text:
File:Sambuca Molinari drinkupny.jpg

Source: http://www.drinkupny.com

Non-free use rationale
This image meets the following non-free use criteria:
 * No free alternative possible
 * If this is a promotional image from the company, then any "user-supplied" image whose sole purpose was clearly to represent the same copyrighted box/item art (and nothing else, and with no significant artistic input- i.e. a "mechanical" reproduction, whether by scanner or camera) would likely have the same restrictions.
 * Is being used to demonstrate the product and/or its marketing
 * Serves to demonstrate the product being discussed rather than being used in a solely decorative manner.
 * Does not deprive company of ability to make money in any way
 * Is not being used in misleading or misrepresentative manner

Disclaimer

 * Use of this non-free image of a proprietary product is not an endorsement of that product nor of the internet business from which the image was obtained. This image was obtained from a manufacturer's website or an online business selling that product. The source of the file is listed under the image. The owners of the trademark and the image are acknowledged.

/Images

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

title: File:Sambuca Molinari drinkupny.jpg


text:
File:Herbsaint oxygenee.jpg

Source: Courtesy of Jay Hendrickson, the pre-eminent historian of Herbsaint and the Legendre company.

Non-free use rationale
This image meets the following non-free use criteria:
 * No free alternative possible
 * If this is a promotional image from the company, then any "user-supplied" image whose sole purpose was clearly to represent the same copyrighted box/item art (and nothing else, and with no significant artistic input- i.e. a "mechanical" reproduction, whether by scanner or camera) would likely have the same restrictions.
 * Is being used to demonstrate the product and/or its marketing
 * Serves to demonstrate the product being discussed rather than being used in a solely decorative manner.
 * Does not deprive company of ability to make money in any way
 * Is not being used in misleading or misrepresentative manner

Disclaimer

 * Use of this non-free image of a proprietary product is not an endorsement of that product nor of the internet business from which the image was obtained. This image was obtained from a manufacturer's website or an online business selling that product. The source of the file is listed under the image. The owners of the trademark and the image are acknowledged.

/Images

title: File:Herbsaint oxygenee.jpg


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

Summary
The Disillusionment Charm allows you to either become temporarily invisible or temporarily unnoticable, depending on how well it is cast.

Extended Description
The Disillusionment Charm makes you blend in with your surroundings to a certain extent; depending on how well it is cast, it can make you nearly invisible.

Mad-Eye Moody casts this charm on Harry in Harry Potter and the Order of the Phoenix when he and the Advance Guard are transporting Harry to the Headquarters of the Order.

In Harry Potter and the Deathly Hallows, we learn that many Invisibility Cloaks are made by casting Disillusionment Charms over ordinary traveling cloaks. A number of other techniques are used as well. None of these techniques are perfect; physical and spell damage, or simple age, will cause them to fail.


text:
File:Tsipouro greekwines.JPG

Source: http://www.greekwines.com

Non-free use rationale
This image meets the following non-free use criteria:
 * No free alternative possible
 * If this is a promotional image from the company, then any "user-supplied" image whose sole purpose was clearly to represent the same copyrighted box/item art (and nothing else, and with no significant artistic input- i.e. a "mechanical" reproduction, whether by scanner or camera) would likely have the same restrictions.
 * Is being used to demonstrate the product and/or its marketing
 * Serves to demonstrate the product being discussed rather than being used in a solely decorative manner.
 * Does not deprive company of ability to make money in any way
 * Is not being used in misleading or misrepresentative manner

Disclaimer

 * Use of this non-free image of a proprietary product is not an endorsement of that product nor of the internet business from which the image was obtained. This image was obtained from a manufacturer's website or an online business selling that product. The source of the file is listed under the image. The owners of the trademark and the image are acknowledged.

/Images

title: File:Tsipouro greekwines.JPG


text:
Bahai Education/Introduction

INTRODUCTION

Rodney H. Clarken

Peter T. Terry

The problems of education in each of our discrete societies are increasingly becoming global issues which we ignore at the risk of placing our collective future in peril. Education is the among the most potent vehicles for ushering in peace, unity and moral advancement, and these are indispensable. But as we become a global culture, we must ask what knowledge is worth knowing and how it can be best taught. These are questions that have confronted human societies down through the ages and that face the governments and peoples of the world today. Our challenge is to discover answers that transcend the particularity of human existence in its great variety of cultural niches...to discover global, universal education.

This book sets forth a composite statement on education. It introduces the answers found in the authoritative literature of the Baha'i Faith to the questions that we all face as we engage in contributing to an ever-advancing civilization. This Bahá’í literature, consisting primarily of English translations from the Arabic and Persian writings and sayings of Bahá’u’lláh and 'Abdu’l-Bahá, and the English language letters written by and on behalf of Shoghi Effendi, Guardian of the Baha'i Faith, and the Universal House of Justice, contains wise counsels on a great variety of topics, including the field of education.

This book identifies many of the specific and general principles and practical measures found in Bahá’í literature, concerning educational administration, child development, pedagogy, and curriculum. It addresses problems related to education in diverse settings and suggests areas of research that should be pursued. In "The Secret of Divine Civilization", 'Abdu'l-Bahá's outstanding contribution to the future reorganization of the world, we read the following:

''The primary, the most urgent requirement is the promotion of education. It is inconceivable that any nation should achieve prosperity and success unless this paramount, this fundamental concern is carried forward. The principal reason for the decline and fall of peoples is ignorance. Today the mass of the people are uninformed even as to ordinary affairs, how much less do they grasp the core of the important problems and complex needs of the time ''It is therefore urgent that beneficial articles and books be written, clearly and definitely establishing what the present-day requirements of the people are, and what will conduce to the happiness and advancement of society. These should be published and spread throughout the nation, so that at least the leaders among the people should become, to some degree, awakened, and arise to exert themselves along those lines which will lead to their abiding honour. The publication of high thoughts is the dynamic power in the arteries of life; it is the very soul of the world. Thoughts are boundless sea, and the effects and varying conditions of existence are as the separate forms and individual limits of the waves; not until the sea boils up will the waves rise and scatter their pearls of knowledge on the shore of life. . . ''Public opinion must be directed toward whatever is worthy of this day, and this is impossible except through the use of adequate arguments and the adducing of clear, comprehensive and conclusive proofs. For the helpless masses know nothing of the world, and while there is no doubt that they seek and long for their own happiness, yet ignorance like a heavy veil shuts them away from it.'' (1975, pp. 109-110 passim)

These principles and ideals will not be realized until effort is directed toward their fulfillment. As Baha'u'llah and 'Abdu'l-Baha indicated on many occasions, there is no shortage of high ideals, but what is needed practice, actions, deeds:

The essence of faith is fewness of words and abundance of deeds; he whose words exceed his deeds, know verily his death is better than his life. (Baha'u'llah, Tablets of Baha'u'llah written after the Kitab-i-Aqdas, p. 156)

It is incumbent upon every man of insight and understanding to strive to translate that which hath been written into reality and action. (Baha'u'llah, Tablets of Baha'u'llah written after the Kitab-i-Aqdas, p. 166; Gleanings from the Writings of Baha'u'llah, p. 249)

All must hold to that which floweth from the Pen of Reminder, and practice it. (‘Abdu'l-Baha, A Traveller's Narrative, p. 84)

By faith is meant, first, conscious knowledge, and second, the practice of good deeds. (‘Abdu'l-Baha, Tablet in Baha'i World Faith, p. 383)

''Realizing that wealth is desirable is not becoming wealthy. The admission that scientific attainment is praiseworthy does not confer scientific knowledge. Acknowledgment of the excellence of honor does not make a man honorable. Knowledge of human conditions and the needed remedy for them is not the cause of their betterment. To admit that health is good does not constitute health. A skilled physician is needed to remedy existing human conditions. As a physician is required to have complete knowledge of pathology, diagnosis, therapeutics and treatment, so this World Physician must be wise, skillful and capable before health will result. His mere knowledge is not health; it must be applied and the remedy carried out. “The attainment of any object is conditioned upon knowledge, volition and action. Unless these three conditions are forthcoming, there is no execution or accomplishment. In the erection of a house it is first necessary to know the ground, and design the house suitable for it; second, to obtain the means or funds necessary for the construction; third, actually to build it.'' (‘Abdu'l-Baha, The Promulgation of Universal Peace, p. 157)

''What profit is there in agreeing that universal friendship is good, and talking of the solidarity of the human race as a grand ideal? Unless these thoughts are translated into the world of action, they are useless. ''The wrong in the world continues to exist just because people talk only of their ideals, and do not strive to put them into practice. If actions took the place of words, the world's misery would very soon be changed into comfort.'' (‘Abdu'l-Baha, Paris Talks, p. 16)

''Love manifests its reality in deeds, not only in words -- these alone are without effect. In order that love may manifest its power there must be an object, an instrument, a motive.'' (‘Abdu'l-Baha, Paris Talks, p. 35)

''To know this is not enough. All knowledge is good, but it can bear no fruit except by action. It is well to know that riches are good, but that knowledge will not make a man rich; he must work, he must put his knowledge into practice.'' (‘Abdu'l-Baha in London, p. 60)

''Every progress depends on two things, knowledge and practice. First acquire knowledge, and, when conviction is reached, put it into practice.'' (‘Abdu'l-Baha in London, p. 108)

It is hoped that this compilation of source texts will serve as a stimulus to action, and not remain purely theoretical. A categorization of extracts from Bahá’í Education (Research Department of the Universal House of Justice, 1977) along with brief introductory commentaries has been prepared by Rodney H. Clarken, and is located in an appendix.

title: Bahai Education/Introduction


text:
User:Mchua

Hi, I'm Mel. I'm most active on the OLPC wiki but am beginning to make appearances in en-Wikipedia and en-Wikiversity as well.

