used by administrators. This is done to prevent students from cheating off of each other's work. Each edition of the test is assigned a number as well as a color; for example, one test edition might be both "3" and "yellow." Each student uses the same edition for the entire testing battery to make scoring easier. Other students taking the test at the same time and place will use a different edition of the test. All editions are judged to be at the same level of difficulty, and each version contains the same number of questions in each skill area.

Students with disabilities
For students with documented physical disabilities, there are numerous accommodations available. Students with vision impairments can use braille, audio cassette, or large print editions, as well as talking calculators. Students with physical disabilities can receive additional time, scribes, frequent breaks, use of a private room, and other accommodations as required. Sign language interpreters are available, and tests can be conducted at a person's home or health facility if they are unable to travel.

For students with learning disabilities, such as dyslexia, attention-deficit disorder, Asperger's syndrome, and dyscalculia, accommodations can be made with written proof of the disability. As with students with physical disabilities, students with learning disabilities can receive extra time, use of a private room, or any other accommodations deemed necessary.

In order to receive accommodations, students must present documentation of their disabilities to the test administrator well in advance of the testing date. If students do not submit their request for review by the deadline, they will most likely be turned down for accommodations. Exceptions to this rule include students who break a limb in the days before their test or are hospitalized. If a student requests accommodations and is turned down, they can either wait until the next testing date available or submit an appeal to their state's board of education.

Passing the GED testing battery
The maximum score anyone can receive on an individual GED test is 800. A score of 800 puts the student in the top 1% of all test-takers for that individual test nationally. The minimum passing score varies from state to state.

If a student passes some but not all tests within the battery, they are not required to retake the entire battery; instead, they only need to retake the portion(s) they did not pass. In most states, students are limited to a set amount of times they can take any portion of the battery each year, meaning that there will generally be a waiting period of a few months or more before they can take the failed test again. Students can take any test as many times as it takes them to pass, though most states charge a fee for each retest.

In most states, students must receive a minimum score on each individual test, as well as an overall average that is higher than the minimum individual score. The most common standard is no individual test score below 410, and an average score on all tests of no lower than 450. Minimum scores and averages are also set for honors diplomas. In some districts, graduation ceremonies are held for GED graduates, and scholarships are also awarded to the highest scorers each session.

The GED itself is issued by the state or territory in which the student resides, though it is scored by a national testing service located in Maryland. Like other diplomas, they are valid and accepted in each U.S. state.

Colleges, employers, and the GED
People who left high school without graduating often find that employers and post-secondary institutions will not accept them without showing some form of academic competency. Since adults often cannot or will not return to high school, receiving the GED allows them to demonstrate that they possess a skill level comparable to that of an average high school graduate.

Approximately 95% of colleges will accept GED graduates, though they will typically require them to take the SATs and/or ACT. Some admissions boards request extra letters of recommendation in addition to the standard number already required of applicants when reviewing GED applicants. (Homeschooled students who receive the GED are the main exception to this rule, since many homeschooled students cannot receive traditional diplomas and need to finish their high school careers with the GED.) If a 4-year college will not accept a GED graduate, they can attend any community college in the United States, after which they can transfer to almost any 4-year school.

The main problem GED recipients encounter when trying to transfer from community colleges to 4-year schools is the lack of SAT and/or ACT scores, which GED recipients typically do not have. Due to this and other factors, most colleges do not require transfer students to submit such scores when applying beyond a certain point in their college careers, typically after one year or earning approximately 30 college-level credits. Many colleges, especially public institutions, also offer scholarships and other forms of financial aid specifically for GED recipients in order to help them finance their education.

Eligibility
Most states and provinces do not allow students who are under the minimum age to take the GED test. Exceptions can be made for students who are over 16 years old, but below the minimum age requirement. These vary by location, but generally include: Students under 16 years of age are usually not permitted to take the test under any circumstances. In selected states to take your GED tests you must at least be 18 or wait for your freshman (9th grade) class to graduate.
 * acceptance into a post-secondary school upon successful completion
 * employer has indicated that it is required for promotion/employment
 * a military recruiter has shown that it is required to enlist in the armed forces.

