text:
Basic Writing/Proofreading

Definition of Proofreading
Proofreading is the process of carefully reviewing a text for errors, especially surface errors such as spelling, punctuation, grammar, formatting, and typing errors.

Proofreading vs. Editing
While the terms proofreading and editing are often used interchangeably, they do differ slightly.

Editing is typically completed throughout the writing process—especially between drafts—and often suggests contextual changes that affect the overall meaning and presentation. The focus is on changes that affect style, point-of-view, organization of content, audience, etc.

Proofreading occurs later in the writing process, usually just after the final editing and before the final draft that will be presented for publication (or turned in to a professor). The focus is on correcting errors in spelling, syntax, grammar, punctuation, and formatting.

While some editing will inevitably be done during the proofreading process and vice versa—the writing process is not perfectly linear, after all—focusing on proofreading too early in the writing process is often inefficient because with each revision new errors are introduced. In other words, one does not want to spend a lot of time correcting sentences and paragraphs that may soon be rewritten or even deleted completely.

Examples of Common Errors
While many types of errors exist in writing, there are some that are more common and definitely more noticeable. Some of these errors include spelling, capitalization, punctuation, grammar, subject\verb agreement, and word usage.

A word processor's spell-checker will detect most spelling mistakes. However, if you are writing a paper out longhand, using a good college-edition dictionary can help you prevent many of these mistakes (unless of course, you also can't guess which letter begins the word). If you lack a spelling-bone (I think it's near the funny bone because it is another bone that hurts when it bumps against something), a good strategy to use is to keep a notebook of problem words. You can add words to it each time you have to look a word up in the dictionary, and eventually you will have your own mini-dictionary of words to check more closely. Some people still prefer to do the old grade-school thing and write the word out in longhand twelve times, sounding it out as you write. For example, surprise. Sounded out, it is sǔr (as in Big Sur in California) prise (where the i sounds like a French ee vowel sound, and you can picture yourself being surprised while sipping espresso on the Rive Gauche in Paris. The sound and the image combined may help you remember the spelling.

Punctuation errors most often involve the comma, which means knowing when and how to use one. Of course, that's easier said than done. The comma splice seems to be an especially common error among writers. A comma splice is defined as a sentence that contains two or more complete sentences joined together by a comma. American university professors tend to see it as a major mechanical error. Rumor has it that once in the distant past there was a university in Colorado where any paper with even a single comma splice would receive an automatic F with no exceptions allowed. Hopefully, no extreme cases like that exist now, but avoid comma splices if you're writing for an American audience. If you are in Great Britain, that's another story—comma splices are cheerfully ignored for the most part. Audience truly matters in writing, even on the grammatical/mechanical level.

Although some style guides list nearly two dozen comma rules, there are basically five comma rules you need to know:

 * 1) Use a comma with a coordinating conjunction to join two independent clauses. In Layman's terms, fix a comma splice by adding one of the following: and, but, for, so, or, nor, or yet.
 * 2) Use a comma to set off non-essential information in a sentence. Basically, put commas around extra information that is not part of the main idea.
 * 3) Use a comma in lists or items in a series.
 * 4) Use commas in addresses and dates.
 * 5) Use a comma between adjectives if they make sense with the order reversed or with "and" inserted in between them.

The Wildcard Rule: There are always exceptions to the rules, and often it is just a matter of personal preference and style. Think about your purpose and your audience; then decide whether or not a comma makes the sentence clearer or is just an extra mark on the page. Sometimes having too many commas is a worse problem than not having enough commas.

Verb tense and subject/verb agreement are also key errors that should be looked for when proofreading a paper. The subject should always agree with the verb in tense and number. These verb issues are often overlooked or unnoticed while writing an initial draft but can usually be caught with a good proofread.

Methods on how to find these verb tense problems, among with other mistakes, will be discussed in the next section.

Strategies for Finding Errors
It's often difficult to find your own errors. In this section we will discuss how to look at your own work carefully to spot errors.

The first thing to do is to allow some time between writing and proofreading. Some people recommend letting a text set as long as two weeks before looking over it for mistakes, but that is usually not practical. Instead, try to give yourself at least one full day between finishing your draft and proofreading. In other words, sleep on it. If the deadline is quickly approaching or it is due the next morning, take as much time as you can--an hour or two will do wonders. At minimum, try to take at least take fifteen minutes after the completion of the paper before going back and proofreading. This allows you to look at the same piece of work with a clear eye and a fresh mind.

Second, the paper should be read aloud. Can you make it through without stumbling over anything? Many grammar or word usage errors are not picked up on until the piece is read aloud. Also, have someone else read your work for you (aloud, if possible, so you can hear where the words or punctuation are leading the reader away from your intended meaning). A peer or family member with some distance can also let you know if the progression of the paper needs help, or if something doesn't quite make sense. Do not be afraid to strike out a passage that you thought sounded great, but others are having a hard time understanding.

You can also read the work backwards, one sentence at a time. This helps determine if each sentence, independent of anything else, makes sense. Ask yourself these questions: Are the sentences complete? Does each sentence have a subject (who or what the sentence is about) and a predicate (what's happening in the sentence)? Note which ones need to be changed and why.

Finally, get help! If you're not sure about something, such as the use of a comma or spelling, find a resource or assistance. You can use the writing center at your school, a tutor, the internet, or something as convenient and portable as a grammar book or dictionary!

Spelling
Don't forget to use your word processor's spell-check feature to identify spelling mistakes. Do a quick visual check for squiggly lines, run the actual spell-check function, and then do a closer check for misspellings or wrong word choices that the spell-checker missed. Although spell-checking is important and should not be skipped, a real-live human can often catch errors that computer software will miss because people are more capable of understanding words in context. For example, spell-check software can't always tell whether their, there, or they're fits in a specific sentence, but a person can always figure it out by looking at the definitions for these homonyms.

Don't forget the low-tech solution: always use a dictionary to confirm any word you're unsure about. Although the built-in dictionary that comes with your word processor is a great time-saver, it falls far short of a college-edition dictionary in paper or CD form. So, if spell-check suggests bizarre corrections for one of your words, it could be that you know a word it doesn't. When in doubt, check a dictionary to be sure.

Punctuation
This section will provide useful information on Standard American punctuation: its usage, pitfalls, etc.

Fragments
By definition, a fragment is a group of words that is punctuated like a sentence, but that lacks either a subject or a verb. For example: "Full five year warranty and free oil changes!" People use fragments like this in advertisements all the time, but when you are writing for an academic audience, which is far less forgiving of purposeful fragments, your readers may assume that you just don't know the sentence is a fragment. They may conclude that if you got that wrong, you might be wrong about your content too.

So, how can you do find fragments in your own writing? First, find the main verb. Then, find the subject for that verb.

You could correct the example sentence in the following way:

 * Original: Full five year warranty and free oil changes!
 * Add verb: Receive a full five year warranty and free oil changes!
 * Add subject and verb: New customers receive a full five year warranty and free oil changes!

Built-in grammar-checkers are fairly good at spotting fragments, but occasionally go overboard and mark a sentence as a fragment when it is not. Use your own judgment and read each one independently while asking the questions provided above.

Subject-Verb Agreement
Below are some examples of errors with subject/verb agreement. Take some time and see if you can figure out what the error is in these sentences.

Original: The dog need to go on a walk.

Revised:  The dog needs to go on a walk.

--The subject in the original sentence (dog) is singular. The verb (need) is plural. The verb needs to be changed from plural to singular form in order to agree with the subject.

Original: Chris and Molly goes for walks often in the evening.

Revised:  Chris and Molly go for walks often in the evening.

--In this case the verb started out as a singular form. It needed to be changed to plural to fit with Chris and Molly (plural subject).

A quick way to check for subject/verb agreement is to circle the verb and underline the subject of each sentence. Make sure that if the subject is plural, you use a plural form of the verb. If you can not identify subjects and verbs this method will not be practical, and you should seek guidance online, at your school's writing center, or from an instructor first.

One last source for finding tips on correcting common errors is online tutors and workshops. Use internet searches to help you with anything you might be struggling with!

More
If it feels like you keep repeating the same words throughout your writing, pull out a thesaurus for ideas on different, more creative choices. A thesaurus can add just enough color and depth to a piece that otherwise seems mundane. Be careful, though, that the word you substitute has the intended meaning. Thesauruses provide words with similar meanings, not identical meanings--so if you are unsure look up the new word in the dictionary!