Got drawn in here by darklama during a #wikiversity discussion on the Middle School Extension project, which led to the creation of Subprojects in a "be bold!" attempt to understand the way things work here. The IRC discussion is documented here on SLP and in links from that section, notably Talk:Middle School Extension. Pointers on where to go with this much appreciated.

title: User:Mchua


text:
User talk:Mchua

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --dark lama  21:35, 14 August 2007 (UTC)

title: User talk:Mchua


text:
Hemp Products/Food Oils & Protein

Introduction
Hemp is the only plant that contains all of the essential fatty acids required by humans. The body does not generate these EFAs and so must ingest them. EFAs clear cholesterol from arteries, supports the immune system efficiency and a provide necessary brain nourishment. Hempseeds provide the oils for creating food out of Hemp.

 * /Food Grade Oil/
 * /Raw seeds/
 * /Roasted seeds/
 * /Flour/

title: Hemp Products/Food Oils & Protein


text:
Hemp Products/Food Oils & Protein/Food Grade Oil

Uses

 * salad oil
 * baking
 * drizzled into soups & stews
 * drizzled on steamed veggies
 * drizzled on pasta
 * pesto
 * mix with yogourt
 * hummus


text:
User talk:76.26.209.19

Mattb112885 (talk to me) 00:06, 15 August 2007 (UTC)

title: User talk:76.26.209.19


text:
User talk:Yetiwillpraise

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 00:07, 15 August 2007 (UTC)

title: User talk:Yetiwillpraise


text:
User talk:KyleGoetz~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 00:07, 15 August 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 KyleGoetz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name KyleGoetz~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:21, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:10, 19 April 2015 (UTC)

title: User talk:KyleGoetz~enwikibooks


text:
User talk:I Hate My User Name

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 00:08, 15 August 2007 (UTC)

title: User talk:I Hate My User Name


text:
Video Game Design

This work will primarily cover every aspect necessary for the creation of video games (techniques, methodologies, considerations and practicalities) from design and planning to publication.

=== Preface: About the book  [ edit ] [ edit chapters list ] [ edit print version ]  ===

ゲームデザイン

title: Video Game Design


text:
Arabic/pronouns1

In Arabic, pronouns can appear either as independent words or as suffixes, depending on their function. Pronouns that act as subjects use the standalone form, while pronouns acting as objects—either of verbs or of prepositions—use the suffix form.

Standalone forms

Suffix forms

=Translation Exercises=

=Exercise 1=

we نَحنُ I أَناْ here هُنا available مَوجودُ in في airport مَطارُ he هُوَ restaurant مَطعَمُ on عَلى ground أَرضُ beautiful جَميلُ you (to a male) أَنتَ you (to a female) أَنتِ school مَدرَسةُ there هُنالِكَ ugly قَبيحُ marketplace سوقُ

ا
 * 1) نَحنُ هُنا.
 * 2) أَنا مَوجودُ.
 * 3) أَنا في المَطارِ.
 * 4) هُوَ في المَطعَمِ.
 * 5) نَحنُ عَلى الـأَرضِ.
 * 6) هِيَ جَميلةُ.
 * 7) أَنتَ في المَطارِ.
 * 8) أَنتَ في المَدرَسةِ.
 * 9) أَنا هُنا.
 * 10) أَنتَ هُنالِكَ.
 * 11) هُوَ قَبيحُ.
 * 12) أَنتَ في السوقِ.

=Key= 1. We are Here. 2. I am available. 3. I Am in the Airport. 4. He is in the restaurant. 6. She is pretty. 8. You are in school/ the school. 10. You are there. 11. He is ugly. 12. You are in the market/mall. 13. Father 14. Mother 15.son

title: Arabic/pronouns1


text:
Arabic/possessivePronouns

=Translation Exercises=

=Exercise 1= book ُُكِتابُ my ـي new جَديدُ car سَيّارةُ cheap رَخيصُ far بَعيدُ restaurant مَطعَمُ his ُـه computer حاسوبُ expensive غالِ your ـكَ your (to a female) ـكِ bad سَيِّءُ here هُنا hospital مُستَشفى close قَريبُ small صَغيرُ

ا
 * 1) كِتابِي جَديدُ.
 * 2) سَيّارَتِي رَخيصةُ.
 * 3) مَطعَمُه بَعيدُ.
 * 4) سَيّارَتُكَ بَعيدةُ.
 * 5) حاسوبُه غالِ.
 * 6) مَدرَسَتُه جَيِّدةُ.
 * 7) مُعَلِّمُكَ سَيِّءُ.
 * 8) مَدرَسَتُنَا هُنا.
 * 9) المُستَشفى قَريبةُ.
 * 10) مَطعَمُكَ صَغيرُ.
 * 11) دَفتَرُكَ صَغيرُ.
 * 12) مَطعَمُه رَخيصُ.

=Key= 1. My book is new. 2. My car is cheap. 4. Your car is far. 6. Your school is good. 8. Our school is here. 10. Your restaurant is small. 12. His restaurant is cheap.

title: Arabic/possessivePronouns


text:
Arabic/possessionRelationship

=Exercise 1=

at(used to mean "to have") عِندَ book كِتابُ negation ما I have عِندي you have عِندَكَ you have (to a female) عِندَكِ he has عِندَهُ we have عِندَنا car سَيّارةُ restaurant مَطعَمُ house بَيتُ pen قَلَمُ school مَدرَسةُ computer حاسوبُ eraser مَحّايةُ house بَيتُ ا
 * 1) عِندَكَ كِتابُ.
 * 2) ماعِندِي كِتابُ.
 * 3) عِندِي سَيّارةُ.
 * 4) عِندَه مَطعَمُ.
 * 5) عِندَنَا بَيتُ.
 * 6) ماعِندِي قَلَمُ.
 * 7) عِندَنَا مَدرَسةُ.
 * 8) عِندِي حاسوبُ.
 * 9) عِندَكَ كِتابُ.
 * 10) عِندَكِ كِتابُ.
 * 11) ماعِندِي مَحّايةُ.
 * 12) ماعِندَنَا بَيتُ.

=Key= 2. I don't have a book. 4. He has a restaurant. 6. I don't have a pen. 8. I have a computer. 10. You (female) have a book. 12. We don't have a house.

title: Arabic/possessionRelationship


text:
Arabic/Review Exercises

=Exercise 1=

Vocab
=Key= 1. My book is there.

2. His letter is there.

3. Our chair is there.

4. Their school is there.

5. Our teacher is there.

6. My student is there.

7. Your pen is there.

8. Our eraser is there.

9. His computer is there.

10. Your notebook is there.

=Exercise 2=

Vocab
=Key= 2. His computer is there.

4. Her student is there.

6. His chair is there.

8. My house is there.

10. Our computer is here.

12. His pen is there.

14. His eraser is unavailable.

16. His restaurant is available.

18. Her school is here.

=Exercise 3=

Vocab
=Key= 2. His university is old.

4. Her school is small.

6. His school is new.

8. His computer is expensive.

10. Our university is expensive.

12. My apartment is new.

=Exercise 4=

Vocab
=Key= 2. This is my school.

4. This is our restaurant.

6. This is his apartment.

8. This is his notebook.

10. This is our (female) teacher.

12. This is my (female) teacher.

=Exercise 5=

Vocab
=Key= 2. That is her (female) student.

4. This is my eraser.

6. That is my teacher.

8. That is his restaurant.

10. That is his university.

12. This is my (female) student.

=Exercise 6=

Vocab
=Key= 2. His car is from the city.

4. My car is near the airport.

6. His chair is on the ground.

8. Our teacher is in the airport.

=Exercise 7=

Vocab
=Key= 2. The city's hospital is clean.

4. The home of the man is his apartment.

6. The door of the home is closed.

8. I have the keys of the house.

10. The airport of the city is far.

12. The woman's pen is here.

=Exercise 8=

Vocab
=Key= 2. The university of her city is small.

4. The school of her friend is new.

6. He has the keys to my car.

8. The building of the hospital is old.

10. The school of his friend is far.

12. The house of his family is here.

=Exercise 9=

Vocab
=Key= 2. He came to our city.

4. She went.

6. He sat here.

8. She sat here.

10. He went to the hospital.

12. She slept in her bed.

=Exercise 10=

Vocab
=Key= 2. She goes to her (home) country/land.

4. She sleeps in (the) bed.

6. She left the place.

8. She ate bread in the restaurant.

title: Arabic/Review Exercises


text:
Talk:IB Biology/Option E - Neurobiology and Behavior

I believe that this guide is incomplete on E.6 - The ANS. Please fix this.


text:
Talk:System Monitoring with Xymon/Other Docs/HOWTO

Devmon howto split: acceptable?
As can be seen, I've split the "devmon howto" into a couple of sections -- one for initial setup and one for adding an unrecognized device or new test (which seemed somewhat outside the beginner's scope). The only problem now is that the last part (Test!) has content that should perhaps go in the initial part. The most concerning is the safety of running multiple devmon processes.

If the sections should be combined (i.e. the devmon documentation is adequate for beginners, and people would only come here to see how to add new devices/tests) then by all means recombine.--Goldfndr 04:20, 15 August 2007 (UTC)
 * Additionally, the length of the Devmon part of the Howto is really long. I think it's long enough to deserve its own Howto module (i.e. a sibling of System Monitoring with Hobbit/Other Docs/HOWTO/Custom Monitoring Scripts for Hobbit).--Goldfndr 04:25, 15 August 2007 (UTC)


text:
Physics Textbook

Energy is a precious commodity. It keeps a nation alive. It runs industries, transport, and communication facilities. It provides us conveniences in daily living. The radio, television, light fixtures, stove, water pump and other devices, and appliances require energy to function.

The unifying theme of this module is energy—its many forms and the changes it undergoes. This module discusses the importance of energy in the different aspects of daily living. The content is divided into the following units:

Unit I, Energy and Society, discusses the different views of physics—as a discipline and its relation to the other science disciplines, the activities of physicists and how their work relate to the developments in science and technology, and how physics interrelates with technology and society.

