text:
User talk:Lwan98/Archive/2007/q2

Cacti Thanks
Thanks for your contributions to the Adventist Youth Honors Answer Book/Nature/Cacti Cacti honor. It's very nice to have input like yours. If you have any questions at all, drop me a note on my Talk page. Thanks again! -- Jomegat 14:02, 2 May 2007 (UTC)

You're welcome. ~lw

 * Hi lw,
 * I noticed you just uploaded a picture of a cactus. That's a good thing and all, but it would be better to upload that sort of thing to commons.wikimedia.org so that it can be used by other projects as well (such as Wikipedia).  The only pictures I upload to wikibooks are ones that are "free use" or not generally applicable to other projects.  Thanks again for all your work on the book!  --Jomegat 01:44, 22 May 2007 (UTC)

 * Grrrr! And I thought I was doing good. Oh well - another thing learned today! ;> ~lw 01:55, 22 May 2007 (UTC)
 * Don't get down on yourself. I uploaded about a dozen pictures to Wikibooks before anyone clued me in.  Also, this is a very minor thing.  There are lots of photos on Wikipedia that are not in the commons.  I've migrated several.  --Jomegat 02:08, 22 May 2007 (UTC)

 * Ooooooh! This is going to help me greatly! Now I don't have to agonize over 'taking' photos and releasing them into the PD. Commons will do just fine. I'd taken a photo today to exhibit 'panning' for the Photography honor, but you already beat me to it. ~lw 02:58, 22 May 2007 (UTC)

 * It's kinda hard to find those kinds of photos on the commons because they are organized and categorized by what's in the picture rather than by photography technique - that is, you can't really search for "blurry background" or "rule of thirds." I had to try to imagine a picture that might demonstrate the effect and search for that.  I searched for "runner" for one and "mountain" on the other.  Oh - one other thing.  When you think an honor is finished (cacti?) please go ahead and edit the index pages (i.e., mark Adventist Youth Honors Answer Book/Nature as 100% and add the finished honor to the list on the front page.  If you like, you should also announce that it's finished on the PF forum (which I see you have joined, assuming there is only one lwan98 in the world). -- Jomegat 14:48, 22 May 2007 (UTC)

Printing

 * Waiting for input from my printing contacts to finish up #5. ~lw 15:39 17-May-2007 Central.
 * All requirements filled out ~lw 11:47 18-May-2007 Central.

Radio, Advanced

 * Not many requirements here. Provided write up and links to relevant sources to pursue the necessary technical license. ~lw 13:00 18-May-2007 Central.

Shorthand

 * I looked at Shorthand. It looks complete. ~lw 13:12 18-May-2007 Central.
 * I think I did all the editing on the Shorthand honor, but did not think it was substantial enough to use to teach (or learn) the honor. The example of shorthand shows the Lord's Prayer, and I was having a difficult time decoding it given the info I was able to scare up and put in there.  If you know shorthand (I don't) and you think this is enough, I won't complain if you mark it as 100% complete. --Jomegat 01:42, 21 May 2007 (UTC)

 * Figured out the error in my thinking. Leaving it as incomplete, since it is not a skill that is easily transferred in the normal Pathfinder setting. ~lw 06:66 21-May-2007 Central.

About the Author
Hi Lwan98,

If you like, you could create an About the author/Lwan98 page and then include it at the bottom of any honors you write the answers to like this:

I have done this on the honors I have answered if I have any related credentials or expertise on the matter (for example, Adventist Youth Honors Answer Book/Vocational/Radio Electronics). Of course you do not have to do this at all, but I think it adds a human touch and adds some credibility to the whole project.

 * BTW, nice About the author page. ;-) It is of course, totally OK to remain anonymous. --Jomegat 02:09, 22 May 2007 (UTC)

 * I did leave a picture. Of course, it's a forest/trees thingy. ;> ~lw 15:31, 22 May 2007 (UTC)

Division honors
Hey LW,

I've been thinking that when I originally laid out this wikibook that I should not have put anything in the Division hierarchy. Having a Adventist Youth Honors Answer Book/Division page is OK, but I think storing honors under there was prolly a bad idea. After all, none of the NAD honors are in the Division category. Do you think I should move them to their respective categories (i.e., move Adventist Youth Honors Answer Book/Division/Video to Adventist Youth Honors Answer Book/Vocational/Video)? I'd keep the Division page and change all the links. I'd also leave the redirects in place, so that anyone who went to where they are now would still find them (but in the new place). --Jomegat 00:41, 23 May 2007 (UTC)