Criticism of the GED
For most purposes, a GED is considered to be the same as a high school diploma. Some feel the test is easier than it should be, and it is looked down upon by some employers as a lower form of degree than an actual high school diploma. Others believe the GED is harder than it should be; according to GED Testing Service statistics from the "2003 GED Statistical Report," the number of candidates who tested, completed, and passed the tests declined in 2002 and 2003. Some attribute this decline to the new test released in 2000 being too difficult.

The most common criticism is of the test battery's mainly multiple choice format. Others argue that the reading comprehension test is too simplistic, and that there are too many basic operations on the mathematics portion and not enough advanced algebra and geometry questions.

Supporters argue that the 70% rate of incompletion on the first try at taking the test shows that it is harder than commonly believed, although this can be attributed to the majority of the test takers being high school dropouts. They also point out that the test is administered to a representative sample of graduating high school seniors each year, and about 30% fail.[1]

In response to these criticisms, the test was revised in 2002 to make it more difficult to pass. One of the most important revisions was one which made it more difficult to guess correct answers from the choices provided. This greater degree of difficulty is achieved by demanding students to show the process for finding the correct answer to a question, as opposed to simply providing a result. For example, a typical mathematics question will not ask what the second leg of a right-angled triangle is when the length of only the first leg and the hypotenuse is given, but instead which formula should be used to find the correct answer. This requires the student to not only know the correct answer, but also explain how to find it. It also uses both algebra and geometry, as opposed to just one discipline of mathematics.

A number of the questions also contain options such as "Not enough information given," "None of the above," and "No correction is necessary" as possible answers. These are found most frequently on the Mathematics and Language Arts, Writing: Part I tests.

title: GED Curriculum


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User talk:82.41.253.56

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

Xania 01:33, 18 December 2006 (UTC)

title: User talk:82.41.253.56


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User:Cyberjunkie

Please see my userpage at the English Wikipedia.

title: User:Cyberjunkie


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Talk:Microtechnology/Etching Processes

Fixed chemical "spelling" (H2O, OH- => H2O, OH-). Fixed temperature units (25C => 25°C). Fixed chemical symbol for chlorine (CL => Cl). --Peter Lund --82.143.195.87 03:36, 18 December 2006 (UTC)

The "Metal Etch" paragraph has only links, but a book should be self-contained!
Relying on outside documents is both unwise since that content will not be there (may already not be there) in the future, and it is detrimental to the quality of the book.

Very good resource, but is one allowed to use it?
The following is a very good resource on etch rates in the micro-electronics industry. http://microlab.berkeley.edu/labmanual/chap1/JMEMSEtchRates2(2003).pdf I don't know if it is copyrighted or something.

-DePurpereWolf
 * Yes, it's copyrighted, right there in a box at the top of page one. --Jomegat (talk) 13:31, 2 July 2008 (UTC)

title: Talk:Microtechnology/Etching Processes


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Flexible Learning

Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Wikipedia Dec 06

This page will assist you in understanding the principles of Flexible Learning by exploring related information, ideas and new practices in formal education. After reading through this information, and taking up opportunities for learning support it is hoped you will be able to apply flexible teaching and learning techniques in your own contexts.

=Learning support and accreditation= Otago Polytechnic offers formal learning and accreditation services with their Designing for Flexible Learning Practice course.

=Content= Flexible Learning is a recent concept with many varying interpretations. No one interpretation is correct, leaving room for many interesting and useful ideas. For this reason

Aligning with an educational organisation
=Projects=

Weblog
Document your progress in a weblog

Resource list
Establish and maintain a social bookmarking list with links to information relating to flexible learning

Develop a resource
Choose an issue or consideration relating to flexible learning, (for example: accessibility, digital divides, practical skills learning, assessment) and create an learning resource that reports on the issue and suggests solutions.

Develop a plan
In your weblog, create an entry that is the start of a plan for developing learning flexibility in your course or field of study. The plan should refer to intended learning outcomes, the typical learner profile, trends and directions in industry or sector, and benefits to learners and educational organisation.

title: Flexible Learning


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The Ten Commandments/Which Is The Most Important Commandment?