Unit II, Energy in the Environment, starts with light, a form of energy that we are familiar with. The behavior of light as it interacts with materials is presented in the context of light and vision. Everyday situations are used to advantage to describe the properties of light. Nuclear radiation, a form of energy other than sunlight, is the other theme included in this unit. The discussion shows the benefits derived from and the environmental hazards of nuclear energy.

Unit III, Energy in the Home, focuses on the use of electrical energy in the household. Concepts are discussed with the circuitry in the house as the starting point. The transformation of electrical energy to other forms, electrical energy consumption, and how to use energy wisely are given emphasis. The benefits derived from and dangers posed by the use of electrical energy conclude the unit.

Unit IV, Energy and the Economy, gives importance to the transformation of other forms of energy to electrical energy as it describes electrical energy generation, transmission, and distribution. Electromagnetic forces and electromagnetic induction are the major concepts of the unit.

The module features simple laboratory activities requiring readily available materials. Some activities are investigatory. Others are verifications. Some are meant to guide you in analyzing abstract ideas or experimental data. Some activities may be done at home. Doing the activities will concretize or operationalize certain physics concepts to enhance your understanding of the theories involved. It will also help you acquire analytical skills and familiarity with the science processes, which in turn will help you in decision-making.

The questions and problems in the study guide will help you integrate the main ideas discussed in each chapter.

I hope that this module will help you become more aware of the relevance and importance of science, particularly physics, and technology in your everyday life.

Table of Contents
Unit I            Energy and Society

Chapter 1   Physics, You, and Society

 * Physics is a Way of Thinking

 * Physics is the Pioneer Science

 * Physics in a Personal and Social Context

 * Summary

Unit II           Energy in the Environment

Chapter 2   Light and Sight

 * The Human Eye

 * Light

 * The Colors of Objects

 * Blue Sky, Red Sunset, and White Clouds

 * Color Vision

 * Summary

Chapter 3     Reflection and Mirrors

 * Plane Mirrors

 * Curved Mirrors

 * Summary

Chapter 4     Lenses and Vision

 * Refraction of Light

 * Trapping Light

 * Lenses

 * Image Formation by Lenses

 * The Camera and the Eye

 * Vision Defects and the Corrective Lenses

 * Aids to the Human Eye

 * Summary

Chapter 5       Radiation Around Us

 * A Century with Radioactivity

 * Natural and Artificial Isotopes

 * Changing Identities: Nuclear Transformation

 * Living with Radiation

 * People and Ionizing Radiation

 * Radiation Applications

 * Summary

Chapter 6       Reactors and Nuclear Energy

 * Mass Defect and Binding Energy

 * Fission

 * The Power of Nuclear Reactors

 * A Natural Nuclear Reactor

 * Environmental Hazards from a Nuclear Reactor

 * Fusion in the Stars

 * Summary

Unit III          Energy in the Home

Chapter 7       Electric Circuits

 * House Wiring

 * Simple Electric Circuit

 * Electric Current

 * Voltage

 * Conductors or Insulators

 * Current, Voltage, and Resistance: Ohm's Law

 * Factors Affecting the Resistance of a Wire

 * Electrical Connections

 * Summary

Chapter 8       The Benefits and Dangers of Electrical Energy

 * Matching Source and Load

 * Power Rating of Appliances

 * Heat Generated in Appliances

 * Short Circuit and Overload

 * Circuit Protector

 * Electrical Energy Consumption

 * Energy Saving

 * Electric Current and the Human Body

 * Electrical Hazards and Safety

 * Summary

Unit IV          Energy and the Economy

Chapter 9       The Magnet and Current Connection

 * Oersted and the Magic of Magnetism

 * From Magnets to Motors

 * Painting Pictures with Magnets

 * Summary

Chapter 10         Power Generation, Transmission, and Distribution

 * Power Plants

 * In Search of the Magnetic-Induced Current Connection

 * Electromagnetic Induction

 * Lenz's Law

 * Faraday's Dynamo

 * Electrical Energy Transmission and Distribution

 * Power Losses

 * Superconductivity

 * Summary

Unit V          Energy and Transportation

Chapter 11         Going Places

 * Describing Motion

 * Average Speed

 * Acceleration

 * Falling Body

 * Graphing Motion

 * Speed and Velocity

 * Acceleration and Velocity

 * Moving On: Rapid and Mass Transport

 * Summary

Chapter 12         What Causes Motion

 * Early Studies on Causes of Motion

 * Net Force

 * The Law of Inertia

 * The Law of Acceleration

 * The Law of Interaction

 * Impulse and Momentum

 * Conservation of Momentum

 * Friction and Streamlining

 * Force: The Cause of Motion

 * Summary

Chapter 13         Conservation of Energy

 * Energy Transfer

 * Kinetic Energy

 * Potential Energy

 * Conservation of Mechanical Energy

 * Power and Efficiency

 * Heat and Work

 * Thermal Energy

 * Heat Engines

 * Law of Conservation of Energy

 * Energy Conservation Process: The Second Law of Thermodynamics

 * Light Energy

 * Summary

Chapter 14         Floating and Flying

 * Pressure

 * Applying Fluid Pressure

 * Buoyancy in Liquid

 * Safety at Sea

 * Buoyancy in Air

 * Summary

Unit VI          Energy and Information and Communication Technologies

Chapter 15         Sound in Communication

 * Contributors to the Development of the Telephone

 * The Nature of Sounds

 * Characteristics of Sound Waves

 * Properties of Sound Waves

 * The Beginning of Electric Communications

 * The Telephone System

 * Summary

Chapter 16         Wireless Communication

 * The Beginning of Wireless Communication

 * Radio Communication

 * Telecommunication Links

 * Energy Conservation in Communication

 * Summary

Chapter 17         Electronics

 * Early Development in Electronics

 * Semiconductors

 * Discrete Electronic Components

 * Integrated Circuits

 * Optoelectronic Components

 * Putting Electronics to Work

 * Summary

title: Physics Textbook


text:
Talk:More C++ Idioms/Non-copyable Mixin

There is a minor issue when using NonCopyable. Please consider:

In this case C inherits two sub-objects of the same base class NonCopyable. The standart requires sub-objects of the same base class to have distinct addresses, which prohibits empty base class optimization in this case and make the sizeof(C) at least 2.

To make empty base class optimization work something like the following can be done:

Here, C does not have any base class sub-objects of the same type, which allows for empty base class optimization.

NonCopyable::operator= gets hidden
In the following code:

The compiler generated CantCopy::operator= hides NonCopyable::operator=, thus making the latter useless. Assignment in the following code does not cause a compiler error as it should.

To fix the code NonCopyable::operator= signature needs to be changed to:

 * Make it "NonCopyable & operator = (const NonCopyable &);" and I agree. ;) --212.111.224.237 (talk) 15:39, 16 March 2010 (UTC)

193.77.185.88 (discuss) 10:54, 1 September 2011 (UTC) I think this needs to be updated to the new standard, using the =delete feature.

Does it get fixed by C++11 with constructor NonCopyable = default ?
Anyone has idea ?

What is the benefit of this idiom over deleting the copy constructor and assignment operator?
I cannot see why this idiom would be preferred over:

The reasons given in the article aren't convincing. I don't see how inheriting from another class is "simpler and cleaner" than deleting the copy constructor and assignment operator directly in the class declaration.

The meaning of deleting these functions is clear enough, and doesn't need any additional documentation. You might need to document why you are deleting these operations, but that's no better (or worse?) than documenting why you are inheriting from NonCopyable.

The idiom also creates the Banana Gorilla Forest problem, which doesn't occur in case of deleting the copy constructor and assignment operator. --Please-choose-another-username-666 (discuss • contribs) 05:58, 14 July 2019 (UTC)

title: Talk:More C++ Idioms/Non-copyable Mixin


text:
User talk:217.219.162.2

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

Xania talk 13:01, 15 August 2007 (UTC)

title: User talk:217.219.162.2


text:
XQuery/Net Working Days

Motivation
To calculate the "effective" age of many documents you want to count the number of working days they have been in various stages. This means you count the weekdays but not the weekend days. You can even discard the holidays if you want to have consistent aging reports.

Approach
Since NetWorkingDays is a calculation that is shared by many systems, it makes sense to use a XQuery module to put the logic into.

The heart of this calculation is a NetWorkingDays algorithm that is passed two dates.

Sample Test Driver
Back to Unit Testing Main Menu Back to CRV Main Menu

Discussion
The recursive function works but it is slow. It has to call itself once for each date between the two dates. An alternative approach is to count the end days in each fraction of a week, count the weeks and multiply by five.

Code??

Acknowledgments
An initial version of this was provided by Chris Wallace.

title: XQuery/Net Working Days


text:
User:Kbdank71

I'm Kbdank71. I'm an admin at the English Wikipedia.

My other user pages:
 * Wikipedia: w:User:Kbdank71
 * Meta: m:User:Kbdank71
 * Wiktionary: wikt:User:Kbdank71
 * Commons: commons:User:Kbdank71
 * Wikisource: s:User:Kbdank71
 * Wikiquote: q:User:Kbdank71
 * Wikinews: n:User:Kbdank71
 * Wikibooks: User:Kbdank71
 * Wikispecies wikispecies:User:Kbdank71
 * Wikiversity v:User:Kbdank71

title: User:Kbdank71


text:
Java Persistence/What is JPA?

The Java Persistence API (JPA) is a Java specification for accessing, persisting, and managing data between Java objects / classes and a relational database. JPA was defined as part of the EJB 3.0 specification as a replacement for the EJB 2 CMP Entity Beans specification. JPA is now considered the standard industry approach for Object to Relational Mapping (ORM) in the Java Industry.

JPA itself is just a specification, not a product; it cannot perform persistence or anything else by itself. JPA is just a set of interfaces, and requires an implementation. There are open-source and commercial JPA implementations to choose from and any Java EE 5 application server should provide support for its use. JPA also requires a database to persist to.