 * I think that they should be stored under their respective categories. They should also be listed under the Division, but linking to them under the categories, and leaving out the percentages. ~lw 01:19, 23 May 2007 (UTC)

 * OK - that's two people out of two who think that should be done, so I'm going to go ahead and start moving things. Then I'll go back through and relink.  Since you're working on the Video honor, I'll save it for last or wait until tomorrow.  BTW, if you start a line with a space (and maybe a tab, I'm not sure), the wikimedia software thinks you don't want it to do any formatting and outlines the text with a dotted line.  That's useful if you're writing a module about software and want to show a code listing (just in case you were wondering why that happens.)  To indent, start the line with a colon.  To indent more, use more colons.  Also, some images you added to the Cacti honor earlier today did not show your caption - that's because the caption only shows if you give it the "thumb" or "frame" property.  I added "thumb" for you.  It took me a long time to figure that one out.  --Jomegat 01:28, 23 May 2007 (UTC)

 * I'm learning - I'm also trying to remember to Preview first, so that I can see the error of my ways. That dotted line worked out great for Typewriting. ~lw 01:34, 23 May 2007 (UTC)

 * What about a box/shortcut/exploder, similar to the warning at Adventist Youth Honors Answer Book/Recreation/Dutch Oven Cooking, under the 'Honor Header' but before the 'Contents', that would acknowledge the division that introduced the honor? No, not a warning, but, some kind of acknowledgement. Thoughts? ~lw 02:25, 25 May 2007 (UTC)
 * The honor_header template should probably indicate the division instead of the GC. I think most of them do, but I could be mistaken. -- Jomegat 03:05, 25 May 2007 (UTC)
 * Ah, I see it now - my bad. ~lw 03:15, 25 May 2007 (UTC)

Commons

 * How do I get images from Wikipedia into Commons? Train & Canvas? ~lw 03:26, 23 May 2007 (UTC)
 * It's a bit involved, but not too bad. First you have do download them to your PC.  I use Firefox, so I can just right-click on the image and "save-as".  Make sure you save the highest resolution image they have available.  Then I go to this tool and enter in the name of the image as it is named on Wikipedia, and click "Get text".  This will take a few minutes, but what it is doing is gathering all the info about the image it can divine (including original authors, etc).  When that is finished, I copy the text it generates with a ctrl-C.  Then go to the commons and click "Upload", browse to the saved image, and paste in the text generated by the tool.  Finally, hit "Upload".  Here it is again, bulleted:
 * Save image to PC
 * Generate text using this tool
 * Copy generated text to paste buffer (ctrl-C)
 * Go to the commons' upload page
 * browse to saved image
 * paste in text.
 * Hit the Upload button.
 * That's pretty much it. It's easier than it sounds, and if you have trouble, let me know. --Jomegat 03:36, 23 May 2007 (UTC)

 * Are these images in Wikipedia available to be put into commons? Bargello (needlework) The four images middle to bottom on the page that have some kind of license tag. ~lw 14:46, 23 May 2007 (UTC)

 * Yes. The creator licensed them under the GFDL, so they'll be fine. It's refreshing to work with someone who cares about the licenses! --Jomegat 16:47, 23 May 2007 (UTC)

Robots & Archivers

 * is there a way to have a robots.txt file so that the search engines and internet archivers exclude specific pages like user talk and about the author pages? (yes, i understand that it only works for those who actually behave by the rules) ~lw 03:32, 25 May 2007 (UTC)
 * I dunno. You could ask on the Staff lounge.  Most books don't have an About the Author section, and I'm not even sure it's a sanctioned practice.  But you could ask about the User: and User_talk: namespaces.  If there's a way to exclude the User namespace, you could put your About the Author page under there, a la User:Lwan98/About the Author.  Or you could just not have one.

title: User talk:Lwan98/Archive/2007/q2


text:
AP Chemistry/Nuclear Chemistry

 * Nuclear chemistry is just arithmetic with two variables - charge and mass.
 * proton + electron = neutron
 * 2 protons + 2 neutrons = alpha particle (Helium-4 Nucleus)
 * electron = beta particle
 * energy = gamma ray emission
 * proton = neutron + positron

Nuclear Stability

 * Anything with 83 protons (Bismuth) or more is radioactive. Small stable molecules have a neutron:proton ratio of approximately 1:1. More massive ones have a ratio of 1.5:1.
 * Isotopes can also be radioactive, an example of this is carbon-14 which is used in carbon dating only has 6 protons but is radioactive.