Proofreading with a Word Processor
There are many word processing programs available, and probably the most popular and most commonly used one so far is Microsoft Word. However, with the advent of Microsoft Vista and the lack of easy back-compatibility between new Word and even past versions of Word (including Word from Office 2003), that may change and open source alternatives such as Open Office may gain popularity. That issue aside, one thing all word processors have in common is this: although a word processor is a great tool for writing and includes many special functions that can help a student check for errors such as spelling, punctuation, grammar, repeated words, formatting, and so on, it is not a perfect solution for all problems. When students write, they should be especially aware of the errors the software does not find. This can be a real problem when an assignment is graded for all aspects of the writing process. One of the biggest mistakes a student can make is thinking, "No problem, my word processor will catch all the mistakes for me." There is no computer program written that can look at every word in context. As great as word processing software is, compared to the human mind it is still extremely limited when it comes to processing language. Even the simple task of spell-checking using a spell-checker tool is not error-free. Although it can find misspelled or unrecognized words, it cannot always differentiate between homonyms. For example, it does not always distinguish between the words to, too, or two. Another problem can arise if your word processor is not set up to correct a certain error. For instance, many spell-checkers are set by default to disregard words in all capital letters because many people do not want it to spell check acronyms. In this case, the word PROOFREEDING would not be caught as a misspelled word because it is in all capital letters.

Despite their many limitations, spelling and grammar-checkers, while not perfect, do help find common errors. However, the best tool that you can use to spot errors is your own eye. Spend the time to look over your writing carefully to make an honest attempt at turning in that elusive error-free paper, AKA by editors as clean copy.

Proofreading Examples
In the earlier section about proofreading using a word processor, it was mentioned that although software can correct spelling errors or alert you to unrecognized words, it cannot distinguish between words that sound alike (homonyms). Take a look at the examples containing misspelled words below and see if you can find the wrong word in each sentence. Although there are no spelling mistakes, each sentence does contain a mistake in word usage.

 * 1)  What will today's students listen to when they are in their 40s? Is disco music in there future as well?
 * 2)  Coach Thompson's team won ten consecutive Big Twelve Conference crowns, and tied the NCAA record with nine consecutive NCAA champion from 1978-1986.
 * 3)  Life experience sometimes plays an important roll in how and what a student may write about.
 * 4)  During the parade, they band members marched in unison.
 * 5)  Do you think computers have changed are everyday life?
 * 6)  The store at the end of the block does not except checks any longer.
 * 7)  One study showed that of the countries 250 million people, almost 10% still smoke.
 * 8)  As evidence has shone, the crime rate in the city has dropped in the last decade.
 * 9)  If writing is such an important part of the school curriculum, than why are so many students having problems with the essay assignment.
 * 10)  I was raised in a home were rock and roll music was not allowed.

By understanding that proofreading requires a slow, deliberate analysis of what you have written, you will be able to recognize the trouble with the sentences above, and be better prepared to recognize the same type of problems in the future.

Corrections and commentary for the above examples

 * 1)  What will today's students listen to when they are in their 40s? Is disco music in their future as well? "There" should be "their" because the second form shows possession. It is their future because it belongs to them.
 * 2)  Coach Thompson's team won ten consecutive Big Twelve Conference crowns, and tied the NCAA record with nine consecutive NCAA championships from 1978-1986. "champion" should be "championships" because champions win championships. The former refers to the players, the latter to the titles they hold.
 * 3)  Life experience sometimes plays an important role in how and what a student may write about. "Roll" should be "role." The first "roll" refers to the verb roll or the rolls you eat at Thanksgiving, someone's role is the part they play in something.
 * 4)  During the parade, the band members marched in unison. "They" should be "the," and is a common typo--the type that suggests sloppiness on the part of the writer, nonetheless.
 * 5)  Do you think computers have changed our everyday life?  "Are" should be "our." Although some people pronounce them alike, "are" is a verb (a form of be) while "our" shows the possession of a group. (People are busy during the holidays. Our family still manages to get together.)
 * 6)  The store at the end of the block does not accept checks any longer. "except" should be "accept." "Except" forms the base for the word "exception" and shares a similar meaning; "accept" forms the base for the word "acceptance" and shares a similar meaning.
 * 7)  One study showed that of the country's 250 million people, almost 10% still smoke. "Countries" should be "country's." "Countries" is the plural form (i.e., more than one country); "country's" is the possessive form and shows that something belongs to the country.
 * 8)  As evidence has shown, the crime rate in the city has dropped in the last decade. "shone" should be "shown." "Shone" is a form of the verb "shine," while "shown" is a form of the verb "show."
 * 9)  If writing is such an important part of the school curriculum, then why are so many students having problems with the essay assignment? "Than" should be "then." "Than" shows relationship when comparing two things, while "then" shows a time relationship. Ex: First I went to the store. Then, I went home.
 * 10)  I was raised in a home where  rock and roll music was not allowed. "Were" should be "where." Were is a form of the verb "be," while "where" indicates a location or speech.

title: Basic Writing/Proofreading


text:
Basic Writing/Drafting

HR Reforms -

Family Cafe HR Reforms, June 2017. Made by: iiWizard_Trist.

Hello. So, Leehongjie the Founder has decided to do our very first, HR Reforms! This will show how much you know about FC and if you really deserve your rank as a HR at Family Cafe. This will be very hard as you guys are HR's so please spend some time on this and answer with long sentence answers. If you do not send this reform to either Me or MissChelsy, new_slates or Bl_0x, you will be demoted.

You will be tested on 4 topics, the same as MR reforms - Stage 1 - Punctuality Stage 2 - Activity Stage 3 - Knowledge Stage 4 - Sessions

Stage 1 Punctuality -

Q1.0 How good is your grammar on a scale of 1-10? 8. I sometimes mess up a lot of times, but I hope I use very good grammar here. Q1.1Have you got the staff card? Yes, I got it on June 6th 2017. Q1.2 Name 3 of your strengths and weaknesses? My strengths is serving customers, helping people, and helping people correct with their grammar. Weakness is not using grammar, and not being helpful (I don't help that much because many MRs/HRs answer the !help. Q1.3 If you were going to be inactive, what would you do? I would message an CEO+ so they could know that I am inactive and when I am back I will see I am fine and not demoted. Q1.4 What is meant by "suitable clothing" in Family Café? If your in the right rank you could get the shirt, for like example I am an MR and an HR Uniform is out, I would like to buy it, but leave it on when I get a Rank HR. Q1.5 Do you have the High Rank uniform? Yes, I do have the High Rank uniform. Q1.6 Improve this sentence: h0ii w3lc0m3 t0 fA3ilY C0FEE WH0TT dO y0UU w0Nt 0n thLs b00tiFU1 D8yy Hi! Welcome to Family Cafe, What do you want on this beautiful day?

Stage 2 Activity -

Q2.0 How active are you from a scale of 1-10? 9. Sometimes I play other games on ROBLOX. Q.2.1 What would you do if a MR was trolling? I will politely tell them to stop, but if they keep on trolling I would warn them, keep on trolling they will be on Warning 2, if they still keep on trolling they will be on Warning 3 and be kicked by an HR. Q2.2 If you found out that a HR AA'ed, what would you do? I will tell them to stop AAing but if they don't I will take a screenshot, send it on Discord and hopefully a CFO+ could come and take away their admin powers. Q2.3 What do you think we could improve the cafe on? Making a lot of updates, make workers work all the time, and serve the correct thing. Q2.4 If we were to shutdown the cafe, what would you do? I would wait until they say it is fine to join back so everyone could be safe. Q2.5 If there was an exploiter with better/higher commands than you, what would you do? I would take a screenshot, send it to Discord and hopefully and CFO+ could see it and I will have permission to ban the Exploiter. Q2.6 Name at least 3 things we do not allow at the cafe. Dating, Advertising, Free Ranking.

Stage 3 Knowledge -

Q3.0 What rank is allowed Mod at the cafe? Board of Directors and up, Q3.1 Who made the Family Cafe Training Center? User Accumalate and Edited by new_slates Q3.2 Who made V2 (Cafe)? I have forgotten, I was here since V2 but I forgot, so I think it was new_slates or Leehongjie Q3.3 Which question is Q8 in interviews? Q8 - Do you have any experience with café genre type of games? That is the Question in Question 8 Q3.4 Who made the Cafe logo? I think new_slates because sometimes he do stuff perfect and the logo is perfect! Q3.5 Name 6 items from the menu at the Cafe. LEE Carrot Smoothie, Cherry Pie, Chocolate Donut, Latte, Frappe, Banana Cupcake Q3.6 Who made our GFX? Probably new_slates, he does a lot of stuff for the cafe so I think new_slates again.

Stage 4 Sessions -

Q4.0 How many sessions do we have each day? Each Day we have 6 sessions. 3 interview sessions and 3 training sessions. Q4.1 What would you do to improve sessions at Family Café I would try to make Sessions earlier and whoever is not has the correct time zone I will tell them when they begin at their time zone. I want to make Sessions earlier because people in different time zones need to sleep like us! Q4.2 How do you record sessions at Family Cafe? You need to have trello and have to be Board of Directors and up, you go to the register board and you will find cards. And it will say dates. Q4.3 What are the times for Training sessions?

Session 1: 10 AM EST | 3 PM BST Session 2: 6 PM EST | 11 PM BST Session 3: 9 PM EST | 2 AM BST Q4.4 If you were to host an Interview, how would you set it out on shout?