JPA allows POJO (Plain Old Java Objects) to be easily persisted without requiring the classes to implement any interfaces or methods as the EJB 2 CMP specification required. JPA allows an object's object-relational mappings to be defined through standard annotations or XML defining how the Java class maps to a relational database table. JPA also defines a runtime EntityManager API for processing queries and transaction on the objects against the database. JPA defines an object-level query language, JPQL, to allow querying of the objects from the database.

JPA is the latest of several Java persistence specifications. The first was the OMG persistence service Java binding, which was never very successful. Next came EJB 1.0 CMP Entity Beans, which was very successful in being adopted by the big Java EE providers (BEA, IBM), but there was a backlash against the spec by some users who thought the spec requirements on the Entity Beans were overly complex and the overhead and performance were poor. EJB 2.0 CMP tried to reduce some of the complexity of Entity Beans through introducing local interfaces, but the majority of the complexity remained. EJB 2.0 also lacked portability, in that the deployment descriptors defining the object-relational mapping were not specified and were all proprietary.

This backlash in part led to the creation of another Java persistence specification, JDO (Java Data Objects). JDO obtained somewhat of a "cult" following of several independent vendors such as Kodo JDO, and several open-source implementations, but never had much success with the big Java EE vendors.

Despite the two competing Java persistence standards of EJB CMP and JDO, the majority of users continued to prefer proprietary api solutions, mainly TopLink (which had been around for some time and had its own POJO API) and Hibernate (which was a relatively new open-source product that also had its own POJO API and was quickly becoming the open-source industry standard). The TopLink product formerly owned by WebGain was also acquired by Oracle, increasing its influence on the Java EE community.

The EJB CMP backlash was only part of a backlash against all of Java EE which was seen as too complex in general and prompted such products as the Spring container. This led the EJB 3.0 specification to have a main goal of reducing the complexity, which led the spec committee down the path of JPA. JPA was meant to unify the EJB 2 CMP, JDO, Hibernate, and TopLink APIs and products, and seems to have been very successful in doing so.

Currently most of the persistence vendors have released implementations of JPA confirming its adoption by the industry and users. These include Hibernate (acquired by JBoss, acquired by Red Hat), TopLink (acquired by Oracle), and Kodo JDO (acquired by BEA, acquired by Oracle). Other products that have added support for JPA include Cocobase (owned by Thought Inc.) and DataNucleus (former JPOX).

 * JSR 338: Java Persistence API version 2.1
 * Java Persistence API: XML Schemas
 * JPA JavaDoc
 * JPQL BNF

/What is Java persistence

title: Java Persistence/What is JPA?


text:
HacktivistCookbook/Instruments/CheatSheet

= This page gives a quick overview of what works for what and what to beware of =


text:
User talk:AFUSCO~enwikibooks

This user is rarely here please contact me on Wikipedia

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 AFUSCO. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name AFUSCO~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:54, 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) 04:27, 19 April 2015 (UTC)

title: User talk:AFUSCO~enwikibooks


text:
User:Whiteknight/Categorization Gadget

Known Issues
None.

About this Gadget
This gadget is used to apply categories to a book, and comes in two different parts. This gadget is the first, and the User:Whiteknight/Categorization Links template is the second. This page will only talk about the first part.

Selecting a Category
Enter the title of the book in the textbox and click the down-arrow to select a subject. Subjects are arranged by Wikibooks Department, although they do not necessarily line up with the available bookshelves. Once you have picked the appropriate category, click on the "Categorize" button. This will start the categorization process, but will not display any results.

Displaying the Wikitext
Once you have pressed the "Categorize" button, you may click the "Display" button. This will show the created wikitext code from the categorization process, as well as some helpful notes for applying these categories to your book.

You may select the "Display" option if you have not entered the Book's title in the textbox. However, the template will not be properly categorized.

Editing and Saving
After you press the "Categorize" button, you can click "Edit" to display a standard edit window that is preloaded with the page text and the generated categorization templates. Check and edit the text to ensure that it is correct, and then press the "Save page" button. This will save the page with the new categorization templates added.

You may not click the "Edit" button unless you have entered a bookname. If the page does not currently exist, the edit window will be blank except for the categorization templates. Do not save a page with just templates.

To Do

 * Fix handling of template.
 * Add an ability to get the text of an existing page, and check if it's already categorized or not.
 * Add multi-select to this gadget

Version History

 * 2.06 Small fix to handling of embedded edit windows in chrome/safari
 * 2.05 Added interfaces for multi-select usage in other gadgets.
 * 2.01 Minor fixes, added partial IE support
 * 2.00 Complete rewrite to use the new gadgetscore version. no changed functionality.
 * 1.32 Categorization gadget 2 is not displayed by default, only appears when the javascript is active.
 * 1.31 Fixed XML translation thing
 * 1.30 Changed categorization algorithm, updated some status messages
 * 1.23 Updated to include new core framework, fixed summary message, changed regex to remove cleanup-nc tag
 * 1.22 Refactored form code.
 * 1.21 Added "Loading..." message on Ajax requests.
 * 1.20 Added additional categories, allowed to ignore subjects without proper cats, allowed for subjects without an associated default bookshelf. Changed to "addOnloadHook".
 * 1.11 Added lock to prevent "Edit" on pages that do not exist or are not proper TOCs.
 * 1.10 Added better notes for "Display", added a status message mechanism
 * 1.00 Added all major categories
 * 0.10 Added "edit" function, minor refactor
 * 0.04 Added better support for conditional data elements
 * 0.03 Minor changes in style and wording
 * 0.02 Code refactor
 * 0.01 First uploaded version

title: User:Whiteknight/Categorization Gadget


text:
User:Whiteknight/Categorization Links

How to Install
To install, add this line to your personal javascript: import_script('User:Whiteknight/gadgets.js');

Your personal Javascript page is most likely located at "User:/monobook.js" Go to that page and copy+paste the above line of code and click "Save Page". Once you save your javascript, you will need to perform a hard reset, typically by pressing CTRL + F5, or some other key combination. This will install all my gadgets simultaneously.

About this Tool
This tool is not useful by itself. It is used as an addon to other gadgets and tools to provide a categorization form to a standard edit window. If an edit window is not present, this tool will do nothing.

To Do

 * Nothing.

Version History

 * 1.00 First and only stable version. All updates will be made via the User:Whiteknight/Categorization Gadget.

title: User:Whiteknight/Categorization Links


text:
File:Raki02.JPG

Source: http://upload.wikimedia.org/wikipedia/commons/f/f6/SAK_Raki.JPG

Non-free use rationale
This image meets the following non-free use criteria:
 * No free alternative possible
 * If this is a promotional image from the company, then any "user-supplied" image whose sole purpose was clearly to represent the same copyrighted box/item art (and nothing else, and with no significant artistic input- i.e. a "mechanical" reproduction, whether by scanner or camera) would likely have the same restrictions.
 * Is being used to demonstrate the product and/or its marketing
 * Serves to demonstrate the product being discussed rather than being used in a solely decorative manner.
 * Does not deprive company of ability to make money in any way
 * Is not being used in misleading or misrepresentative manner

Disclaimer

 * Use of this non-free image of a proprietary product is not an endorsement of that product nor of the internet business from which the image was obtained. This image was obtained from a manufacturer's website or an online business selling that product. The source of the file is listed under the image. The owners of the trademark and the image are acknowledged.

/Images

title: File:Raki02.JPG


text:
Category:Subject:Transportation

es:Categoría:Transporte fr:Catégorie:Transport

title: Category:Subject:Transportation


text:
How to Teach a Language

'''Teaching your language to a group of foreigners may be a lot easier than you think. The human brain has the innate ability to process language and understand it. Your students will begin learning from the very first class. Still, it never hurts to know what you’re doing. Here are some useful tips for making the learning process easier. '''

Breaking the Ice
Imagine that you enter your first class. Twelve pairs of eyes are fixed on you. Other than the nervous swallows you can literally hear the crickets chirping. The students don’t know you, they don’t know one another, and they don’t know the language. They’re tense and they’re not ready to learn, at least, not yet. You need to make the class fun, help the students relax, help them meet each other, and help them get to know you. This is accomplished with an icebreaker. There is no single perfect icebreaker to use. It depends on the teacher, on the type of students, on the level of the students, on whether the students know one another, and many other factors. If the students don’t have the same native tongue (L1) and know basically nothing in the language they’re trying to learn (L2) it can be difficult just to get them to follow the directions.

If the students have the same native language (L1) and know very little you can get them to write down all the L2 words they know. Have them work in groups and give only one of them a pen. The other students will call out words and the writer will write them down. Students will naturally start to ask what the words mean in their own L1 and may remember some of the words. That will make your job easier.

If the students have different L1s then you may have to just resort to having a large ball. Calling out your name you then throw the ball to the next student. He or she will (hopefully) say their name and pass the ball around. Once that’s done the ball will come back to you. You will have remembered one of the names of the students and you can toss the ball to the student (saying his or her name) and encourage her to pass the ball to someone else while calling his or her name. This can be hard to do if your class is a room full of executives, but what else is there?

If your students speak some English you can have a simple exercise like, “Guess the Question.” Write on the board (or provide the student[s] with handouts) that tell your name, where you live, your job, etc. and have them guess the questions. Once they accomplish that have them interview one another, asking the questions or (in a one-on-one class) you can simply say, “Now you know something about me, tell me something about you.”

Having Objectives
Now that your students are relaxed you want them to learn something. You should set objectives for each class and objectives for the entire course. Each class objective should move you closer to the course objective. For example, if you want the students to be able to watch and enjoy a Disney movie or read and enjoy a simple book by the end you will want them to learn the vocabulary and grammar structures of the book. Each lesson should move them closer to that objective. If the students know little or nothing your first objective may be to teach them pronouns (I, you, he, she, we, you, they) or the appropriate form(s) of the verb(s) “to be” in the new language (L2) they are learning. In English, for example, you might want them to know: I am American/Mexican/French along with You are…, He is…, and She is… by the end of the class.