Half Life
The half life of an isotope is time it take for half of a sample to decay. It can vary from very small times(fraction of second) to millions of years. Knowing the half life of a substance allows radioactive dating to be done. The relative abundance of the isotopes in a sample compared to the original abundance can be used to determine the age of the specimen.
 * ln(percent remaining) = -k(time)
 * half-life = ln(2/k)

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

title: AP Chemistry/Nuclear Chemistry


text:
Talk:AP Chemistry

Have I missed any topics? Hoogli 18:21, 14 June 2007 (UTC)

completion
I've looked over the pages in this book, and have come up with these completion stages. I wanted to check with anyone else working on this book before I posted them in the table of contents

 * The Basics
 * Periodicity
 * Solids and Liquids
 * Gasses
 * Reactions
 * Stoichometry
 * Thermoynamics
 * Solutions
 * Acids and Bases
 * Equilibrium
 * Electrochemistry
 * Nuclear Chemistry
 * Organic Chemistry

J Hill 13:40, 23 July 2007 (UTC)

Completion Update 2016
As the only active member of this book (as far as i know please tell me if i am not) here is an update on the completion:

 * The Basics
 * Periodicity
 * Solids and Liquids
 * Gasses
 * Reactions
 * Stoichometry
 * Thermoynamics
 * Solutions
 * Acids and Bases
 * Equilibrium
 * Electrochemistry
 * Nuclear Chemistry
 * Organic Chemistry

--Rahulsanjay18 (discuss • contribs) 16:22, 25 April 2016 (UTC)

title: Talk:AP Chemistry


text:
Classroom Management Theorists and Theories/William Glasser/Skits to Help High School Student Learn Choice Theory

Skits to Help High School Students Learn Choice Theory Material from William Glasser, M.D. Modified By Dee and Valerie

Purpose: This skit can be used as a classroom discussion starter for eighth to twelfth grade students who are in the process of learning choice theory. Both students and teachers can use the skits to get the feel of how different this classroom is.

Characters: Five tenth grade students, three boys and two girls who are learning choice theory in some depth from their new English teacher. These students are close friends and often hang around together.

Setting: School cafeteria after lunch.

The New Teacher:

Jeff: I like our new English teacher; she’s really cool.

Kim: What’s cool about her?

Amy: She’s so friendly. I mean like she doesn’t even yell at us. She’s always calm. She’s kinda weird.

Kim: I think it’s weird because she doesn’t have a normal name. All she has are two initials. She wants us to call her C.R.

Tom: I like calling her C.R. That’s cool. I asked her what they stood for and she said, “When I get to know the class better I’ll tell you.”

Ken: Yeah, she’s really cool. Like this morning when that jerk that sits behind me kept poking me with his finger, I turned around and started yelling at him to stop. She just watched us for a minute. Then she walked over and quietly asked if she could help us solve the problem.

Amy: I saw that. She didn’t say anything else. She just asked if she could help with the problem.

Kim: She didn’t have to say anything else. You both stopped yelling and it was over.

Tom: But you let him get away with it. You know he’ll just do it again.

Ken: I didn’t feel like it. It was her quiet voice and the way she looked at both of us. It’s like she doesn’t want to make a big deal out of a little trouble. She wasn’t even angry.

Kim: But I did see her talking to you for a moment before you left class. What was that about?

Ken: Nothing. She said she appreciated me calming down and suggested I try to be friends with him. He’s new and probably lonely. Then she smiled at me.

Jeff: You aren’t going to make friends with him, are you? He’s a jerk.

Ken: Big deal. He didn’t hurt me. It’s tough being a new kid in high school. That little talk we had after class, she didn’t have to do that. She cares about me. She doesn’t treat any of us like kids.

Jeff: That’s how I feel. She treats us like we we’re being good even if we’re not. That’s weird.

Amy: She does but I’m not sure she should do that. I think she should have done more than look at you. You were yelling. Even though you shut up, she should have said something.

Ken: But she did later before we left. She even said I should make friends. I told that to the kid and we shook hands. No teacher ever suggested that. I think we should all make friends with him.

Jeff: Yeah, like she trusts us to do the right thing. She’s not goin’ to change. Trusting us is the way she is.