Perhaps a better question might be: what philosophical purpose did the authors of this ancient narrative have at that time, and is that purpose still relevant to us who live in the very different  highly technical world of today? As it says in Wikipedia these ten principles seem to be the distilled wisdom of many cultures. In the Jewish-Christian-Islamic tradition there are rather more than the memorable ten but the focus is on the first :- the obligation to love God. The problem with that is that within monotheism, the Almighty is not a person, nor a power nor anything tangible, describable or measurable in any human terms (as the next few commandments: forbidding any substitutes, images and names clearly insist).

The enigma is encapsulated in the expression I am that I am full stop! For Christians God is Love, In Islam it is similarly the epitome of Grace and Mercy - the phrase Our Father in Heaven should not be interpreted as a person but as an earthly representation of a generous, omnipotent but somewhat paternal spirit.The New Testament was mostly written in Greek, and follows that traditional (pre-Christian) obligation called Xenia. The point is to worship generosity, rather than idols. Early religions were a primitive corporate survival strategy that involved winning wars. Modern religion is truly all about winning peace and harmony, although there are plenty of false prophets still advocating war in the Name of Their God

Jesus Christ - who was, we should remember, at that time not a Christian, but a first century Jewish teacher reportedly clarified the paradox in a characteristically philosophical reply:

 * "Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and greatest commandment. And the second is like unto it. Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets." (Mt 22:37-40)

These, however, are not really two, but one single commandment, to love one another the spheres of operation of which the pair are completely inseparable. Although that specific dual-commandment form is not found among the Ten Commandments of Exodus, in so many words, perhaps there is no need for any other law - except perhaps the amplifying Love Thine Enemy

It is not strange that modern religions, which philosophically teach peace (at least those inspired by Moshe Rabbenu then by Jesus the The Savior and most recently by Muhammad PBUH) should so often be used as psychological weapons for the promotion of conflict? Perhaps we mortals might perhaps approach divinity more closely were we to sacrifice our judgemental instinct for punishment and personal promotion in favor of striving to become ever more loving, more gracious and more merciful as these ancient prophets long ago suggested? For not are we, like them mere mortals alive today, yet also part of a greater quest - already ongoing for many millennia - in search of a more noble, more global philosophy in which all humanity mighty  thrive in peace?


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User talk:Пенис

Regarding edits made during December 18 2006 (UTC)
This is your last warning. The next time you vandalize a page you will be blocked from editing Wikibooks.  Az1568 06:30, 18 December 2006 (UTC)

You have been blocked.
and I see no Mumfum in my future. --Krischik T 07:39, 18 December 2006 (UTC)

title: User talk:Пенис


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Muggles' Guide to Harry Potter/Magic/Ton-Tongue Toffee

Overview
Ton-Tongue toffees are products of Weasleys' Wizard Wheezes that make the tongue of the person eating them become several feet long.

Extended Description
Possibly the start of the "Skiving Snackbox" line, this is an early Weasley's product that was first tested out on Harry's cousin Dudley in Harry Potter and the Goblet of Fire. This got the twins into a lot of trouble with their father and mother.

Analysis
Something of a throw-away idea, the Ton-Tongue Toffees are used to prank Dudley, and then are taken away and destroyed by Mrs. Weasley, and we never see them again. While they have physiological effects on the person eating them, and so could be placed in the Skiving Snackboxes line, the effects are not something that would require a visit to the Hospital wing, and so don't have a major part in the Twins' story.


text:
Horticulture/House Plants

Flowers

 * Poinsettia (Euphorbia pulcherrima)

title: Horticulture/House Plants


text:
User:Npettiaux

see [w:User:Npettiaux]

title: User:Npettiaux


text:
Horticulture/Euphorbia pulcherrima

Poinsettias (Euphorbia pulcherrima) are flowers native to southern Mexico, Central America, and Africa. They are named after Joel Roberts Poinsett, the first United States ambassador to Mexico, who introduced the plant in the U.S. in 1825. Alternative names for the poinsettia are Mexican flame leaf, Christmas star, Christmas flower, Winter rose, Noche Buena and Pascua.

In the U.S., poinsettias can be found in the wild in Hawaii and Puerto Rico.