Vocabulary Instruction
The first thing a student needs to know is words. Words can be presented by a translation method, but this is not generally used for the following reasons:

A.	The students may not have the same L1. B.	The teacher may not know the student’s L1. C.	The teacher may incorrectly translate the word or otherwise give a false impression of the word. D.	The students may come to rely on translation to learn new words. E.	The students are more likely to forget the new words. F.	The students may be discouraged from speaking the L2 in class. G.     Words do not always directly translate. They often have subtle connotations in L1 which does not come over in the translation or vice versa.

Generally, therefore, the students are taught words with pictures and their L2 words. The following pitfalls need to be observed and avoided:

A.	Certain words cannot be taught by pictures, e.g., trust, shame, jealousy B.	The teacher cannot always have pictures available to teach every new word that comes up. C.	Teaching words in a written manner may cause the students to mispronounce the words based on the phonetic system of their own language. D.	The students may have an L1 written form (Chinese, Japanese) that is completely different from the written form of the L2. E.	If the exercise is too easy (just showing pictures with the words next to them) the students may readily forget the new words.

Accordingly most low-level vocabulary learning exercises show a variety of pictures and require the students to match the pictures up with the words in the L2. Students can use bilingual dictionaries or rely on other students in the class to try to work out the right combinations. Students should normally work in pairs or small groups to pool their knowledge. Higher level vocabulary learning can be spontaneous or planned. During any reading or listening exercise a student is likely to encounter one or more words that they do not know. When that happens and when the students notice the word as an unknown word they will attempt to learn the word. Teachers can help the students to notice new words by using a highlighter, a different font or by underlining the words. Students will adopt a variety of strategies to help them learn a new word. Some may ask the teacher what the word means while others will consult a dictionary. Some students may ignore the word or try to guess it from the context. Once the meaning is located the students may adopt a variety of other strategies. They may repeat the word aloud several times, underline it, highlight it, or make notes in the margin of the meaning or translation of the word. Other students may actually copy the word into a notebook or try to make a sentence with the word. Each strategy may or may not be effective. Students should be encouraged to try a variety of strategies and use the methods they find most effective. Obviously a vocabulary notebook is a good strategy, but many students may not be motivated enough to take that step.

Grammar Instruction
Grammar instruction normally follows the deductive method, because it is considered by its followers to be the fastest way. Inductive methods of grammar instruction are also used and its proponents would argue that it is the most effective in terms of learning outcomes. One example of an approach that uses this approach is called The Silent Way.

The deductive method is sometimes known as PPP (Presentation, Practice, Production). Briefly a new grammatical structure or usage is presented in a reading or listening, the rules governing that structure are explicitly revealed to the student, and the student is given a very controlled practice to give them a chance to apply the rule, to aid them in seeing more examples of the structure and to prevent them from going wrong. Finally the students are given an uncontrolled practice to allow them to use the structure in a freer and more natural way. A brief example is given below.

Presentation A:	Hello Eric! What are you doing here? B:	I work here. A:	Really? I didn’t know that. B:	That’s strange. I’ve worked here for three years.

Eric says: “I’ve worked here for three years.” That’s the present perfect. We use the present perfect to talk about things that started in the past and are still true now, e.g., I’ve been married for 5 years. I’ve had this car for 2 years. I’ve been here for 30 minutes.

We form the present perfect with the auxiliary verb have and the past participle. A list of irregular past participles can be found on page….

Practice Fill in the blanks below.

I ____________ (live) here for 1 year. I ____________ (know) John for 3 years. I ____________ (work) in Seattle for 6 months.

Production Ask your partner the following questions.

Do you have a car? How long have you had it? Where do you live? How long have you lived there? How long have you been studying ____________ ?

Teaching Speaking
There are many ways to teach speaking. How it is taught would depend upon the language level of the students.

One way to teaching speaking is through games or activities based on an information gap. The classic information gap exercise has students work in pairs. Each student is given a picture that is slightly different. Through descriptions and without showing the picture to each other the students are expected to communicate to solve the problem of identifying a certain number of differences. Other information gap activities may be to have students read different stories on related issues and have them tell what they remember to their partners. At lower levels students may simply repeat after the teacher or the tape. At higher levels the students may engage in debates on controversial subjects. Questionnaires with open-ended questions may also work well, e.g., Who’s your favorite singer? Why do you like him/her?

Another way of teaching speaking, especially at the lower levels is to talk about what is being done in the class. This way students can match the language with an instruction, an action, a request or a description.

Teaching Listening
Teaching listening is basically a matter of practice. Listening activities can be divided into levels based on their difficulty and can be given to the student in various orders. Students will normally hear the teacher speak and the other students and so they will have some listening abilities. Students must be encouraged to engage in active listening. Most people passively listen to whatever is around them, but without paying a lot of attention. An example might be a person listening to a news program. When an interesting tidbit is played a person’s ears will perk up and they will pay close attention until they’ve learned what they wanted to know at which point they will go back to passive listening. Students should be given a task to complete to help them listen actively. A simple true/false question that isn’t answered until the middle or end of the program can be enough. Alternatively the students can speculate before the audio is played about what the speaker may say and then listen to see if they were right or wrong. Audio recordings should generally be played at least twice. It can be helpful to listen a final time while the students read along with the tape script. If the students cannot understand the listening it’s either too difficult or it wasn’t properly set up.

Teaching Reading
Reading comprehension is directly proportional to vocabulary knowledge. Studies have shown that a person should know between 95 and 98 percent of a reading text for maximum effect. Students should be provided with Graded Reader books to let them progress at their own rate. Most language teaching books contain a certain number of reading passages in them, as well. Students should not read aloud as this only distracts the other students from their reading process and the students may well anticipate when it will be their turn to read and stop listening in order to practice their paragraph to avoid potential embarrassment. If the teacher reads aloud the reading exercise will probably turn into a listening exercise (see above). Like listening, reading should be set up to promote interest in the subject. Students can speculate about the content, be assigned specific tasks, or given true/false questions to give them something to do. Studies have shown that second reading provides the greatest increase in reading comprehension. Accordingly most books have a pre-reading task coupled with a post-reading (re-reading task) to encourage the students to read the text twice. A student’s chance of learning and retaining the vocabulary is proportional to the number of times the new word(s) occur in the text. It has been shown that reading the text more than once can be an effective method to increase the number of exposures to the new word(s). Two to three times seems to be the optimal number.

Teaching Writing
A full discussion of how to teach writing is beyond the scope of this work. Generally speaking the more vocabulary a student possesses the better he will write. Students should be assigned periodic writing assignments, which the teacher should correct for them. Systematic or class wide errors can become the subject of future lessons. Writing exercises can often be presented by the teacher writing a letter and the students imitating the letter to write similar versions based on their own life, or by having them reply to an opening letter from a pen pal.

Homework
Arguably the most important part of language learning is implementing the new language into one's life. Children have the advantage of constantly being surrounded by their new language as they grow up, and get to experience it in ways that other students typically do not have the luxury of. Finding ways to use it at home will help students experience the language instead of just translate individual words to and from their native tongue. This should be kept in mind when assigning homework.

Imagine learning a new word as a toddler. Your mother or your father, or perhaps an older sibling, hands you a round, green object with some kind of branch sticking out of the top and says "apple". You try biting into it and discover it to be firm and smooth, and you cannot fit it in your mouth yet. So your mother takes it away, cuts it into small cubes, and gives you an "apple" again. You bite it and discover it to be much softer than it initially seemed to be. It tastes sweet, too, and a bit sour. You swallow it and eat more of the cubes. When you are done eating, you find your lips sticky and can smell the apple on your breath. This is how you learn the word "apple". It is an entire, full body, sensory experience of a new word. Compare this to looking up the word "ringo" in an English-Japanese dictionary. You discover that it means "apple". You do not see a ringo; you do not taste it or feel it. You do not actually experience a ringo, and so you soon forget what it means.

Experiencing a new language as a student requires much more intention than being born into it. These same students, however, all have their own unique hobbies and interests. They may enjoy listening to music, watching movies, reading books, or playing video games in their free time; for example. All four of these common interests are their own experiences that can easily be utilized as ways to help students self-study. They could write down all the words or sentences that they recognize in a song or movie, read a poem or children's book, or play Minecraft. Each fun and engaging experience that they have in their new language with a medium they already enjoy and would have used anyway should encourage them to use it more in their free time, and unless you are teaching a particularly obscure language, there should be plenty of entry-level material in the target language to choose from.

When in doubt, though, consider assigning one of Aesop's Fables.

title: How to Teach a Language


text:
Baby Care and Development

Infants cry as a form of basic instinctive communication to their parents when in need of feeding and also in discomfort or feeling neglected. These cries can be heard or seen using a babycam.

Feeding is typically done by breastfeeding, or bottle feeding with expressed breast-milk or with a special, heavily processed industrial milk product, "infant formula". Infants have a sucking instinct allowing them to extract the milk from the nipples of the breasts or the nipple of the baby bottle, as well as an instinctive behavior known as rooting with which they seek out the nipple. Sometimes a wet nurse is hired to feed the infant. Breastfeeding provides infants with many natural immune substances and isolates the infant from most bacteria or other contaminants in the local water supply. Infant formula does not provide these immune substances and in places with poor quality water supply, subjects the infant to an increased risk of disease. Only breast milk is considered to have all that an infant requires to grow normally (thrive), although formula undergoes frequent alterations in order to more closely imitate human milk.

As infants age, and their appetites grow, many parents choose from a variety of commercial, ready-made baby foods to feed the child, while others adapt their usual meals for the dietary needs of their child.

Infants are incontinent, therefore diapers are generally used in industrialized countries, while methods similar to elimination communication are common in third world countries. Practitioners of these techniques assert that babies can control their bodily functions at the age of six months and that they are aware when they are urinating at an even earlier age. Babies can learn to signal to the parents when it is time to urinate or defecate by turning or making noises. Parents have to pay attention to the baby's actions so they can learn the signals.

Children need a relatively larger amount of sleep to function correctly (up to 18 hours for newborn babies, with a declining rate as the child ages), specially after feeding.