Amy: I’ve talked to my mother about how C.R. trusts us and doesn’t yell or punish us. My mother says punishment builds good character. My Dad agrees with her.

Jeff: But remember what she did yesterday when the new kid kept talking and refused to shut up. He was giving her a real hard time.

Tom: She told him to go to the office and he’s still gone.

Kim: She didn’t get angry or raise her voice. She just told him she’d never learned how to teach when a student keeps talking and she asked him to please go to the office. She talked real soft but I did hear her tell him, don’t worry, you’ll be okay. No one is going to punish you.

Ken: I know why he hasn’t come back. He rides on my bus and I’ve been talking to him. He told me he’s in the “connecting room” and he likes being there.

Amy: What’s the connecting room? I never knew we had one. Where is it?

Ken: Amy, like you’ll ever see that room. He’s been telling me about it. It’s for kids who make trouble. He says he’s doing work now in that room. He says the kids in the connecting room like him and the teacher helps him with the work. He says they don’t have to be totally good but after the first few days most of them are.

Amy: What do they do in there?

Ken: They talk a lot to each other and the teacher. They also do assignments. C.R.’s been bringing him the English work and he’s been doing it. The teacher there helps all the kids catch up with their work.

Jeff: How many are in there?

Ken: He says usually around nine.

Tom: Why do they call it the connecting room?

Ken: He says kids who make trouble are mostly like him, they don’t have enough friends in school. The teacher helps them to connect with each other in the room. The teacher uses the word connecting for making friends. That teacher is like C.R. He doesn’t yell or punish either.

Kim: Did you ask him if he’s ever coming back?

Ken: He said the teacher in that room doesn’t want him to come back until he can figure out how to get along in class. We’ve been getting along fine on the bus. I told him I’d be his friend if he’d come back to our English class.

Tom: But he never did much work in here. Why’d he change?

Ken: He told me he’s learning something they call choice theory from the teacher and it’s helping.

Kim: I wonder if C.R. is going to teach us choice theory.

Ken: I asked her that and she says she’s going to start next week. It’ll only take us fifteen minutes a week and if we like it we’ll do it once a week every Friday.

Jeff: Well, at least we know why she’s like she is. She must be using that choice theory or whatever.

Amy: I guess she’ll expect us to use it, too.

Tom: I asked her that and she said that all she wants is for us to learn it. We don’t have to use it if we don’t want to. Haven’t you noticed how she’s been saying choosing this and choosing that since she came here? She says we choose everything we do.

Kim: She says if it’s a choice we can always make a better choice.

Ken: That’s what the kid on the bus told me. He’s choosing to learn it and he’s getting along better with the kids in that room. He says he’s looking forward to coming back to our class.

Jeff: But this is school. We never get a chance to choose anything. They even make us come here.

Kim: Maybe she’s figured out if she tries to make us we won’t want to.

Jeff: But we’re teenagers. Everyone makes us do every thing. If we don’t, they punish us.

Jeff: I like learning about the basic needs. It was neat to find out I have a need for fun. More teachers need to know about what we need.

Amy: Yeah, the needs were easy to learn.

Tom: She’s going to pass out a handout and a test that we can take it home just like homework.

Amy: But we’ll have all the answers on the handout. We’ll get them all right. What kind of a test is that?

Tom: That’s what I asked her and you know what she said. She said she wants us to get them all right. If we get an answer wrong we can keep working on it until we get it right. She said we really don’t learn much from making mistakes but we learn a lot by correcting them.

Jeff: I’d sure like to hear more about how to do that. I never get all the answers right on a test.

Amy: She lets the kids who didn’t answer the way she wanted to keep working until they got it. That wasn’t fair. I should get a better grade because I got every one right the first time.

Kim: I don’t think we got away with anything. I’d rather take a test once than have to keep working on it.

Jeff: One kid had to work on it for two more nights. He had to get help from his parents. But in the end he got the answers the way she wanted. He was okay with it.

Tom: A couple of girls didn’t take the test at all and she didn’t do anything to them. She’s not kidding. She really doesn’t punish.

Kim: I was curious. I asked the two girls why they didn’t take the test.

Amy: What did they say?

Kim: They hate tests. They like talking about choice theory in class when we’re learning it but they won’t take a test on it. They said that was okay with C.R. She told them to participate when we discuss it. They’d still learn a lot.

Kim: But the questions C.R. asks are a lot different from most of the questions I’ve ever had on tests. They’re not really harder, they’re just different.