Description
Poinsettias are shrubs to small trees, typically reaching a height of 0.6 to 4 m (2 to 16 ft). The plant bears dark green dentate leaves that measure 7 to 16 cm (3 to 6 inches) in length. The top leaves, known as bracts, are flaming red, pink, or white and are often mistaken as flowers. The actual flowers are the small yellow structures found in the center of each leaf bunch, which are called Cyathia.

Cultivars have been produced with orange, pale green, cream and marbled leaves. There are over 100 varieties of poinsettias available.

Growing conditions
In areas outside its natural environment it is commonly grown as an indoor plant where it prefers good morning sun then shade in the hotter part of the day. However they are widely grown and very popular in subtropical climates such as Sydney, Australia.

As this is a subtropical plant, it will likely perish if the nighttime temperature falls below 10° C (50° F) so is not suitable for planting in the ground in milder climates. Likewise daytime temperatures in excess of 21° C (70° F) tend to shorten the lifespan of the plant.

The Poinsettia can be difficult to induce to reflower after the initial display when purchased. The plant requires a period of uninterrupted long, dark nights for around two months in autumn in order to develop flowers. Incidental light at night during this time will hamper flower production. When watering it is important to allow the plant to drain out any excess water. Having a Poinsettia sit in water can do harm to the plant as it prefers moist soil to direct water.

Uses
Its extract is useful for burn

Maintenance

 * April 1: Reduce watering, 60 degrees F (15 Celsius)
 * May: Cut back stems to 3-6 inches above the soil. Re-pot or separate if needed.  Place in sunny window and water when soil is dry to touch. (Root cuttings if desired)
 * June: Move plant outside. Water and fertilize more frequently as plant grows.
 * July 1: First pinch.
 * September 1: Bring plant indoors to sunny location at 65 degrees to 75 degrees F (18-23 Celsius).
 * October: Initiate short days (for mid-December bloom date) Water as needed and fertilize weekly according to the label.

Thrives in room temperatures of 68 to 70 degrees F (15-21 Celsius). Do not put plants on top of a television or near fireplaces where the heat will be excessive. Also, avoid cold drafts and temperatures below 50 degrees F. Protect plants from chilling winds when transporting during the holidays.

title: Horticulture/Euphorbia pulcherrima


text:
Talk:Mac OS X Tiger/Appendix C

Am I doing the correct level of detail for the iBooks? Ericruud 08:05, 18 December 2006 (UTC)

title: Talk:Mac OS X Tiger/Appendix C


text:
User talk:Az1568

My reviewer request
Hi Az1568: Please consider supporing my request to become a reviewer. Moby-Dick4000 (talk) 01:16, 30 August 2009 (UTC)

Infinite Blocks
I would very much appreciate it if you took whatever tool you used to make infinite blocks of open proxies and zombies on this wiki to unblock every single infinitely blocked IP address blocked as part of a project on open proxies that has not been sanctioned at Wikibooks. Blocking an IP for an infinite period is never called for. IP addresses change hands, zombies get taken out of service or cleaned up, and proxy servers don't stay up forever. I'm getting very tired of retiring the blocks by hand. Thanks. – Adrignola talk 22:04, 17 November 2010 (UTC)
 * I didn't use any tools to make those blocks, they had all been done by hand (like most things back then :-) ). If I remember correctly, infinite blocks on some open proxies were standard practice back in 2007. In fact, the policy page originally had stated that "Open or anonymising proxies may be blocked for any period at any time." I don't remember the exact reason why I had chosen to block that batch of IP's indefinitely as I didn't with others... but I'd be happy to help you remove the blocks. --Az1568 (talk) 22:53, 17 November 2010 (UTC)

 * Interesting. You worked pretty quickly for doing it all by hand.  I wonder if they had the gadget that enabled mass blocking of IPs at Special:Massblock back then.  However, if it was by hand, I do not want to impose, especially since there were others besides yourself making infinite blocks that worry me today about collateral damage.  Your work on the fundraising is a higher priority. – Adrignola talk 00:26, 18 November 2010 (UTC)