Babies cannot walk, although more mature infants may crawl or scoot; baby transport may be by perambulator (stroller or buggy), on the back or in front of an adult in a special carrier, cloth or cradle board, or simply by being carried in the arms.

Most industrialized countries have laws requiring infants to be placed in special seats when in motor vehicles.

As is the case with most other young children, infants are usually treated as special persons. Their social presence is different from that of adults, and they may be the focus of attention. Fees for transportation and entrance fees at locations such as amusement parks or museums are often waived. This special attention will wear out as the child grows older.

Common care issues for infants:

 * Baby colic
 * Childhood development
 * Hygiene:
 * Bathing or showering.
 * Cord and navel.
 * Day care
 * Diaper rash
 * Feeding: Breastfeeding or Infant formula (Baby bottle)
 * Immunization
 * Paternal bond
 * Pacifier use
 * Sleep: bassinet and infant bed.
 * Teething

Baby development

 * /Baby Development/

Baby Garments
Babies need to be protected against chilliness and other potential endangerments which can influence the health of the little ones.

title: Baby Care and Development


text: Template:Pp-template

title: Template:Pp-template


text:
Sexual Health/Pregnancy

Pregnancy is the period where a fetus grows inside the uterus of the mother. Pregnancy starts with conception, and ends with delivery of the baby, or premature termination of the pregnancy.

Childbirth usually occurs about 38 weeks from fertilization, i.e. approximately 40 weeks from the start of the last menstruation. Thus, pregnancy lasts about nine months, although the exact definition of the English word “pregnancy” is a subject of controversy. The term embryo is used to describe the developing human during the initial weeks, and the term fetus is used from about two months of development until birth.

In many societies' medical and legal definitions, human pregnancy is somewhat arbitrarily divided into three trimester periods, as a means to simplify reference to the different stages of fetal development. The first trimester period carries the highest risk of miscarriage (natural death of embryo or fetus). During the second trimester the development of the fetus can start to be monitored and diagnosed. The third trimester often marks the beginning of viability, or the ability of the fetus to survive, with or without medical help, outside of the mother's womb.

Conception
Conception happens when the sperm combine with the egg. This usually normally occurs if a heterosexual couple has vaginal intercourse without contraception, especially if performed in the several days before the woman ovulates. To prevent conception, birth control methods should be used, such as condoms and hormonal contraceptives such as The Pill. Even if a man does not ejaculate inside the vaginal canal, semen released near the vulva can still enter the vagina and fertilize an egg. For this reason, it is possible (although unlikely) for a heterosexual couple to conceive without actually having any vaginal intercourse. Further, it is important to know that contraception may not be completely effective, and conception can still occur, although this is rare if the manufacturers' recommendations are strictly followed.

If a heterosexual couple wants to conceive, they should have natural vaginal intercourse, and neither partner should be taking hormonal contraceptives. Fertility changes over a woman's ovulation period, so it may be helpful to study a fertility awareness method, or use devices called Ovulation Predictor Kits (OPKs). This may help couples know to have intercourse on the woman's most and least fertile days. The Rhythm Method of birth control is not however very effective. If you and your partner want to conceive a baby, it is important to talk about the various factors involved in pregnancy with a trained professional. Neonatal death (death of either mother or baby about the time of birth) was once very common and can still occasionally occur, even when advanced medical attention is available.

About the time that sexual intercourse becomes routine the adult human body prepares itself for pregnancy and parenting regardless of the use of contraceptives. Typically a man may sprout additional body hair and a woman may develop more prominent breasts. These quite severe hormonal changes are likely to have emotional effects, so that the man may become excessively protective and the woman excessively insular (broody) In extreme cases this can lead to post natal depression. Pre-natal classes usually address these psychological changes, and are therefore recommended for both expectant mothers and fathers, especially during the gestation of the first baby.

Parenthood
Having a baby is an important, life-changing moment, and couples should not attempt to conceive without talking about the consequences. A baby requires a lot of effort and patience, and it is a big responsibility to take care of a child for 15 or 20 years until it is entirely self-sufficient.

Having a baby before academic education is complete increases a person's risk of dropping out of school, having a lower-than-average income, and needing government assistance or charity services. Young men who are not mature may not accept the long term responsibilities of fatherhood and become untraceable, and in consequence children born to teenage parents or single mothers tend to be less socialized than regularly parented children and so (statistically at least) at higher risk of committing crimes and going to jail.

It is important for people expecting their first child to have family and friends to support them during this emotionally tumultuous time, when emotions are experienced with extreme force. Arguments and rows are common between couples about this time, and a wide range of mature mediators (parents, older relations, more experienced friends) can greatly reduce fear and confusion that is natural in such an important life-changing period. The desire to run away and abandon one's parental obligation to the new child is common, often severe but always transitory. Both abortion and separation have long term psychological consequences that may be worse than the short-term panic that often provokes such extreme acts.

Know if you are pregnant
It is important to know if you are pregnant or not. Women commonly suspect they are pregnant if they do not get an expected period. During pregnancy, the normal menstrual cycle ceases, and women will not menstruate again until after the pregnancy is over.

Modern over-the-counter pregnancy tests are just as accurate as tests at a doctor's office. Pregnancy tests become accurate between one and three weeks after the last act of intercourse (or other sexual contact in which semen came near the woman's vagina). There are two reasons for this delay. First, sperm can live for up to five days before fertilizing an egg. Thus, a woman may have sex on Monday and not become pregnant until Friday. Second, a newly created embryo does not implant in the woman's uterus until six to twelve days after fertilization. Before implantation, there is no method available to detect pregnancy.

Many women occasionally have longer menstrual cycles ("late periods") without being pregnant. Stress will delay ovulation, and menstruation does not happen until about two weeks after ovulation. Women who frequently have longer menstrual cycles may worry needlessly about being pregnant. These women may benefit from fertility awareness, which allows them to predict the length of even irregular cycles.

If you are pregnant, it is important that you see a doctor. Pregnant women should receive prenatal care, to protect their own health, and the health of their unborn babies. Pregnant women have different nutritional needs from non-pregnant women.

Women who take folic acid supplements before becoming pregnant significantly lower the risk of certain birth defects. As half of pregnancies in the United States are unplanned, all sexually active women should take folic acid supplements.

Stages of Pregnancy
Pregnancy begins with fertilization, when the sperm from the man join with the egg from a woman. Fertilization, also called conception, occurs in the fallopian tubes, and the newly created embryo will continue to develop in the fallopian tubes for several days. Six to twelve days after fertilization, the embryo will embed itself into the uterine wall, where it will begin secreting hormones that can be detected by pregnancy tests. Because pregnancy cannot be detected before implantation, some groups define conception, the beginning of pregnancy, as the time of implantation.

Doctors count the beginning of pregnancy as the first day of the woman's last menstrual period (LMP). Because ovulation happen on average two weeks after menstruation, a newly created embryo is already two weeks old! It is normal and common for ovulation to happen earlier or later in the menstrual cycle, however, so often age estimates based on LMP will be wrong. Sometimes doctors will do an ultrasound of an early pregnancy to estimate its age (based on size of the embryo). This measurement is more accurate than calculation from a woman's LMP.

Development of all major proto-organs is complete seven weeks after fertilization, about nine weeks LMP. At this point, the embryo is called a fetus. The fetus continues to develop until the end of pregnancy.

The average pregnancy lasts 40 weeks from a woman's last menstrual period (this would be 38 weeks from fertilization). Pregnancy lengths of between 38 and 42 weeks are considered normal. Any baby born before 38 weeks is considered premature, and is at increased risk for health problems. Pregnant women should ask their doctor to describe the symptoms of premature labor, and should call their doctor or go to the hospital if they are worried they might be in premature labor.

Miscarriage
Over 25% of pregnancies end in miscarriage, almost all in the first trimester. Some of these miscarriages may occur without a woman ever knowing she is pregnant. While there are medical treatments for later-term pregnancies that threaten to miscarry, there are no known treatments for early miscarriages. It is believed that most early miscarriages are caused by chromosomal defects in the embryo or fetus.

Sometimes a miscarriage is 'incomplete', meaning some embryonic or fetal tissue is left inside the woman. This tissue can become infected, which is a serious health concern for the woman. Women who know they have miscarried should be monitored by a doctor to verify that the miscarriage was complete. The doctor might make sure the levels of pregnancy hormone (hCG) in the woman's blood have dropped. An ultrasound could also be performed to see that the woman's uterus was empty. Even if the doctor is not concerned about infection, the woman may want to finish the process of miscarriage without waiting the weeks it sometimes takes to occur naturally. A procedure called Dilation and Curettage(D&C) may be used to remove the contents of the uterus.

Type
There are two ways to give birth to a baby: vaginally and by C-section (the "C" stands for "caesarian," because people used to think this was how Julius Caesar was born.) Vaginal birth is where the baby is pushed out the woman's vagina. C-section is where an incision is made in the woman's abdomen, and surgeons pull the baby out.

The average woman will recover from a vaginal birth about three times faster than from a C-section. A C-section is major abdominal surgery, and like all surgeries, it carries risks such as infection and blood loss.

In case of birth complications, however, C-sections can be lifesaving to both mother and baby.

Birth options
Most women give birth to their babies in a hospital. Hospitals have the most up-to-date technology and have surgical teams available to deliver babies by C-section if necessary.

Women may also birth in a birth center. These centers tend to provide more support for women seeking to avoid medical interventions (such as drugs for pain control), and are almost always run by midwives. Many birth centers are attached to hospitals, so the resources of the hospital are readily available in case of complications. Some birth centers have a "Know Your Midwife" scheme, where during their pregnancy women get to meet the midwives that will be with them for their birth.

Depending on where they live, women may also be able to find a midwife that will attend a birth at their home. In this way women get to know really well the person who will help them at the birth of their baby. Some women who plan to birth at home will transfer to a hospital to receive pain medicines or for other medical assistance. Most midwives who offer home births will provide follow-up care for up to 6 weeks after the baby is born. Studies of planned home births in low-risk pregnancies have shown that they are just as safe as planned hospital births.