Q4.5 How many interviews/trainings have you hosted? (Tell the truth. We can easily check trello) 39 times I have hosted. But I think I Co Hosted like 40 times because I was an MR a lot so yea, Q4.6 What would you do to get people to host sessions more often? [Interviews] Would you like an job here? Go to the Interview Center! The host will be (Username) and the Co Host (Username) Come down to the Interview Center! It would be nice for you to come down get a job and help us!

Introduction to Drafting
Drafting is writing and drafting is a vital part of successful writing. The reason you will need to use drafting is that it can lay the fundamental framework of your final paper. If you lay the framework well, you'll have a good chance of writing a beautiful paper, however, if you do a poor job on the framework, success could be much more difficult to attain. The following section will take you through the drafting process(es) with instructions and handy tips.

Nobody gets it right the first time
Whether a writer is the next Ernest Hemingway or a student at any level, drafting must be done as a part of successful writing. If a professional writer says that he/she never writes more than one draft you can pretty much bet they are joking or not telling the truth. Even when writers work to deadline and write at a single sitting, they return to parts of it again and again in order to get it just right. Also, a deadline doesn't always mean done; writers can and do return to an already published piece and revise to make it better.

It does not matter whether the work is a research paper or a poem, all forms of writing need to be drafted. Since a professional writer almost never gets a piece of writing perfect in the first draft, don't feel bad if you need several drafts too. So, if you find yourself very unhappy about your first try at a paper think of it as just the start of something better, i.e. the rough draft. Another advantage to multiple drafts is that the more drafting you do the more chances you have of catching mistakes and improving the paper. This is why it is so important to make time for multiple drafts during the writing process. The time spent drafting will bring you closer to than ever to a more glorious version of your final draft.

The importance of just getting it on the page
Not much can be done for a piece of writing until it is on paper or computer screen. You may worry that the paper will not be very good or even think that it will be awful, yet you won't really know until you've actually written it. Not only will you and your reader(s) not be able to see what you have written, but there is no chance of working to fix what has not yet been written. For more ideas of how to actually get your words down look at the pre-writing section below.

Brainstorming
Brainstorming is one of the most effective pre-writing techniques you can use. It’s virtually painless and can be pretty fun, if you let it! Brainstorming is easy because there are NO RULES. Let your mind wander and think about things that you would like to explore more. Try to create a mental web of things you can connect to one another. Let the lightning of ideas strike you as they may. Ask yourself a few starter questions such as:

What interests me?

If I choose this subject can I meet the word/page requirements?

Are there other researchers out there thinking like me?

What topics are related to my topic of interest?

What about the topic can I make into a thesis?

Where is there an arguable side of this topic?

Can I see and argue both sides?

What other topics interest me?

Is there anything in the media that I can make into a paper?

How might this affect my daily life?

What kind of examples can illustrate my point?

Is this a fresh/creative topic? Has it become too common?

These questions and others you might create will help you get started on your writing process. Before you even put pen to paper or fingers to keys (If you do have a good idea, WRITE IT DOWN, that way you don’t forget it!). Once you have a topic in mind then you’re ready to move on to the harder stuff.

Free writing
Free writing can also be pretty fun if you let it. Once you have the main topic of your argument, then it is time to begin getting your ideas on paper. The purpose of free writing is to do just that. Again, with free writing, there are no set rules as to how to proceed. Many teachers will use this technique as a way to jumpstart your creativity and get you thinking. In doing free writing before your paper you will need to write for several (8-10) minutes about your topic. Even if you jump off topic continue writing because you might come back around to the topic or discover a new way in which you might consider going with your topic.

You might want to begin by writing down all the ideas you have about your topic. Write down things you think will eventually serve as your main points. Think about how you would argue with someone who disagreed with your point of view. What would you tell them? Could you back it up with actual evidence? Note: at this point you won’t necessarily need actual evidence, but you will want to have a good idea of the kinds of things out there that you can use to back up your claim.

This is the point where your argument starts to pull together and you will probably find that you have more ideas and points than will ever fit into your argument, but then you can choose the best of the points and make your argument even stronger.

Outlines
Outlines and rough outlines are where you begin to form the skeleton of your paper. They will be the pattern from which you write your argument. The outline serves as a way to organize you thoughts into a comprehensive process that flows smoothly from one point to another.

The formatting of an outline also helps you to create organization within your paper. Here is an example outline to help you learn the format and organization it will give your argument. I. This is your main topic. It can also be your title. What are you going to talk about?

A. This is your introductory paragraph. Give your intro topic sentence.

1. State your thesis. You should have a clear and developed thesis by now.

B. This is the body of your argument.

1. Main point #1

a. Supporting evidence for main point #1

b. More supporting evidence for point #1

c. Acknowledge and dismiss the other side of the argument

2. Main point #2

a. Supporting evidence for point #2

b. More supporting evidence for point #2

c. Acknowledge and dismiss other side of the argument

C. This is the conclusion of your argument

a. Restate your thesis

b. Summarize your argument

Note: you may have several more main points than this outline has, but they all follow the same basic structure.

Rough draft
A rough draft is a very important step in the writing process. Writing more than one draft gives you the opportunity to catch problems and see where the paper may not be working. So, it is a very good idea to leave yourself with enough time to write at least two or three drafts of your paper. You may want to do an outline to plan your paper beforehand, but doing that is not always necessary. After you get your thoughts, any possible research and or sources needed in order you can begin actually writing. While you write your rough draft you may not feel completely satisfied about the paper, but that's okay because that is what a rough draft is for. You want to give yourself a chance to work to get to the best arrangement of ideas and find different ways of expressing them.

Form: intro, body, conclusion and paragraph
Start it, say it, finish it--that's an academic writing draft in its simplest form.

Start it. The introduction starts it all. That's where you get the reader involved in what you are writing about and along the way, also get them interested in what you have to say. At the end of the introduction section, many forms of academic writing have a thesis--the main idea or claim.

Say it. Say what you have to say, and don't forget to set up a sequence of ideas that will eventually lead to the conclusion. Each idea or "point" needs room to breathe, so give it its own paragraph, at the very least. Supporting details and examples will also help.

Finish it. The conclusion wraps it all up in a way that doesn't just repeat the thesis--it makes it both bigger and more specific. The terminology for this kind of writing is "synthesis." In synthesis, the whole is greater than its parts, and that is exactly what a good conclusion does.

Needless to say, each part involves using paragraphs, but it's helpful at the drafting stage to think more about "sections." An introduction can be more than one paragraph. A body needs to be more than one paragraph. A conclusion can be one paragraph, but can be more. If your natural tendency when drafting is to move full-steam ahead in one long paragraph with the intention of breaking it up later, it's worth the effort to slow down a bit and make those paragraph breaks as you write. Your draft will be better organized in the long run, a good thing for you and your future reader.

Process: getting started, getting past writing blocks
All writers can suffer from those horrible writing blocks, but there are ways around them. If you are having a hard time with the beginning, work on other sections of the paper and come back to the beginning later. You do not have to write strictly from beginning to conclusion. If you have an idea for a certain section write it first. Get that idea out of your head and onto the paper because in doing so, you just might think of a brilliant way to begin your paper. Also, depending on how much time you have to work you may want to take an hour or a day to get away from your paper. Sometimes a little time away from a project can help clear your head and give your ideas more definitions as well as clarity.

Process between drafts: Intermediate drafts, editing, MLA, etc.
Here the process between drafts is kind of overlapping with two of the other sections, they are, Revising and Editing. Actually, the intermediate drafts are a process of revising your former drafts again and again. You need to look at what you think is not proper or good enough and think of ways that better explain your points to your readers. For more details, you may want to refer to the other two sections about how you could make better draft amendments step by step.

Final draft
Yes! You are coming to the final draft now! However, this is not the end of your final paper yet! The overall structure of the writing construction has already been done, so we could say that you've achieved a half-success! Still, you need to go beyond drafting to the further sections which will be sure to guide you to completion of your paper! Keep up the hard work and you will be glad you went through so many drafts, all that hard work just might eventually pay off in a big way!