I remember for a time there use to be a localized effort to mass block open proxies. At the time I believe local and Wikimedia-wide policy recommended blocking zombies and open proxies indefinitely. People did block by hand, but I do remember there being a list somewhere that made the process a whole lot easier because it included a link to take you to the block form with the reason and time filled out. The list may also have included other links to allow checking local and global contributions, a way to confirm that IP addresses were still an open proxy, and to check the status of IP addresses with major blacklists. I believe the list had been generated using a script to obtain a list of open proxies blocked from other projects. I think that is why everyone that participated in blocking was able to do it pretty quickly. --dark lama  12:02, 29 December 2010 (UTC)

OTRS confirmation
An anonymous user added an OTRS template in this diff. I do not have even read access to the permissions queue and would like to confirm that it is a valid notice. – Adrignola talk 20:21, 9 December 2010 (UTC)
 * Yep. It's valid. --Az1568 (talk) 10:17, 10 December 2010 (UTC)

WCI 2011 : Accelerating Wikibooks : Would like to discuss!
Hello!

I will be delivering a Talk at the Wikimedia Conference India 2011 on the topic of "Accelerating Wikibooks".

Over the next few days, I aim to make the proposal more and more wholesome and relevant. I'd like to discuss with you about the proposal and hope you can recommend me a few names on Wikibooks with whom I can discuss this.

I'd be very happy if you could discuss the proposal at User:Thewinster/Accelerating_Wikibooks

--Thewinster (discuss • contribs) 08:20, 26 September 2011 (UTC)

Summary of the proposal
This is not a summary of the final talk, only a tentative guideline.

 * Create Roadmaps for a book
 * Define Learning Outcomes
 * Annotate and Discuss new content available from around the web.
 * Minor tweaks and fixes which concentrate on crowdsourcing.
 * Identifying Small Contribution that advance a book and designing good UIs and triggers according to B.J. Fogg's Behavior Change Model, 8 Step Design Process. The paper can be found here at Persuasive Design : Eight Step Process by B. J. Fogg

Deletion
Thank you for zapping Data Mining Algorithms In R/Clustering/Bayesian Hierarchical Clustering. I've let the individual that pointed out the issue know that it has been resolved. Sven Manguard (discuss • contribs) 19:28, 18 December 2013 (UTC)
 * No problem. Thanks for getting it tagged!--Az1568 (discuss • contribs) 22:52, 18 December 2013 (UTC)

Relocation request
Hello, you are the first administrator whom I found on the administrator's list, and therefore I ask you to relocate

Partial_Differential_Equations/Fundamental_Solutions,_Green's_functions_and_Green's_kernels

to

Partial_Differential_Equations/Fundamental_Solutions,_Green's_functions,_Green's_kernels_and_Dirichlet_Problems

Thank you in advance, --Mathmensch (discuss • contribs) 15:19, 28 December 2013 (UTC)
 * ✅ --Az1568 (discuss • contribs) 15:27, 28 December 2013 (UTC)

Hello
I'm part of SWMT and would like to help this wiki welcome users,fight vandalism and spam. Is it possible to get my edits automatically checked? I have sysop on one wiki and various rights across other projects. Thanks! --Grind24 (discuss • contribs) 14:28, 28 December 2014 (UTC)
 * Hey there, thanks so much for helping out! I wouldn't worry too much about getting your edits checked. It's really not all that time consuming for us and in most cases the edits are usually marked as patrolled automatically once a user has been around long enough. Keep up the good work. --Az1568 (discuss • contribs) 07:16, 31 December 2014 (UTC)
 * Ok thank you.Also can i patroll with reviever right? Regards :) --Grind24 (discuss • contribs) 08:30, 31 December 2014 (UTC)
 * See our Automatic criteria for that particular right, it should answer your question. --Az1568 (discuss • contribs) 10:51, 31 December 2014 (UTC)