Amy: I kind of like them. I guess she wants to find out if we can think and if we really know it.

A Note: We’ve modified Glasser’s skits into a more concise one that is, we hope, interesting and informative. Enjoy!

SOURCE: http://wglasser.officewebsiteonline.com/images/glasser_forms/skit_2.pdf

Back to Glasser


text:
AP Chemistry/Organic Chemistry

Examples

 * is ethane
 * is propane
 * is octane

Alkyl groups
An alkyl group is a radical with a certain number of carbons and is of the general formula $$\text{C}_n\text{H}_{2n+1}$$ that has had one of its hydrogens removed, freeing up one of its bonds. This allows it to bond to a carbon (or oxygen, etc.) in a compound, and form more complex compounds.

Functional Groups

 * Alcohols contain OH-, e.g. C2H5OH is ethanol or ethyl alcohol.
 * Alkanes have the general formula of CnH2n+2 and are saturated (i.e. they only contain single bonds), such as methane(CH4 and propane (C3H8).
 * Alkenes have the general formula of CnH2n and are unsaturated (i.e. they contain double/triple bonds), such as ethylene(C2H4).
 * Alkynes have the general formula of CnH2n-2 and are unsaturated, such as ethylyne (C2H2).
 * Amines contain nitrogen, and resemble ammonia structurally.
 * Nitriles contain a nitrile group(CN-).

Skeletal formulae
Skeletal formulae are very important in organic chemistry for two reasons: (1) they appear very frequently, and (2) they make sketching organic compounds much easier. Consider the following image. The image to the left is butane (C4H10). As you can see however there are no Cs and Hs written on the sketch. Carbons are represented by the vertices at the ends of the line segments. The line segments themselves represent (as normal) single bonds. The hydrogens are not drawn in, but are there, because all carbons form four bonds. Because butane is saturated, the hydrogens have to attach to the carbons, where they can still form bonds. The image to the left is ethene (C2H4). As you can see, there are two line segments in this sketch. When two or three line segments appear superincumbently, they represent double and triple bonds respectively (as they do in the structural formulae). This is another important concept in organic chemistry. Since its discovery thousands of new organic chemicals have been created, based on this one component. The formula for benzene is C6H6. Benzene occurs commonly in organic chemicals called aromatics, as seen to the right (in aspirin). Carbon and hydrogen (although hydroxide (OH-) is written out as well) are the only two elements that are not indicated with their chemical symbol in skeletal formulae; they are called implicit. Other common elements in organic chemistry such as nitrogen, chlorine, fluorine, and oxygen are indicated with their chemical symbols; they are called explicit, and are seen to the right. Remember the symbol R is any alkyl group. Alkyl groups should be considered explicit.

Naming alkanes, alkenes, and alkynes

 * 1) Determine if the compound is saturated or unsaturated
 * 2) If it is saturated, it is an alkane, and takes the suffix –ane
 * 3) If it is unsaturated
 * 4) And has double bonds, it is an alkene, and takes the suffix -ene
 * 5) And has triple bonds, it is an alkyne, and take the suffix –yne
 * 6) Find the main chain by counting the number of carbons starting at one end of the compound, and goint to another end, without counting a carbon twice (keep some of the later steps in mind). Then, based on this number of carbons select a prefix from the chart in the prefixes section above.
 * 7) If it is an alkane, just use the suffix from step 1.1.
 * 8) If it is an alkene, use the appropriate suffix from step 1.2. Then, place the number of the carbon where the double/triple bond begins, making it the lowest number possible, and separate it from the number-of-carbons prefix and suffix with hyphens (e.g. but-2-ene ). Note that C1 (the first carbon in the main chain) should be based on this step. It also seems to be acceptable to place the number before the name of the main chain (e.g. 2-butene)
 * 9) If the compound is an alkene, then another element can be added to the name.
 * 10) If the parts of the compound separated by the double bond are on the same side of the double bond, then the prefix cis- is added before the name of the main chain (e.g. cis-but-2-ene).
 * 11) If the parts of the compound separated by the double bond are on different sides of the double bond, then the prefix trans- is added before the name of the main chain (trans-but-2-ene).
 * 12) Identify if the compound has alkyl groups.
 * 13) If there are, determine how many there are, and where they are relative to C1.
 * 14) The number of the carbon where the alkyl group attaches to the main chain is placed before the name of the alkyl group, and this is placed before the name of the main chain (e.g. 2-methylbutane)
 * 15) If there are more than one type of alkyl group, the alkyl groups are named in alphabetical order, and separated by commas (e.g. 3-ethyl,4-methyhexane)
 * 16) If there are more than one of a certain type of alkyl group, the carbons where they attach are separated by commas, and a prefix based on their number is added (e.g. 2,2-dimethypropane). A list is provided below.