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

title: Basic Writing/Drafting


text: User talk:Xixtas/Header

title: User talk:Xixtas/Header


text:
Algorithms/Find maximum/Java findMax method 5

private int[] sorting(int[] i_intaryTb) { boolean p_blnFound = true; while ( p_blnFound ) { p_blnFound = false; for (int p_intI =0 ; p_intI < i_intaryTb - 1; p_intI++) { if ( i_intaryTb[p_intI] > i_intaryTb[p_intI + 1] ) { int p_intTmp        = i_intaryTb[p_intI]   ; i_intaryTb[p_intI]  = i_intaryTb[p_intI+1] ; i_intaryTb[p_intI+1] = p_intTmp            ; p_blnFound = true; } // end if                   } // end loop } // end loop return i_intaryTb; } // end method public int findMax(int[] i_intaryTb) { int[] o_intaryTb = sorting(i_intaryTb); return o_intaryTb[o_intaryTb.length - 1]; } // end method


text:
Algorithms/Find maximum/java script method 5

 function sorting(i_intaryTb) { var p_blnFound = true; while ( p_blnFound ) { p_blnFound = false; for ( var p_intI = 0; p_intI < (i_intaryTb.length - 1) ; p_intI += 1) { if ( i_intaryTb[p_intI] > i_intaryTb[p_intI + 1] ) { var intTmp            = i_intaryTb[p_intI]; i_intaryTb[p_intI   ] = i_intaryTb[p_intI+1]; i_intaryTb[p_intI + 1] = intTmp; p_blnFound = true; } // end if        } // end loop } // end while return i_intaryTb; } // end function function findMax(i_intaryTb) { i_intaryTb = sorting(i_intaryTb); return i_intaryTb[i_intaryTb.length - 1]; } // end method var cc = new Array(3,40,5); document.write(findMax(cc));


text:
Algorithms/Find maximum/jscript 5

function sorting(i_intaryTb) { var p_blnFound = true; while ( p_blnFound ) { p_blnFound = false; for ( var p_intI = 0; p_intI < (i_intaryTb.length - 1) ; p_intI += 1) { if ( i_intaryTb[p_intI] > i_intaryTb[p_intI + 1] ) { var intTmp            = i_intaryTb[p_intI]; i_intaryTb[p_intI   ] = i_intaryTb[p_intI+1]; i_intaryTb[p_intI + 1] = intTmp; p_blnFound = true; } // end if        } // end loop } // end while return i_intaryTb; } // end function function findMax(i_intaryTb) { i_intaryTb = sorting(i_intaryTb); return i_intaryTb[i_intaryTb.length - 1]; } // end method var cc = new Array(3,40,5); document.write(findMax(cc));

title: Algorithms/Find maximum/jscript 5


text:
Algorithms/Find maximum/vb script method 5

 function findNoOfElement(i_intAry) Dim o_intCount o_intCount = 0 for each objEle in i_intAry o_intCount = o_intCount + 1 next findNoOfElement = o_intCount end function function findMax(aa) Dim p_blnFound p_blnFound = true do while p_blnFound = true p_blnFound = false Dim index for index = 0 to (findNoOfElement(aa) - 2) if ( aa(index) > aa(index + 1) ) then Dim tmp tmp          = aa(index) aa(index)    = aa(index + 1) aa(index + 1) = tmp p_blnFound   = true end if         next loop Dim o_intR o_intR = findNoOfElement(aa) - 1 findMax = aa(o_intR) end function Dim cc(4) cc(0) = 11 cc(1) = 2 cc(2) = 6 cc(3) = 4 cc(4) = 1 document.write("Max is " & findMax(cc))


text:
Talk:Digital Photography/Post Processing

Added quite a bit of para on post processing process and also various other software added. Yndesai (discuss • contribs) 16:29, 31 January 2014 (UTC)

Specifics of a particular software given. Looks like a advert. The djinn 07:40, 13 February 2007 (UTC)

agreed, shameless --Lepercon 04:58, 14 April 2007 (UTC)


text:
User talk:Moona~enwikibooks

Project/Gas and Oil Plants:-Installation, Testing and commissioning,start up, Hand over, performence test and Maintenance & Operation.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:16, 19 April 2015 (UTC)

title: User talk:Moona~enwikibooks


text:
Python Programming/Development Environments

You can edit Python source code files in any plain text editor such as Notepad, Notepad++ or Vim. However, there are multiple integrated development environments (IDEs) available for Python. A full list can be found on the Python wiki.

Visual Studio Code
There is a Python extension for Visual Studio Code, a popular cross-platform code editor.

Links:
 * Python in Visual Studio Code, code.visualstudio.com

Eclipse
You can use the Eclipse IDE as your Python IDE. The only requirement is Eclipse and the Eclipse PyDev Plug-in.

Go to http://www.eclipse.org/downloads/ and get the proper Eclipse IDE version for your OS platform. There are also updates on the site, but just look for the basic program, Download and install it. The install just requires you to unpack the downloaded Eclipse install file onto your system.

You can install PyDev Plug-in two ways:
 * Suggested: Use Eclipse's update manager, found in the tool bar under "Help" -> "install new Software". add http://pydev.org/updates/ in "work with" click add, and select PyDev ,and click "Next" and let Eclipse do the rest. Eclipse will now check for any updates to PyDev when it searches for updates.
 * If you get an error stating a requirement for the plugin "org.eclipse.mylyn", expand the PyDev tree, and deselect the optional mylyn components.
 * Or install PyDev manually, by going to http://pydev.sourceforge.net and get the latest PyDev Plug-in version. Download it, and install it by unpacking it into the Eclipse base folder.

Emacs
There is a Python mode for Emacs which provides features such as running pieces of code, and changing the tab level for blocks.

Links:
 * python-mode, gitlab.com


text:
CAT-Tools/DéjàVu X/Order of target terms lost after conversion of TDB from DV3

Added: Hans List

Version: Example: 7.0.284

System: Example: Microsoft Windows 2000 Professional and Windows XP SP2

Description: When converting a dv3 terminology database to dvx, the sorting order of the target terms is changed.

Reproduction: Can the issue be reproduced? Yes. Can it be reproduced on different systems? Yes.

Workaround: Is there a way to work around the issue? No.

Status:

Not read by Atril yet.

Comments from other users:


text:
CAT-Tools/DéjàVu X/Order of target terms not maintained when working with several TDB's

Added: Hans List

Version: Example: 7.0.284

System: Example: Microsoft Windows 2000 Professional and Windows XP SP2

Description: When using different terminology databases, the sorting order of the target terms is not maintained. Target terms in database 3 will be shown before target terms in database 2. This also applies to AutoAssemble: Instead of target terms in database 1 those in databases 2 and 3 are assembled.

Reproduction: Can the issue be reproduced? Yes. Can it be reproduced on different systems? Yes.

Workaround: Is there a way to work around the issue? No.

Status:

Not read by Atril yet.

Comments from other users:


text:
CAT-Tools/DéjàVu X/Import - TDB

Import of terminology from ANSI into DVX is very slow. This is probably because of the checking for duplicates. There is a tool TDBImport.exe that imports terminology from ANSI files, without performing the duplicates check. Import speed with this tool is OK. Only Danish, Dutch, English, Finnish, French, German, Spanish, Swedish are supported as languages.

title: CAT-Tools/DéjàVu X/Import - TDB


text:
ERP5 Handbook/Getting Started

TODO: Proof reading and extending by experts is needed. = Getting Started =

Terminology
ERP stands for Enterprise Resource Planning

(FIXME: What does a "ERP system" do? Can you summarize it in one sentence?)

(FIXME: What kind of person would ever use an ERP?)

(FIXME: Rewrite the cryptic english...)

Basic Ideas
ERP systems are quite complicated - they have to implement as much as possible the business logic of a company. ERP5 distinguish itself from other ERP systems (open and closed source) with its coherency from the lowest - theoretical - level. It is based on a well developed theoretical model and to understand the key concepts of ERP5 it is needed to understand briefly that model. Of course basic understanding of technical aspects is needed too.

Five classes - introduction
ERP5 defines an abstract model of business management. Thanks to a clean abstraction layer, new or specialised business modules can be implemented in a consistent way. This abstract business model can both be used to represent internal management activities as well as commercial and management activities across a group of companies

The ERP5 abstract model is based on 5 classes:

 * Resource: a resource describes an abstract resource in a business process (e.g. a skill of an individual, a currency, a raw material, a product). Relations between nodes allow to define BOM (Base Object Model) as well as prototypes.
 * Node: a node is a place which can receive amounts of resources and send amounts of resources. Nodes can relate to physical entities (e.g. a workshop which receives raw material, processes it and sends it) or abstract entities (e.g. a bank account which can receive money). Stocks are a kind of Node. Metanodes are nodes which contain other nodes. A company is a metanode. A project is both a resource and a node.
 * Movements: a movement describes the movement of an amount of resource between two nodes at a given time and for a given duration. For example, a movement may send raw material from a stock to a workshop, another movement may send money from one account to another.
 * Path: a path allows to define a way for a node to access a resource it may eventually need. Prices and commercial profiles may be attached to a path in order to define the default price for a given resource procured at a given maker. Path may also define the way a workshop gets its resource from a stock. Path have a start date and an end date. Path may be used to represent the assignment of an individual to a temporary project.
 * Item: an item describes a physical instance of a resource. A movement can be expanded into a series of trackable movements through items. items also allow to define how a given amount of resources was actually shipped (e.g. parcels, serial numbers of items in each container, etc.)

Those five classes are sufficient to represent business ranging from chemical plants to manufacturing, trading or services, and can model everything that goes on in an organisation. For example:

 * a sale of goods is a movement of a certain quantity of a product (resource) from our company (node) to the buyer (node) at a given price (path)
 * an accounting entry is a movement of some money (resource) between two accounts (nodes)
 * an phone call is a movement of an employee's time (resource) between the two interlocutors
 * a training is a movement of skill (resource) from nowhere (surprise!) to the trainee

It sounds very abstract, but that's exactly why it is so powerful...