Reversal of post in talk page
Why did you reverse the edit on the talk page Talk:Fighting (diff). I see no offending content there... --Panic (discuss • contribs) 20:15, 24 January 2015 (UTC)
 * Hey Panic, so that post in particular was made at least twice by different IPs, with one creating a new page solely to post the comment and link spam. This is pretty common behavior with spambots that frequent wikis. It's for that reason I decided to revert the edit. --Az1568 (discuss) 21:10, 24 January 2015 (UTC)
 * Ha, ok I just noticed that reversal and checked the content, it was on topic and saw nothing problematic. I would have restored it on the spot had it been done by an unknown wikibookian. If there isn't a evident issue please remember to use the comment I have that page in my watchlist and so did not get the full context... --Panic (discuss • contribs) 22:42, 24 January 2015 (UTC)

All those "High School" copyright violations
Hi, I've restored the books you deleted. There was an RFD open for them where it was concluded that while the license of the current book at CK-12 was incompatible with Wikibooks, the books were actually transcribed from versions uploaded to Commons in 2009 which do have a compatible license. I was therefore slowing working my way through tagging each page in the book with the attribution link per the CK-12 Foundation's request. Luckily you only deleted the main page of each book! Thanks - QuiteUnusual (discuss • contribs) 16:24, 9 September 2015 (UTC)
 * Yeah, I had a feeling that there was something going on with it, hence why I deleted just the title pages. The impending doom tags and copyvoio template had been on there for months and at the time I wasn't certain if anyone was going to pick up or continue with that project. I'm certainly glad to hear that you are working on this and that the material is going to be kept now! --Az1568 (discuss • contribs) 23:41, 9 September 2015 (UTC)
 * I keep meaning to revive my bot to do it, but I'm too lazy. Actually I could do it with AWB but I do most of this kind of stuff at lunch time in the office where I can't use JS which means it is all by hand, hence why it has taken months! QuiteUnusual (discuss • contribs) 07:43, 10 September 2015 (UTC)

conformal map
Hi, You have : 08:11, 3 September 2015 Az1568 (discuss | contribs) deleted page Fractals/Conformal map (Use of copyrighted work without permission. Please read Terms of Use)

Can you describe it ? If I remember corectly I have copied it from : https://en.wikipedia.org/wiki/Conformal_pictures Regards --Adam majewski (discuss • contribs) 11:15, 13 September 2015 (UTC)
 * You can't simply copy and paste things from Wikipedia... all work needs to be credited properly. See RFI and request a copy of the page you'd like from Wikipedia there. --Az1568 (discuss • contribs) 03:02, 14 September 2015 (UTC)
 * OK. Done, see here Thx. --Adam majewski (discuss • contribs) 17:03, 14 September 2015 (UTC)

Checkuser
Please can you also add some words or a simple reference to the page that lists and explains other Wikimedia requirements at Administrators (I have the gist but am not much aware of the specifics, do Checkusers private info become public for example etc). Thanks in advance... --Panic (discuss • contribs) 03:54, 2 January 2016 (UTC)
 * I've added some wording that should reflect the current policy we have on this now. See diff --Az1568 (discuss • contribs) 05:05, 2 January 2016 (UTC)

Pywikibot manual pages
Could you take a look at this Pywikibot manual deletion request? There seems to be pretty clear consensus, and it would be less misleading to have the documentation centralized and relatively up-to-date. Thanks! --Fhocutt (WMF) (discuss • contribs) 07:25, 12 March 2016 (UTC)
 * Thanks Frances. I've gone ahead and deleted the book. --Az1568 (discuss • contribs) 10:28, 12 March 2016 (UTC)
 * Thanks very much. --Fhocutt (WMF) (discuss • contribs) 17:28, 12 March 2016 (UTC)

Decapitated book
Hi. Encountered this odd case; conceivably you could remember something about it, since you were the deleting admin involved: Reading room/Administrative Assistance. --Pi zero (discuss • contribs) 00:40, 12 November 2016 (UTC)

Request for comment
Hi Reuesting your comment and guidance.

Reading_room/General

Thanks and regards Mahitgar (discuss • contribs) 03:15, 11 March 2017 (UTC)

Thank you for blocking that IP vandal
He was kind of getting on my nerves... Chazz (talk) 19:22, 26 December 2018 (UTC)
 * No problem! --Az1568 (discuss • contribs) 19:32, 26 December 2018 (UTC)

How we will see unregistered users
Hi!

You get this message because you are an admin on a Wikimedia wiki.