Keeping healthy
Not every pregnancy is straight-forward, and this is why it is important that pregnant women receive pre-natal care. These days many women are offered tests during their pregnancy to determine how things are going, and whether they need help keeping themselves and their babies healthy. Women may be offered blood or urine tests to check for gestational diabetes, and ultrasounds to check on the growth of the baby - different places test for different things and it is always good to ask questions before consenting to any procedure.

People today know that drug, alcohol and tobacco use during pregnancy can create problems for the mother and the baby, and most health care providers will have strategies to help pregnant women where this is an issue.

Morning Sickness
During pregnancy, especially in the first trimester, women are often nauseous and may throw up. While this condition is called 'morning' sickness, it may occur at any time of day.

Eating frequent small meals and snacks may help reduce the severity of morning sickness. In extreme cases, IV fluids and anti-nausea drugs may be needed to protect the woman's health.

Several natural and mild drug remedies exist to treat morning sickness. Natural remedies include an increase in vitamin B12 intake and using ginger. Vitamin B12 can be increased by drinking red raspberry leaf tea or through an oral vitamin.

Ectopic Pregnancy
An ectopic pregnancy occurs when an embryo implants in a location other than the uterus. Most commonly, this is in a fallopian tube (a "tubal pregnancy"), but embryos may also implant in the abdominal cavity or an ovary. Tubal pregnancies, if allowed to continue, will burst and threaten the woman's life due to internal bleeding.

Multiple Births
Sometimes a woman can be pregnant with more then one child at a time. 2 fetuses are called "twins", 3 are called "triplets", and 4 are called "quadruplets". If the fetuses are identical, it means that they are split from a single fertilized egg, and therefore have the same DNA. Fetuses that are fraternal are the result of multiple eggs that were released simultaneously, and each fertilized by different sperm.

Couples who are having difficulty conceiving a child may resort to fertility treatments. Fertility treatments known as injectables can cause many eggs to be released, and therefore create the potential for multiple births. If in vitro fertilization is used, the woman and her doctor might choose to place many embryos into the woman's uterus. It is not unheard of for a couple on such treatments to have groups of 5 babies or more simultaneously, although couples are offered selective reduction (abortion of one or more fetuses to decrease health risks to the remaining fetuses) for any pregnancy higher than twin.

Adoption
A couple may decide it is not in their best interest, or in the interest of their child, to raise a baby. These couples may choose to make an adoption plan for their baby. In an adoption, the birth parents terminate their parental rights so that another couple may parent the child. Adoption is considered one of the three options (in addition to abortion or raising a child) available to women and couples who experience unplanned or unwanted pregnancy.

Couples who cannot have children themselves often consider adopting a child or children. Also, couples who have a child or children of their own may want to help other children through adoption. Single people may also choose to grow their family through adoption.

Adoption may be done through a government agency, a private agency, or through a "private adoption." Government and private agencies require single people or couples considering adoption to go through a home study, where a caseworker evaluates their ability to parent a child. Government agencies typically handle adoption cases where the child was abandoned or removed from the parents due to abuse or neglect. Private agencies typically handle adoption cases where the birth parents choose to make an adoption plan. In countries where private adoption is legal, the birth parents choose a couple to adopt their child without any formal evaluation process.

Abortion
Women may decide it is not in their best interest to continue the pregnancy. Abortion means a doctor helps a woman end the pregnancy, which kills the developing embryo or fetus. Abortion may not be legal in all jurisdictions, and aborting a pregnancy at certain times in the pregnancy might be illegal as well.

title: Sexual Health/Pregnancy


text:
Baby Care and Development/Baby Development

Cognitive and creative
Creative development could very well be seen as how the child learns in its environment through experimenting in different ways of doing everything. 6-9 months
 * Looks for fallen objects by 7 months
 * Plays ‘peek-a-boo’ games
 * Cannot understand “no” or “Danger”

8-12 months
 * Watches people, objects, and activities in the immediate environment.
 * Shows awareness of distant objects (15 to 20 feet away) by pointing at them.
 * Responds to hearing tests (voice localization); however, loses interest quickly and, therefore, may be difficult to test informally.
 * Follows simple instructions.
 * Reaches for toys that are out of reach but visible
 * Recognizes objects in reverse
 * Drops thing intentionally and repeats and watches object
 * Imitates activities like playing drum loudly

1-4 months
Image:Babysmile.jpg|thumb|A baby's first smile usually occurs four to six weeks after birth.

Physical

 * Average length is 50.8-68.6 cm grows approximately 2.54 cm per month.
 * Weighs an average of 3.6-7.3 kg
 * Gains approximately 0.11-0.22 kg per week.
 * Respiration rate is approximately thirty to forty breaths per minute.
 * Normal body temperature ranges from 35.7-37.5°C.
 * Head and chest circumference are nearly equal.
 * Head circumference increases approximately 1.9 cm per month until two months, then increases 1.6 cm per month until four months. Increases are an important indication of continued brain growth.
 * Continues to breathe using abdominal muscles.
 * Posterior fontanel closes by the second month.
 * Anterior fontanel closes to approximately 1/2 inch (1.3 cm).
 * Skin remains sensitive and easily irritated.
 * Legs may appear slightly bowed.
 * Cries with tears.
 * Eyes begin moving together in unison (binocular vision).

Motor development

 * Rooting and sucking reflexes are well developed.
 * Swallowing reflex and tongue movements are still immature; continued drooling and inability to move food to the back of the mouth.
 * Grasp reflex gradually disappears.
 * Landau reflex appears near the middle of this period; when baby is held in a prone (face down) position, the head is held upright and legs are fully extended.
 * Grasps with entire hand; strength insufficient to hold items. Holds hands in an open or semi-open position.
 * Muscle strength and control improving; early movements are large and jerky; gradually become smoother and more purposeful.
 * Raises head and upper body on arms when in a prone position.
 * Turns head side to side when in a supine (face up) position; near the end of this period can hold head up and in line with the body.
 * Upper body parts are more active: clasps hands above face, waves arms about, reaches for objects.

Physical

 * Puts on 0.5 kg per month in weight, doubling birth weight
 * Grows about 1.3 cm in length per month; average length is 69.8-73.7 cm.
 * Head and chest circumferences are basically equal.
 * Head circumference increases approximately 3/8 inch (0.95 cm) per month untl six to seven months, then 3/16 inch (0.47 cm) per month; head circumference should continue to increase steadily, indicating healthy, ongoing brain growth.
 * Breathing is abdominal; ranges from twenty-five to fifty breaths per minute, depending on activity; rate and patterns vary from infant to infant.
 * Teeth begin to appear, with upper and lower incisors coming in first. Gums may become red and swollen, accompanied by increased drooling, chewing, biting, and mouthing of objects.
 * Legs may appear bowed; bowing gradually disappears as infant grows older.
 * True eye color is established.

Motor development

 * Reflexive behaviors are changing:
 * Blinking reflex is well established
 * Sucking reflex becomes voluntary
 * Moro reflex disappears
 * When lowered suddenly, infant throws out arms as a protective measure.
 * Swallowing reflex appears allows infant to move solid foods from front of mouth to the back for swallowing.
 * Picks up objects using finger and thumb (pincer grip).
 * Reaches for objects with both arms simultaneously; later reaches with one hand or the other.
 * Transfers objects from one hand to the other; grasps object using entire hand (palmar grasp).
 * Handles, shakes, and pounds objects; puts everything in mouth.
 * Able to hold bottle.
 * Sits alone without support, holding head erect, back straightened, and arms propped forward for support
 * Pulls self into a crawling position by raising up on arms and drawing knees up beneath the body; rocks back and forth, but generally does not move forward.
 * Lifts head when placed on back.
 * Can roll over from back or stomach position.
 * May accidentally begin scooting backwards when placed on stomach; soon will begin to crawl forward.

Physical

 * Infants reach approximately 1-1/2 times their birth length by first birthday
 * Weight increases by approximately 0.5 kg per month; birth weight nearly triples by one year of age: infants weigh an average of 9.6 kg.
 * Respiration rates vary with activity: typically, twenty to forty-five breaths per minute.
 * Body temperature ranges from 96.4°F to 99.6°F (35.7-37.5°C); environmental conditions, weather, activity, and clothing still affect variations in temperature.
 * Head and chest circumference remain equal.
 * Continues to use abdominal muscles for breathing.
 * Anterior fontanel begins to close.
 * Approximately four upper and four lower incisors and two lower molars erupt.
 * Arm and hands are more developed than feet and legs (cephalocaudal development); hands appear large in proportion to other body parts.
 * Legs may continue to appear bowed.
 * Feet appear flat as arch has not yet fully developed.
 * Visual acuity is approximately 20/100.
 * Both eyes work in unison (true binocular coordination).
 * Can see distant objects (15 to 20 feet away) and points at them.

Motor development

 * Reaches with one hand leading to grasp an offered object or toy.
 * Manipulates objects, transferring them from one hand to the other.
 * Explores new objects by poking with one finger.
 * Uses deliberate pincer grasp to pick up small objects, toys, and finger foods.
 * Stacks objects; also places objects inside one another.
 * Releases objects or toys by dropping or throwing; cannot intentionally put an object down.
 * Beginning to pull self to a standing position.
 * Beginning to stand alone, leaning on furniture for support; moves around obstacles by side-stepping.
 * Has good balance when sitting; can shift positions without falling.
 * Creeps on hands and knees; crawls up and down stairs.
 * Walks with adult support, holding onto adult's hand; may begin to walk alone.