Modelling reality like this, we use the same attributes to describe very different things: every movement has its source and destination, plus some variations of them (e.g. in sale transaction source is a physical location from which goods are shipped, while source_section is the owner who is selling the goods). And we can use standard, optimised API to calculate the results.

The key question is always: how much do we have of (this or that). In this model, a node doesn't really have "content"; when we want to know how much goods are there in a warehouse, or what is the amount on account, or how much time our support guy spent answering phone calls, we sum up quantities of all movements incoming to and outgoing from the node. For this, we use a standard "getInventory" method which serve every purpose of this kind.

Simulation model
Simulations are one of the most powerful features of ERP5, although they are entirely hidden from the user. The idea is that movements which are supposed to have an impact on the future - or, in other words, which are going to cause some other movements - are equipped with so-called "rules" which are used to generate "simulation movements", which in turn can have their own rules and generate further simulation movements, thus "simulating" the future of our business. When the future becomes present and it's time to create real movements, we use simulation movements to check what, how much, for whom etc.

It is best explained on an example: if we accept a sale order, we know we'll sooner or later have to ship; and once we ship, we'd like to invoice; and once we invoice, we are going to get money. So a sale order is broken into lines, each line representing delivery of one product, and each line generates a simulation movement representing shipment. Shipment then generates simulated invoice line, etc.

The benefit of this is twofold:
 * once we accepted an order, we can get a financial forecast straight from the system
 * when we start packing, we can aggregate orders in any way we like - we don't have to pack order by order, instead we can generate a separate packing list for each product line, or combine all orders from the same customer into one big list, or even do both - create a separate packing list for products from the same product line ordered by the same customer over the last month, for instance. The point is to equip our ERP5 with appropriately configured "builders" which will do the job.

Affiliation between MySQL and ZODB
In ERP5 all objects are put into ZODB (Zope Object Database) and they are indexed in SQL database (run on MySQL RDBMS). Such attitude results in fast object searching and access, and from other side - easy object manipulation.

Reporting and printing
Reports allow users to generate summaries and specifications for the data stored in modules. Reports can be generated in two forms: an OpenOffice.org document or a PDF form.

Reports are attached to the specific module. If there are any reports defined for that module, then on the standard module view form, with a listbox containing that module's data, the report icon will appear in the toolbar. (if there's no data the icon will still appear :) )

Although reports are in this way associated with the module and one expects to find data related to the module, they may practically contain any kind of data.

The detailed HowTos on creating reports may be found on ERP5 Wiki pages, both for OpenOffice reports and PDF reports. There is also a guide on how to add created reports to ERP5 site.

Background process invocation - CMFActivity system
ERP system logic might be very complicated - any scripts can be attached to any object in the system. It is possible that on encumbered systems the server resources become overloaded. The advantage of this approach is that the consultant or application manager might want to have the ability to set up some scripts one by one, or to choose some special conditions which will happen before invoking some actions.

ERP5 provides a built-in background process invocation system called CMFActivity. With this the resource-consuming tasks can be prioritised and put into background. They will be invoked in whatever desired order, one at a time, such that resources of the machine won't be overconsumed. After invoking such tasks an icon appears on the user interfaces of objects which are directly related to this object, informing the user that this object is waiting to be processed by a pending activity.

On a properly configured system CMFActivity may send messages about failed tasks. Developers and consultants are able to attach a special console - from Zope, and even from a system shell - to observe, cancel or force invocation of activities.

In technical sense every task put into activity is a row in the SQL table. Here is described with each object what activity shall be run, what that activity is and other properties. CMFActivity supports clustering and load-balancing of task queues.

In depth background process invocation is described on the ERP5 wiki page HowToUseTheCmfActivityTool.

Categories
The ERP5 system is based on categories, they are used to define the categorization and descriptive relation between objects in the system.

Categories are accessible and configurable through the Zope interface. To do this, go to:

[your_site]/portal_categories

(user "zope" can access if from the "My favourites" dropdown menu in the top left corner)

You will see a long list of "Base Categories". Click on any of them, you'll see it has lots of fields which you don't need to know anything about at this stage. Under the Action dropdown menu there is an option with which you can create a sub-category. Then you can create sub-sub-categories, and for each of those sub-sub-sub-categories, and so on ad infinitum.

Some base categories (region, site, group, function, skill...) are used for categorization, so you can build your trees within them; others (source, destination, subordination...) are used for setting relations between objects, and they don't need any subcategories.

The system accesses categories using special accessors, which makes categories translatable.

Categorization usage
By defining a tree in a given base category a consultant is able to set up categorization with required depth. Examples of categorization categories are:
 * region - to tell where a Person lives or where the Organisation has its headquarters
 * skill - to tell who can do what
 * quantity_unit - for definitions of quantity units for resources
 * delivery_mode - describes modes of transport for orders
 * gap - used for General Accounting Plan

The beauty of this category mechanism in ERP5 is that you can assign an object to one or more categories at your discretion, and that the notion of "category membership" goes all the way up the base category tree (meaning that if an object belongs to category "a/b/c", it belongs to category "a/b" and "a" too. That way, you can set up a category tree:

skill/dance skill/dance/latino skill/dance/latino/samba skill/dance/latino/salsa skill/dance/latino/rumba skill/dance/classic skill/dance/classic/waltz skill/dance/classic/tango skill/dance/ballet skill/coding/c

Then assign persons to categories:

 * Joan:skill/dance/latino/samba
 * skill/dance/classic/tango

 * Mary:skill/dance/latino

 * Paul:skill/dance/ballet

 * Peter:skill/coding/c

Now, if you ask the system who can dance samba - you get Joan, Latino - you get Mary and Joan, classic/tango - Joan, classic - Joan, too; ask who can dance anything - you get Mary, Joan and Paul; and if you want to know who can't dance at all, you can get it too. All by using auto-generated accessor methods, without any fuss.

To see it in action, go to the "Persons" module and turn on the "domain tree" mode of the module's listbox; select "skill" from the dropdown, and you can browse your dancing resources.

If you plan to open a dance school, then the system is perfect for you.

Have a look at the Understanding listboxes section for more details, and some screenshots.

Relation usage
As opposed to categorization usage some categories are used for relation system. Lets say, that we have Organisation object ACME and Sale Order object SO-1. We can define a relation between SO-1 and ACME using a source category. The sale system is implemented in such a way that the source category means that goods will be send from ACME.

Most popular relation categories are:
 * source
 * source_section
 * destination
 * destination_section
 * parent

Using relations is described in detail here: http://wiki.erp5.org/HowToConfigureRelationField

TODO: How reader shall identify distinction between categories in portal_categories?

General introduction

Workflows are one of the key concepts of ERP5. They are used everywhere, for everything. They are so important because a workflow represents a process - and everything that is done in a business is a process. A workflow can represent any process, e.g. editing and publishing an article, recruiting a person, receiving and processing a sale order, making an accounting entry etc.

 * States and Transitions

When an object is managed by a workflow, it means that it is subject to a procedure which this workflow represents. A procedure consists of some states and transitions between the states, and can be nicely represented by a graph, where boxes represent states, and arrows represent transitions. The workflow has an initial state, which the object assumes when it is created. If a transition is made, it changes its state to a destination state of the transition. Then another transition can be made, and so on until the object reaches a state from which there is no more transitions.

ERP5 standard interface shows the object's workflow state in the main form, and available transitions in the "Action" dropdown.

 * Security

An important thing a workflow does is managing access rights to an object. For example, an article which is in a "draft" state should be accessible only to its author (for read and write), while "published" article should be readable by everyone and writable by nobody. Access rights can be defined and set separately for every workflow state.

 * Conditions

A transition can be made available only to users who have certain rights in the system - for example, you have to be a "chief editor" to be allowed to publish an article. If you are not, you won't see the "Publish" action in your action box. A transition can also depend or other object properties - an article can be submitted for publication only if it contains some text, or an accounting entry can be confirmed only if credit and debit are equal.

 * Side effects

Workflow transitions can have "side effects" - actions to be executed when a transition is being made. Sticking to our publication workflow, when a document is being published, the system can send email notification to all subscribers. A more business-oriented example is that when a sale order is confirmed, the system generates a planned invoice.

 * Interaction workflows

This is a different kind of a workflow - it has no states, and no transitions. Instead, it has "interactions", which are triggered when a given action is being made on an object. Interaction workflows are basically a cleaner and more portable way of implementing side effects - if we want a notification send when a document is published, we can do it by tweaking publication workflow, but we can instead add an interaction workflow with a "send notifications" interaction hooked to the "publish" action of the publication workflow.

 * Edit workflow

This is a special workflow, which is hooked to almost every object in ERP5. It is quite unusual because it has only one state - "current" - and one transition which goes back to the same state. This transition is executed every time an object is edited; the sole purpose of this workflow is recording the object's history.