When someone edits a Wikimedia wiki without being logged in today, we show their IP address. As you may already know, we will not be able to do this in the future. This is a decision by the Wikimedia Foundation Legal department, because norms and regulations for privacy online have changed.

Instead of the IP we will show a masked identity. You as an admin will still be able to access the IP. There will also be a new user right for those who need to see the full IPs of unregistered users to fight vandalism, harassment and spam without being admins. Patrollers will also see part of the IP even without this user right. We are also working on better tools to help.

If you have not seen it before, you can read more on Meta. If you want to make sure you don’t miss technical changes on the Wikimedia wikis, you can subscribe to the weekly technical newsletter.

We have two suggested ways this identity could work. We would appreciate your feedback on which way you think would work best for you and your wiki, now and in the future. You can let us know on the talk page. You can write in your language. The suggestions were posted in October and we will decide after 17 January.

Thank you. /Johan (WMF)

18:14, 4 January 2022 (UTC)

Removal by inactivity
You meet the inactivity requirements as per WB:ADMIN. As per the guidelines, we need to let you know about this. It also says that you need to be emailed - so apologies if you find that a duplicate. Leaderboard (discuss • contribs) 16:52, 31 December 2022 (UTC)
 * Hi, thanks for letting me know. --Az1568 (discuss • contribs) 02:15, 1 January 2023 (UTC)
 * To be clear, you intend to keep the rights? Leaderboard (discuss • contribs) 04:38, 1 January 2023 (UTC)
 * That likely depends on if there has already been a request for my removal, I wouldn't oppose it. But there certainly seems to be a lack of admins on this project once again. I also noticed one of our more prolific LTAs are back to their old habits of posting incoherent ramblings. I'll try to help out where I can, I don't think I can guarantee much more than that atm, sadly my day job keeps me rather busy at times. --Az1568 (discuss • contribs) 04:56, 1 January 2023 (UTC)
 * Hello, Az1568, please see Requests for permissions. SHB2000 (discuss • contribs) 09:28, 1 April 2024 (UTC)
 * I'll check it out, thanks for letting me know. --Az1568 (discuss • contribs) 10:23, 1 April 2024 (UTC)

title: User talk:Az1568


text:
Wikibooks:Decision making

 * Previous versions of this guideline, and discussion thereof can be found at General voting rules/Proposal.

Decisions on Wikibooks are decided by the community in a variety of ways. The most important tools that Wikibookians have to make decisions are compromise and consensus.

Issues at Wikibooks can be divided into two different categories, depending on the extent to which they affect the Wikibooks community over time. The decisions that have a large, long-term effect on Wikibooks are called high impact decisions. Otherwise they are low impact decisions.

Be Bold
Not all actions need to go through the decision making process. As indicated by the Wikibooks:Be bold guideline, in a situation where objections are not expected, Wikibookians are encouraged to be bold in making changes that will benefit the project and the community.

Low impact decisions
Low impact decisions involve proposals that express the community's preferences and feelings about issues that fall well below the level of policies and guidelines, and do not affect the long term culture or structure of Wikibooks. For these sorts of decisions, Wikibookians are welcome to employ multiple means for decision-making, including consensus, majority votes or 3rd party arbitration. The manner in which a dispute will be settled should be agreed upon before any particular method is employed.

Examples of low impact decisions are:

 * 1) Determining Featured books
 * 2) Creating or altering the content, structure or scope of a particular book

Some low impact situations, such as nominating featured books already have their own rules that should be followed.

Should a decision need to be made that affects a single module, book or project it will usually use the rules for high impact decisions except where all parties agree to use another basis.

High impact decisions
High impact decisions involve the adoption, major adaptation or repeal of policies and guidelines that have a long term effect on the culture and structure of Wikibooks. These decisions should always be made through the process of building a community consensus. Such decisions include:

 * 1) Making a Wikibookian an administrator
 * 2) Making a Wikibookian a bureaucrat
 * 3) Giving a Wikibookian checkuser rights
 * 4) Creating or modifying Wikibooks Policies and operational guidelines
 * 5) Establishing the voting rules for low impact decisions
 * 6) Determining whether a page containing substantive content that is not unambiguously outside our inclusion criteria should be deleted

Terminology
We will use the term proposal here to mean the change that is being discussed by the community. We will use the term discussion to mean the process of Wikibookians voicing their opinions and working towards compromise. Wikibookians do not "vote" on anything, but we discuss points, compromise, and try to reach consensus.