Psychological development
Trust versus Mistrust (Erik Erikson)

Physical

 * Rate of growth slows
 * Height increases approximately 5cm- 7.6cm with an average height of 81cm – 89cm
 * Weighs 9.6-12.3 kg; gains 0.13-0.25 kg per month; weight is now approximately 3 times the child's birth weight.
 * Respiration rate is typically twenty-two to thirty breaths per minute; varies with emotional state and activity.
 * Heart rate (pulse) is approximately 80 to 110 per minute.
 * Head size increases slowly; grows approximately 1/2 inch (1.3 cm) every six months; anterior fontanel is nearly closed at eighteen months as bones of the skull thicken.
 * Chest circumference is larger than head circumference.
 * Rapid eruption of teeth; six to ten new teeth will appear.
 * Legs may still appear bowed.
 * Body shape changes; takes on more adult-like appearance; still appears topheavy; abdomen protrudes, back is swayed.
 * Visual acuity is approximately 20/60.

Motor development

 * Crawling|Crawls skillfully and quickly.
 * Stands alone with feet spread apart, legs stiffened, and arms extended for support.
 * Gets to feet unaided.
 * Most children walk unassisted near the end of this period; falls often; not always able to maneuver around obstacles, such as furniture or toys.
 * Uses furniture to lower self to floor; collapses backwards into a sitting position or falls forward on hands and then sits.
 * Enjoys pushing or pulling toys while walking.
 * Repeatedly picks up objects and throws them; direction becomes more deliberate.
 * Attempts to run; has difficulty stopping and usually just drops to the floor.
 * Crawls up stairs on all fours; goes down stairs in same position.
 * Sits in a small chair.
 * Carries toys from place to place.
 * Enjoys crayons and markers for scribbling; uses whole-arm movement.
 * Helps feed self; enjoys holding spoon (often upside down) and drinking from a glass or cup; not always accurate in getting utensils into mouth; frequent spills should be expected.
 * Helps turn pages in book.
 * Stacks two to four objects.

Cognitive development

 * Enjoys object-hiding activities
 * Early in this period, the child always searches in the same location for a hidden object (if the child has watched the hiding of an object). Later, the child will search in several locations.
 * Passes toy to other hand when offered a second object (referred to as "crossing the midline"-an important neurological development).
 * Manages three to four objects by setting an object aside (on lap or floor) when presented with a new toy.
 * Puts toys in mouth less often.
 * Enjoys looking at picture books.
 * Demonstrates understanding of functional relationships (objects that belong together): Puts spoon in bowl and then uses spoon as if eating; places teacup on saucer and sips from cup; tries to make doll stand up.
 * Shows or offers toy to another person to look at.
 * Names many everyday objects.
 * Shows increasing understanding of spatial and form discrimination: puts all pegs in a pegboard; places three geometric shapes in large formboard or puzzle.
 * Places several small items (blocks, clothespins, cereal pieces) in a container or bottle and then dumps them out.
 * Tries to make mechanical objects work after watching someone else do so.
 * Responds with some facial movement, but cannot truly imitate facial expression.

Language

 * Produces considerable "jargon": puts words and sounds together into speech-like (inflected) patterns.
 * Holophrastic speech: uses one word to convey an entire thought; meaning depends on the inflection ("me" may be used to request more cookies or a desire to feed self). Later; produces two-word phrases to express a complete thought (telegraphic speech): "More cookie," "Daddy bye-bye."
 * Follows simple directions, "Give Daddy the cup."
 * When asked, will point to familiar persons, animals, and toys.
 * Identifies three body parts if someone names them: "Show me your nose (toe, ear)."
 * Indicates a few desired objects and activities by name: "Bye-bye," "cookie"; verbal request is often accompanied by an insistent gesture.
 * Responds to simple questions with "yes" or "no" and appropriate head movement.
 * Speech is 25 to 50 percent intelligible during this period.
 * Locates familiar objects on request (if child knows location of objects).
 * Acquires and uses five to fifty words; typically these are words that refer to animals, food, and toys.
 * Uses gestures, such as pointing or pulling, to direct adult attention.
 * Enjoys rhymes and songs; tries to join in.
 * Seems aware of reciprocal (back and forth) aspects of conversational exchanges; some turn-taking in other kinds of vocal exchanges, such as making and imitating sounds.

Social

 * Usually friendly toward others; less wary of strangers.
 * Helps pick up and put away toys.
 * Plays by themselves for short periods
 * Enjoys being held and read to.
 * Often imitates adult actions in play.
 * Enjoys adult attention; likes to know that an adult is near; gives hugs and kisses.
 * Recognizes self in mirror.
 * Enjoys the companionship of other children, but does not play cooperatively.
 * Beginning to assert independence; often refuses to cooperate with daily routines that once were enjoyable; resists getting dressed, putting on shoes, eating, taking a bath; wants to try doing things without help.
 * May have a tantrum when things go wrong or if overly tired or frustrated.
 * Exceedingly curious about people and surroundings; toddlers need to be watched carefully to prevent them from getting into unsafe situations.

Psychological
Autonomy vs. Shame and Doubt (will)


text:
User talk:AnshulS

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 23:14, 15 August 2007 (UTC)

title: User talk:AnshulS


text:
Talk:Physics Textbook

Let's merge this with Physics
I love the intro. This wikibook's material could come in handy with the other one. Peteturtle 23:15, 15 August 2007 (UTC)

 * I dont know that it needs to be merged, but I think that the title should likely be changed to reflect what exactly this book wants to do and how it is different from the other book. If this really isn't going to be different from the other physics books we have, it should definitely be merged. --Whiteknight (Page) (Talk) 00:19, 16 August 2007 (UTC)
 * I think that the title should be changed to something more energy related. Perhaps even just "Energy" if it is categorised correctly in the physics bookshelf, or "Energy in Physics". Talkie Toaster 13:55, 27 September 2007 (UTC)

merge me bollix, leave it alone please

title: Talk:Physics Textbook


text:
User talk:Mac

Better late than never
Hi, Mac; I've seen some of your contributions and they look quite good! Keep up the good work! I know you've been here for a while so I won't give you a welcome template for new users unless you want me to ;). Regards. Mattb112885 (talk to me) 23:17, 15 August 2007 (UTC)

 * Thank you. This is a good news see your message. Regards. --Mac (talk) 07:06, 9 April 2008 (UTC)

title: User talk:Mac


text:
User talk:GSwarthout

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 23:18, 15 August 2007 (UTC)

title: User talk:GSwarthout


text:
More C++ Idioms/Coercion by Member Template

= Coercion by Member Template =

Intent
To increase the flexibility of a class template's interface by allowing the class template to participate in the same implicit type conversions (coercion) as its parameterizing types enjoy.

Motivation
It is often useful to extend a relationship between two types to class templates specialized with those types. For example, suppose that class D derives from class B. A pointer to an object of type D can be assigned to a pointer to B; C++ supports that implicitly. However, types composed of these types do not share the relationship of the composed types. That applies to class templates as well, so a  object normally cannot be assigned to a   object.

There are cases where such conversions are useful, such as allowing conversion from  to. That is quite intuitive, but isn't supported without using the Coercion by Member Template Idiom.

Solution and Sample Code
Define member template functions, in a class template, which rely on the implicit type conversions supported by the parameter types. In the following example, the templated constructor and assignment operator work for any type U, for which initialization or assignment of a  from a   is allowed.

Another use for this idiom is to permit assigning an array of pointers to a class to an array of pointers to that class' base. Given that D derives from B, a D object is-a B object. However, an array of D objects is-not-an array of B objects. This is prohibited in C++ because of slicing. Relaxing this rule for an array of pointers can be helpful. For example, an array of pointers to D should be assignable to an array of pointers to B (assuming B's destructor is virtual). Applying this idiom can achieve that, but extra care is needed to prevent copying arrays of pointers to one type to arrays of pointers to a derived type. Specializations of the member function templates or SFINAE can be used to achieve that.

The following example uses a templated constructor and assignment operator expecting  to only allow copying Arrays of pointers when the element types differ.

Many smart pointers such as std::unique_ptr, std::shared_ptr employ this idiom.

Caveats
A typical mistake in implementing the Coercion by Member Template Idiom is failing to provide the non-template copy constructor or copy assignment operator when introducing the templated copy constructor and assignment operator. A compiler will automatically declare a copy constructor and a copy assignment operator if a class does not declare them, which can cause hidden and non-obvious faults when using this idiom.

Known Uses

 * std::unique_ptr
 * std::shared_ptr

Related Idioms

 * Generic Container Idioms


text:
Radiation Oncology/Spine

 * Spine and Bone Metastases
 * Spinal Cord Compression
 * Ependymoma
 * Chordoma

title: Radiation Oncology/Spine


text:
User:ConradPino

Conrad T. Pino

title: User:ConradPino


text:
More C++ Idioms/Checked delete

= Checked delete =

Intent
Increase the safety of the  expression.

Motivation and Sample Code
The C++ Standard allows, in 5.3.5/5, pointers to incomplete class types to be deleted with a delete-expression. When the class has a non-trivial destructor, or a class-specific operator delete, the behavior is undefined. Some compilers issue a warning when an incomplete type is deleted, but unfortunately, not all do, and programmers sometimes ignore or disable warnings.

In the following example,  can see the definition of. However,  calls , defined in  , which does not see the definition of  , but only forward declares it. Calling  on a partially defined type like this is undefined behavior which some compilers do not flag.

Solution and Sample Code
The Checked Delete idiom relies on calls to a function template to delete memory, which fails for declared but undefined types, rather than calls to.

The following is the implementation of boost::checked_delete, a function template in the Boost Utility library. It forces a compilation error by invoking the  operator on the parameterizing type,. If  is declared but not defined,   will generate a compilation error or return zero, depending upon the compiler. If  returns zero, checked_delete triggers a compilation error by declaring an array with -1 elements. The array name is type_must_be_complete, which should appear in the error message in that case, helping to explain the mistake.

NOTE: This same technique can be applied to the array delete operator as well.

WARNING: std::auto_ptr does not use anything equivalent to checked delete. Therefore, instantiating an auto_ptr using an incomplete type may cause undefined behavior in its destructor if, at the point of declaration of the auto_ptr, the template parameter type is not fully defined.

Known Uses

 * Boost's checked_delete.

title: More C++ Idioms/Checked delete