How to implement
See http://wiki.erp5.org/HowToUseAndDefineWorkflows for detailed instruction and technical information.

Introduction to security
Please refer to this article:

http://wiki.erp5.org/HowToDesignSecurity

for guidelines about how to design security for an ERP5 application, and to this:

http://wiki.erp5.org/HowTo/HowToUseNewSecurity

for how to implement it.

title: ERP5 Handbook/Getting Started


text:
A-level Chemistry/OCR (Salters)/Colour by Design/Check Your Notes/Colour Changes Associated With Chemical Changes

Colour change associated with Ligand Exchange reactions: When ligands are formed around a metal ion (e.g. [Fe(H2O)6]) it is known as a complex. The coordination number of a complex denotes how many ligands are attached to the central ion, it is usually 4 or 6. There are 3 types of shapes associated with complexes:

- Square Planar (coordination number, 4)

- Tetrahedral (coordination number, 4)

- Octahedral (coordination number, 6)

When complexes are formed the electrons delocalise within the molecule and this allows the complex to absorb certain frequencies of light. The frequency depends upon the type of central ion, the ligands and the shape of the complex. When the light is absorbed the electrons in the D-orbital split into 2 groups. This allows the light to be absorbed. If the frequency of the light absorbed is 450 nm it means that red light is absorbed, if the red light is absorbed it means the blue light is reflected, and this is the colour seen to the human eye.

(Edited by Andy Richardson and Harry Alexander)


text:
CAT-Tools/DéjàVu X/Import - MDB

Unlike Trados TWB DVX doesn't allow purging of older translations. I would like an option: 'Only import the newest/first translation for each segment'. (Hans List)

title: CAT-Tools/DéjàVu X/Import - MDB


text:
Algorithm Implementation/Sorting/Gnome sort

Optimized C++ using iterators
The optimized version makes the "gnome" (represented by the 'current' iterator here) leap back to the right i.e. to the place where it needed to swap the flower pots on its farthest reached position so far. This also avoids redundant comparisons. On average the optimization results in cutting the time by one/third on a modern x86 machine. (A wise gnome sort? :). However, the optimization works best if the iterators are random access iterators. Otherwise the algorithm works almost like the non-optimized version - it still avoids redundant comparisons though.

LavishScript
This sorts an scope-accessible index:objectype (IndexName) passed by variable name, sorting by MemberName, which should be a numeric member of objecttype.

Ruby
Implementazioni di algoritmi/Gnome sort


text:
Horticulture/Aster tataricus

Tatarian Aster is a tall, upright perennial native to Asia but grown elsewhere in gardens.

Description
The plant overall is coarse, with large leaves and thick stems. The flowers are borne in late autumn, with yellow disk florets and purple ray florets.

The species can grow up to 2.5 m (8 ft) tall, but shorter cultivars are available.

Growing conditions
Does best in full sun. Plants tend to flop if grown in very rich soils. Hardy in USDA zones 3-8.

Uses
Generally grown as a "back of the border" plant, for its tall flowers in the fall. Excellent as a cut flower.

Maintenance
Cut back half-way in mid summer to encourage bushiness. The plant spreads aggressively, so will need to be reined in by digging out the outer crowns or dividing every two or three years.

The plant does not readily self-seed.

Propagation
Easily divided.

Pests and diseases
Pest and disease issues are not common, though deer browsing can be a problem if deer populations are high. See ../Aster/ for discussion of pest and disease issues.

title: Horticulture/Aster tataricus


text:
User talk:169.139.224.154

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 14:27, 13 February 2007 (UTC)

title: User talk:169.139.224.154


text:
CAT-Tools/DéjàVu X/SRX

Support for Segmentation Rules eXchange (SRX) Segmentation Rules eXchange (SRX) is an XML-based standard for description of the ways in which translation and other language-processing tools segment text for processing. It was created when it was realized that TMX leverage is lower than expected in certain instances due to differences in how tools segment text. SRX is intended to enhance the TMX standard so that translation memory (TM) data that is exchanged between applications can be used more effectively. Having the segmentation rules that were used when a TM was created will increase the leverage that can be achieved when deploying the TM data.

SRX version 1.0 was officially accepted as an OSCAR standard in April 2004.

title: CAT-Tools/DéjàVu X/SRX


text:
User talk:Curtbeckmann~enwikibooks

Hi, and welcome to Wikibooks. Your best contact for low cost printing on Wikibooks is probably Rob Horning (See Publishing etc.  Paperback prices are now surprisingly low, my company gets a 150 page manual with glossy cover printed for about £2.50 ($5) from a local printer if volumes are over 1000 copies.  It looks like a proper paperback, possibly better quality than most.  Have you thought of talking to a local printer and persuading him to do charitable printing for cost price?  I would guess that the cost price on our manuals is nearer $3 than $5.  You would need to supply the text "print ready" in Word or one of the Mac formats. (I bet you could get an even better deal in Hong Kong or New Delhi). RobinH 15:06, 13 February 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:07, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:50, 19 April 2015 (UTC)

title: User talk:Curtbeckmann~enwikibooks


text:
Cookbook:Pollo Del Fungo (Chicken with Mushrooms)

According to the initial recipe contributor, the following is the origin of this dish:"'Dining last night at 407 my two friends and I had an incredible appetizer. The restaurant is very good but this dish alone may justify its existence. We asked the waiter what went into the dish and a few minutes later the chef came out. He sat down and was happy to outline the dish for us.'"

Ingredients

 * 400 g chicken breast
 * 3 medium mushrooms
 * ½ cup flour
 * ½ tsp black pepper
 * ¼ tsp rosemary
 * ½ tsp lemon pepper
 * 1 dash hot paprika
 * 1 dash salt
 * ¼ cup white wine
 * ½ cup chicken stock

Procedure

 * 1) Cut chicken into sixteen 3x½-inch strips.
 * 2) Wash and dry mushrooms. Mince the mushrooms until very fine.
 * 3) Mix flour, ⅔ of the minced mushrooms, salt, black pepper, and a pinch of crumbled rosemary.
 * 4) Heat a large frying pan with a small amount of oil and a pinch of black pepper.
 * 5) Roll the chicken strips in the flour mixture and fry.
 * 6) While the chicken is frying, mix (preferably grind) together the pepper, rosemary, paprika, and salt.
 * 7) Remove the chicken and set aside.
 * 8) Deglaze the pan with the wine. Add the spice mix and the remaining mushrooms.
 * 9) Reduce for a minute or two, then add stock. Reduce to a sauce consistency.
 * 10) On each plate stack 4 chicken strips and spoon 1–2 tbsp of sauce on top.


text:
Social and Cultural Foundations of American Education/Hot Topics/Funding Inequities

Before we can examine how school funding is inadequately disbursed amongst school districts we must first understand the complex nature of how schools receive their funding. When we break down the education system there is much more to learning than a teacher and a student. There is the money that is budgeted for each program, teacher salaries, per student costs, field trips, and everything that a school operates on is designated and planned by the budget for that school. To break down the funding and budgetary system we must look at the influences from not only the federal level, but also the state and local levels, and how these funds contribute to our education system.

School Funding
To better understand the breakdown of school funding we must look at the three different governmental factors that contribute to raising the appropriate funds for the many school districts nationwide.

Federal Level
On a federal level, the government contributes roughly eight and a half percent of all funding that each district receives. This is broken down into grants and scholarships that the school qualifies for. Each School district can qualify for different grants depending on the nature of the funds that they are trying to receive. “Federal money under the Individuals with Disabilities Education Act may be used to provide “assistive technology” for children with a variety of disabilities.” Each district is responsible for what grants, scholarships, and federal funds it qualifies for and receives. “The Department of Education may disperse awards, grants, and contracts to schools, school districts, researchers, and others to implement new methodologies, Research effective practice, implement educational reform, and provide the Department goods and services.”

State and Local Level
The second part to school funding is more complex, because most of the funds for secondary and elementary education are from the State and local levels. According to a report published in 2005 by the National Center for Education Statistics there are splits between the state and local governments on average, 48.7 percent from the states and 42.8 from local sources contribute to the make up of school funding. There is still some margin of era, because this is an estimate and not every district follows this completely. When reviewing how funds are contributed to school districts on a state level we must look at the Education Reform that can vary state to state. Each state is responsible for budgeting a set amount for education; those funds are then disbursed evenly amongst the different school districts. This brings us to the local level of funding, because once funds are raised and disbursed it is up to the local districts for each school to decide how the money is divided. Other ways that schools can receive funding on the state and local level is property taxes. This is an ongoing debate amongst the various General Assemblies and the state senates because if the legislatures raise taxes to supplement the Education reform then this poses a strain on keeping local control while the state is increasing the states role in raising school funding. Another pit fall or down side to the tax issue is utilizing property tax, because if a particular district raises its property taxes to help with the funding for its particular school district, this in turn helps out the school, but poses a problem for those districts in low-income eras. Inner city schools would not raise as much additional funds by higher property tax, but if you raised say property taxes in New York City the school districts would potentially benefit due to the economic wealth in this particular era, so there are still so many questions and not enough answers on how to fix this problem.