Who is eligible to discuss
Any Wikibookian may discuss any issue, and voice their opinions. Each person is allowed one voice, not one voice per username. Wikibookians with multiple accounts should not post opinions from more than one account. Remember: comments are judged on their quality, not on their quantity. Comments that are suspected of being cast in bad faith can be discarded. Comments made anonymously may also be disregarded or discarded.

How is a discussion run
The proposal and each comment in a discussion is signed (using four tildes: ~ ), to identify the writer. Discussions continue long enough to give interested Wikibookians a reasonable chance to participate. High-impact proposal discussions continue as long as there is progress towards a consensus and they must be publicized in Reading room/General or other high-traffic areas, even announced on the bulletin board.

Community consensus
Community consensus is a general agreement by most interested participants that attempts to resolve or mitigate minority objections, the process for arriving at an agreement, and both the preceding and concluding state before and after the process. All consensus decision making processes rely upon users acting in good faith to come to an acceptable decision through negotiation and compromise. Ultimately the state of "community consensus" may involve the vast majority of users agreeing on some decision. However Wikibooks is not a democracy, and a simple voter majority is not the default, nor the recommended method of deciding the outcome of any discussion.

Example process
This is a step-by-step process for outlining a community discussion, and working towards consensus. It serves to illustration how people can work together towards a common goal through negotiation and compromise, and resolve or mitigate minority objections. Other guidelines and policies may define specific requirements for specific types of decisions.

 * 1) A proposal is made in the most relevant or previously selected location for that decision. If not a high traffic location, an announcement is made in a high traffic location to assure interested Wikibookians are made aware of it.
 * 2) Any concerns are discussed and proposed compromises addressed. The proposal may be modified during this time.
 * 3) A call for consensus is made. A straw poll may be used to determine the degree of consensus.
 * 4) If there are no unresolved objections, "community consensus" is reached and the proposal is accepted.
 * 5) If there are unresolved objections:
 * 6) * The proposal may be dropped with "no community consensus" reached.
 * 7) * The proposal may be modified to address objections and resubmitted for discussion.
 * 8) * The proposal may have all objected to parts removed, and "community consensus" is reached.
 * 9) * A call to determine any consensus may be made. However this should not be done lightly, and should only occur after substantial good faith discussion of both the proposal and objections. The community may at this point:
 * 10) ** Not accept the proposal as "community consensus" has not been reached. The proposal may be modified and the process repeated, if necessary.
 * 11) ** Accept a modified proposal with some or all objected to parts removed, and "community consensus" is reached.
 * 12) ** Accept the proposal in spite of objections, and "community consensus" is reached.

User responses
Users who disagree with a community decision, have the option to:

 * 1) Propose alternatives. Previous discussion(s) should be presented and considered. A good reason to readdress the issue must also be explained. However this should never be done soon after a decision is made, if a different outcome is unlikely.
 * 2) Accept the community's decision.
 * 3) Ultimately, users unable to abide by the decision may need to reconsider their future participation in the project.

Following this Guideline
Wikibookians are encouraged to be bold when making changes, and they are encouraged to compromise and work as a community to solve problems. There is no single "right way" to achieve community consensus, and the steps outlined above only give a rough example of one version of that process.

title: Wikibooks:Decision making


text:
Madame Bovary

Welcome to the Wikibook of Gustave Flaubert's novel Madame Bovary. Included in this English translation will be passage by passage close analysis of the text.

Part One
Chapter One

title: Madame Bovary


text:
User:BACbKA

To reach me, kindly see my English Wikipedia user page. --BACbKA 10:21, 18 December 2006 (UTC)

title: User:BACbKA


text:
User talk:BACbKA

To contact me, kindly use my English Wikipedia user talk page. --BACbKA 10:22, 18 December 2006 (UTC)

title: User talk:BACbKA