Districts
Each School District is made up of a Board of Education, this committee is responsible for planning and budgeting of each school within that district. The Board of Education is responsible for making sure that each school receives the proper amount of funding to make sure that the school runs smoothly, without jeopardizing its educational need. In No Child Left Behind, the Department of Education was given the right to withhold funding if it felt the state did not comply with its regulations. This controversial amendment affects not only the state and local government, but each district as well. When planning the budget per fiscal year each district relies on the funds that they know are allotted to them. If by chance they do not follow the regulations outlined in No Child Left Behind, the federal government penalizes them by withholding the funds that were allotted to them. By doing so not only are the districts in jeopardy, but also the schools themselves. When breaking down the budgetary sources of funding that are disbursed by district, we have to evaluate how the districts split their funds and base their budgets for each school. Most districts in the United States, no matter where the schools are located, allot the same amount equally when using the federal and state funds that it was allotted.

Schools
On the individual level of each school we can look at a wider area of disbursement, because funds are not evenly disbursed sometimes the school might have a budget for one thing and have to allot those particular funds to something else. A prime example of this is based on Teachers salaries, if the budget that was calculated say for the inner city school stated that the average salary for that school is $30,900 and the average per student cost is $450.00 if the budget only allotted for say a teacher salary of $29,000 then the money that was allotted for the per student cost or from other areas such as extra curricular activities or departments that might not need the funding. This thought process in turn only effects the Teachers and student, and the lasting result is an inadequate funding system.

Effects
After understanding the breakdown of how schools are funded and how the money disbursement can be skewed we must look at how this affects the teachers and students in those school districts. As we know there can be committees established to raise additional funds for schools, but depending on the geographical location of that particular school, the cards might be stacked against them on raising the money that they need. For example, you might not get the peer or staff commitment in an inner city school to have a fund raiser to better there school, than say a school in New Your City or Orange County where there schools are in better neighborhoods, and the economic struggles that those students might face are not the same as an inner city student.

Teachers
As teachers we are to mold the minds of young children who thrive to learn to the best of their ability while at the same time bettering themselves to develop the skill and mind set that will eventually lead them through life. Without the proper support from the community it makes it harder to help the next generation be the best of the best. With little funding allotted to books, supplies, technology, field trips, extra curricular activities it makes it harder for a teacher to teach there particular subject, an example would be you don’t want to teach a computer class with no computers. In today’s society there is a heightened push on the educator to make sure that the student is receiving the best education possible through the use of the tools that needed to adapt them to that way of thinking. With the federal government trying to push No Child Left Behind and to try to regulate what funds are allotted to states it makes it harder from the Teachers perspective to teach your class the way that you feel they should receive the information.

Students
Students can also be affected by the lack of funding allotted to a school or shall we say the disbursement of funds. Without the budget for computers, extra curricular activities, study program, adequately trained professionals, how is a student to learn. If a child wants to learn Math they need a math book. The lack of support from the federal government can hinder the experience that a child receives or even the guidance that is given to them in there classroom setting if the proper tools are not there to help them succeed. With Rising salary cost, gas prices, and other economic hardships that might impact the environment that the student is in makes it harder for that student to relate or understand the subject area that they might be taught.

Conclusion
The Department of Education poses the right to withhold funding to schools that are not showing or complying with the rules and regulations of No Child Left Behind; but is this truly the answer. If a school district or even and individual school is not complying and the federal government withholds the 8% of funds that that schools district would have been allotted what does that prove. It penalizes those schools that were meeting the standards, jeopardizing the education of some for a few doesn’t seem worth it. We need to, as a nation, create ways to make the educational funding system better without jeopardizing those students that do what they need to. After much research there is still a need for some reform to better the educational funding system, so that all schools and school districts are on the same page, whether it is on a federal level to regulate the disbursement or to make sure that there are more grants established for low economic stricken areas that might not be able to prosper more through the community influences that other schools within the district might have to there advantage. There needs to be more rules and regulations on school funding so that as educators we can better provide for our pupils.

Multiple Choice Questions
Click to reveal the answer.

Essay Question
How would you fix the school funding issues that plague school districts? How would it benefit teachers and students?


text:
Social and Cultural Foundations of American Education/Dynamic Learning Environment/Multiple Strategies

When you walk into a classroom you encounter many students. It is essential to keep in mind that each of these students are unique, and have a distinctive learning style. There are three broad categories of learners: visual, auditory, and kinesthetic/tactile; all of these learners ascertain optimum knowledge in separate ways. Howard Gardner once said, “Children are best served by having opportunities to gain and demonstrate their understanding in a variety of ways.” Incorporating an assortment of teaching and learning strategies can have a noticeable affect on student engagement and achievement. When educators apply the use of varied teaching strategies, they are supporting a belief in individual learning styles and preferences, and they are more apt to engage students in the successful acquisition of knowledge.On the New Horizons for Learning website, Dee Dickinson points out the following, “Students who struggle in schools with curriculum and instruction based primarily on verbal proficiency, arts processes are extremely powerful” (1997). Teachers can use multiple strategies as a means of connecting with each group of students by teaching children through means of art, music, cooking, centers, and games.

Art
In Victoria Jacob's writing, Teaching Core Curriculum Content through the Arts, she states, “Arts in elementary schools have often been separated from the core curriculum and instead, offered as enrichment activities that are considered beneficial but not essential” (Jacobs, 1999, p. 2). The officials of the schools she refers to, in addition to other critics, pose the question, “Why should we have art in our schools?” One response to this question is that when the arts are well taught, they are able to engage the minds and hearts of young people by giving them the means to know and enjoy their world. The arts also help them to become literate in an increasingly visual world.

Art encourages self-directed learning, and provides new challenges to students who are already considered successful. It shows improvement in discipline and academic achievement in students who may have had previous issues with traditional learning. The ability to create, interpret, and integrate visual messages is an essential component of literacy. Reports from the National Art Education Association (NAEA) showed that “Students in art study score higher on both their Verbal and Math SAT tests than those who are not enrolled in arts courses” (Guenter 2005). Art education helps children make sense of their world by providing them with motivational tools to reach a new level of understanding of their education, and make connections to the world of ideas. Integrating art into everyday learning gives students who are primarily visual and kinesthetic learners a better chance to learn, as well as giving every student the chance to learn more effectively. In this way, teaching art enables students to achieve their highest level of learning.

Music
Music is another essential component of the curriculum which, by many, is often over-looked and thought of as irrelevant to education. MENC 2002 shows that skills learned through the discipline of music are transferable to study skills, communication skills, and cognitive skills, which are useful in every part of any curriculum. Catchy tunes and phrases provide children with an easy way to recite and remember facts. For example, a kindergarten teacher at Greenbrier Primary School in Chesapeake, Virginia writes songs about the famous historical figures and the knowledge that kindergarteners are expected to know for the VA SOLs. She testifies that through her twenty-five years of teaching experience, her students are better able to retain the information that they had been taught when they put it in the form of a song. Not only does music make learning more fun, and facts easier to recall, but another significant feature of music is that it strengthens the right side of the brain. This is an important characteristic because studies have shown that the more parts of the brain that are used, the better the user’s synapses develop (Connell 2007).

Several studies provide evidence that children who participate in music programs show improved spatial-temporal skills, enhanced academic performance, and better social skills (Prescott 2005). This is also true of just listening to music. Teachers know from the expressions on their students' faces that music promotes wonder and provides benefits far beyond what can be assessed by research. Students enjoy, gain nourishment, and build confidence through participation in music. A professor in the department of Psychobiology at the University of California, Irvine, Norman Weinberger, Ph.D., says that music “appears to really bring out the best in students, capitalizing on their natural curiosity and allowing it to flourish in a varied, stimulating environment” (Prescott 2005).

Integrating music into the everyday learning environment helps students improve themselves in many ways. The U.S. National Child Welfare Association states, "Through music, a child enters a world of beauty, expresses his/her inmost self, tastes the joy of creating, widens his/her sympathies, develops the mind, soothes and refines the spirit, and adds grace to the body" (Dickinson 1997).

Cooking
Although many restrictions have been placed on the allowance of food in the classroom, it is still permissible to cook with fresh, store bought ingredients and obtained office approval. Cooking can be incorporated into various lessons for each of the core subject areas. For example, produce can be sliced in a demonstration about fractions, or can also be used to study social studies and geography by investigating topics such as: where it originated, where it is grown now, who first ate it, and how. More involved cooking demonstrations give students the chance to explore the science of chemical changes as they see how foods differ when heated, frozen, or mixed (Giancoli 2007). The importance of following directions and doing things in a sequential order play a big role in cooking, and the value of organization is also demonstrated. Having students participate in cooking aids in the development of their fine motor coordination, and uses decision-making and problem-solving skills when something unexpected happens. Students also enhance their vocabulary while they are working in the classroom kitchen. They learn new units of measurement, as well as the names of foods, ingredients, and kitchen utensils. Lessons about basic nutrients, heat safety, and proper sanitation can also be linked into the curriculum (Giancoli 2007).

Centers and Games
Group interaction has proven to be very useful for students of all ages. One form of group interaction for elementary students is obtained by working in centers. Centers offer motivation and flexibility to meet the diverse needs of today's students (Van Deusen-MacLeod 2000). Centers teach many valuable concepts, some of which are social aspects and others are more traditional educational values. Through centers, students are able to practice cooperation and learn to take turns. They are able to discuss with each other and develop more elaborate language. These opportunities for social collaboration allow student participation on a variety of levels and integrate success into each child’s experience (Van Deusen-MacLeod 2000).

Children also gain the possibility of making choices about their learning. Some of the educational benefits of centers include the development of classification skills and number concepts, as well as problem-solving abilities. Additionally, students learn to make generalizations about the properties of various objects, organize and conceptualize the world, and follow a mental plan. They also further develop gross motor skills and hand-eye coordination. Another benefit of centers is that they provide a great opportunity for integrating technology into the classroom.

While working in centers, students develop a positive self-concept as well as a positive attitude toward learning. The classroom structure provided allows teachers to assess students regularly while they are engaged in meaningful and purposeful activities. Teacher observation of center behaviors provides significant information regarding each student's level of independence, interdependence, and cooperative skills. (Van Deusen-MacLeod 2000). Educational games also serve as a productive method for teaching students. Games can be used as a means of introducing material and gaining students’ interest, for more in-depth exploration of a subject, or as a review of content. Games sharpen students’ skills and encourage them to learn more, while making learning a fun experience. Popular game shows such as Jeopardy!, Who Wants to be a Millionaire?, and 1 vs. 100, serve as popular models for review games in the classroom and can be related to all subjects. Studies show that students who are involved in the learning process have more fun and better retain information than ones who are not.

Conclusion
Exposing students to abstract learning by various forms of interaction will teach them logic and reasoning, and will help them to grasp what might not be represented on the surface. This is why teachers should use multiple strategies in order to produce meaningful learning results through use of art, music, cooking, centers, and games. The arts make a tremendous impact of the developmental growth of every child. Cooking can promote a better understanding of science and inforces the importance of following directions. Centers and games help children's social skills and also provide a fun method for discovery and learning. Each of these interactive, hands-on forms of educating encourages students to further engage themselves in the learning process, and helps them to retain greater knowledge. It is crucial that teachers use an assortment of instructional activities in order to entice all students and excite them about their education.

Multiple Choice Questions
Click to reveal the answer.

Essay Question
Click to reveal a sample response.


text:
Social and Cultural Foundations of American Education/Educational Change/Standards

According to Robert L. Linn, standards have played a prominent role in education during the past 50 years. In the 1950s, under the influence of James B. Conant, testing was used to select students for higher education and to identify students for gifted programs. In the 1960s, testing was used to measure the effectiveness of Title I and other federal programs. In the 1970s and early 1980s, state testing to measure basic skills was developed and became a graduation requirement in 34 states. This minimum competency testing continued into the late 1980s and early 1990s and was overlapped by a movement toward the use of standardized test results for accountability purposes (Linn,1).

This use of standardized testing is still used in today's schools and has developed even greater emphasis with the passage of the No Child Left Behind Act of 2001(NCLB). The NCLB Act is an education reform effort proposed by President George W. Bush passed into law by Congress on January 8, 2002. Two important areas of the NCLB Act directly affecting the role standards play in today's educational system include increased accountability for states, school districts, and schools and a greater choice for parents and students, particularly concerning which schools to attend. The role of education standards has became the primary tool for assessing implementation of these key principles of the act.

A Closer Look at No Child Left Behind
The role of standards is very evident in the assessment of the first principle of the NCLB Act: increased accountability for states, school districts, and schools. According to the Executive Summary of the NCLB Act, it is required that states implement an accountability system covering all public schools and students. These systems require state standards in reading and math and annual testing for students in grades 3-8. Schools failing to make yearly progress toward state goals will have to undergo corrective action to help them meet state standards. The bill prohibits any “national testing” or federally-controlled curricula. It is the responsibility of the states to design their own tests and to make sure their tests are aligned to their state curriculum standards. Federal funding is provided to states to develop their tests. The test results are required to be made public annually. The test results are divided and reported according to poverty, race, ethnicity, disability, and limited English proficiency. This process is known as “disaggregation of data” and is used to prevent the lumping of all students together to hide the achievement gaps within certain groups of students.

States had until the 2005-06 school year to develop and implement their tests. Schools and school districts are now required to show “adequate yearly progress” (A.Y.P.) toward demonstrating with their test scores that they are on course to reach 100 percent proficiency for all groups of students within 12 years. States decide what is acceptable for A.Y.P. Schools that fall behind may be subject to various “school improvement measures.” States will also have to compare their test results against an independent benchmark called the National Assessment of Educational Progress (NAEP), which will be given to a small sample of each state’s 4th and 8th grade students. The purpose of the NAEP is to insure that the state standards are not set too low (Executive,1). The role of standards are very important in insuring that states, school districts, and local schools are being held accountable for student performance.

Standards also play a very important role in deciding how Title I funds are spent. According to the Executive Summary, the NCLB act increases the choices available for parents and students. If a school is identified for improvement, corrective action, or restructuring, students must be given the opportunity to attend a better performing public school. The district must provide transportation to the school and use at least 5 percent of its Title I funds for this purpose. Schools that consistently fail to meet state standards for at least 3 of the 4 preceding years must use Title I funds to obtain supplemental services from the public or private sector. To help maintain standards, local educational agencies offer productive choices. NCLB requires districts to spend 20 percent of their Title I money to provide school choice and supplemental programs to eligible students. The school choice and supplemental program portion of NCLB provides incentives to poor performing schools to improve performance on state standards to prevent losing portions of their budgets (Executive,1-2).

Since the beginning of the NCLB act there has been some significant changes in the performance of students in America. Some of these high performances are: "more progress had been made by nine-year-olds in the past five years than in the past 28 years combined, nine-year-olds have posted the best reading and math scores since the early seventies and thirteen-year-olds have posted the best math scores ever, math tests for African American and Hispanic 13-year-olds were at an all time high, and forty three states and D.C. either improved academically or held steady in all categories" (wiki). However, even though there has been a change for the better in our nation's schools there is still backlash that NCLB is not the best act to help failing schools. Some people feel that there is not enough funding from the federal government, others feel that with the incentives set up and penalties given that test will be manipulated, and others feel that with standardized testing teachers will teach to take tests instead of learning for real world applications. However, NCLB has improved many schools and with the right administration and teachers it can help bridge the gap between top schools and Title I schools.

Conclusion
The role standards have played in education has always been a controversial one. Despite the 50-year history of standards in education, it is still not clear if they are a reliable source of indicating educational quality. The NCLB act has heightened this debate and has been highly criticized for its dependence on testing standards. According to K-8 principal and Vice-Chair of the Coalition of Essential Schools, Deborah Meier, “The current push for national and state-mandated standards is fundamentally misguided. It leads inevitably to standardization, which is the antithesis of real education. It will not help develop young minds, contribute to a robust democratic life, or aid the most vulnerable of our fellow citizens. By shifting the focus of authority to outside bodies, it undermines the capacity of schools to instruct by example in the qualities of mind that schools in a democracy should be fostering in kids—responsibility for one’s own ideas, tolerance for the ideas of others, and a capacity to negotiate differences. Standardization instead turns teachers and parents into the local instruments of externally imposed expert judgment. It thus decreases the chances of young people growing up in the midst of adults who are making hard decisions and exercising mature judgment in the face of disagreements. And it squeezes out those schools and educators with innovative ideas” (Meier,1).

Proponents of using standards in educational reform argue, however, that testing is a necessary way to maintain accountability. According to President George W. Bush, “How do you know if a child is learning if you don’t test?” (Marsha, 1).

Colleen Ruggieri, an English teacher-turned-consultant for the Ohio state department, believes that the current standards, while flawed, have motivated some critical changes. More than anything, she says, the emphasis on standards has pushed many teachers to do what they might never have done, collaborate: “While autonomy is a wonderful thing, it can be even greater when coupled with the gift of collaboration. Most high school teachers understand the feeling of isolation. Sadly, a career lacking in communication with colleagues can lead to burnout and loss of enthusiasm. With the evolution of the standards movement, I have watched teachers in my state strike up stimulating conversations with a sense of renewed enthusiasm” (Ruggieri 15).

Ruggieri also points out that the emphasis on standards has allowed teachers to focus less on the textbook for curriculum development. This, she says, frees teachers up to spend more time assessing what students know beforehand, and allows them to use their judgment more in deciding what to teach (Ruggieri 15-16).

Regardless of the controversy created by the use of standards in education, their role will continue to be an important one for all educators.

Multiple Choice Questions
Click to reveal the answer.

Essay Question
Click to reveal a sample response.