Examples

 * 1) The compound is saturated, and therefore is an alkane.
 * 2) The main chain of carbons contains six carbons (hex-).
 * 3) It is not an alkene.
 * 4) The compound has one alkyl group (methyl) connecting at C2.

This compound’s name is 2-methylhexane

 * 1) The compound is saturated, and therefore is an alkane.
 * 2) The main chain contains four carbons (but-).
 * 3) It is not an alkene.
 * 4) The compound has two alkyl groups (both methyl) connected at the C2 and C3

The name of this compound is 2,3-dimethylbutane

 * 1) This compound is unsaturated and is an alkene (double bonds).
 * 2) The main chain has six carbons (hex-), and the double bond is at C3.
 * 3) Disregard step 3.
 * 4) The compound has no alkyl groups.

The name of this compound is hex-3-ene or 3-hexene.

 * 1) This compound is unsaturated and is an alkyne (triple bonds)
 * 2) The main chain has six carbons (hex-)
 * 3) Disregard step 3.
 * 4) the compound has no alkyl groups

The name of this compound is hex-1-yne or 1-hexyne.

Isomers

 * Structural - carbons are arranged differently.
 * Chain - carbon chain is different.
 * Position - functional group is in a different position on the carbon chain.
 * Functional group - functional group is different.
 * Stereoisomers - isomers with the same structural formula but a different arrangement of atoms in space.

title: AP Chemistry/Organic Chemistry


text:
Talk:Topology/Metric Spaces

Properties of the Interior of a Set
The last item in the "Properties of the Interior of a Set" talks about "A" being "open", but this is before the section which defines what an open set is. What's worse, proof of this property is left as an exercise to the reader, but there's nothing to prove since this is exactly the definition of an open set that's introduced later on. Am I missing something or does this need fixing?
 * No your not missing anything. Even though the proof is painfully trivial, it still needs to be proved.  But your correct if follows immediately.  Something does need to be fixed, the concept of open should probably come before interior.  I won't have time to rework it but your welcome to try if you like. Thenub314 (talk) 06:33, 7 June 2011 (UTC)
 * If the concept of open set is defined in terms of int(A) = A, and you put it before the concept of interior, we'd end up with the same issue. Also, regarding the proof exercise: the property is the same as the definition of open set. There is nothing to prove. They only differ in notation (prose vs. <=>), but they say exactly the same. I'd suggest just removing that line: it doesn't provide any substantial information (open sets are covered afterwards anyway) and it can easily lead to confusion. 85.58.134.159 (discuss) 22:10, 28 April 2013 (UTC)

Open vs Closed
"In \R, under the regular metric, the only set that is both open and closed is \R". What about the empty set? SuneJ

Metric Space Example: Hölder's inequality
Two lines above where it says "This is called Hölder's inequality", there is a line that seems not to be a valid result of the previous line. I think to make it valid you would have to have c^p the sum of the absolute values of c k p. If this is the case, what is stated as Hölder's inequality was already given a couple lines earlier, with a and b instead of c and d. Mathocd (talk) 07:25, 8 August 2010 (UTC)

Internal points
Hello

I have seen these called interior points, not internal points. And, in Royden's Real Analysis, there is a separate definition of something called an internal point. It has to do with convexity and is related, I believe, but is different. Is "internal" a standard name or would interior be better?

Thanks

Open Ball / Graphics
The graphics in section "Open Ball" are nicely rounded, but is that really appropriate for a mathematical text? Is there any consensus here? --Jerome Baum (talk) 08:21, 24 November 2009 (UTC)

 * I agree. The graphics are incorrect and possibly misleading. The corners should be perfectly sharp.130.243.130.84 (talk) 10:20, 18 September 2010 (UTC)
 * I agree too. These must change - they are too misleading.  --JamesCrook (talk) 11:05, 9 January 2011 (UTC)

Uniform Convergence
I believe in the section on uniform convergence p(fa(x),fb(x))<ε should be d(fa(x),fb(x))<ε     ChasR (discuss • contribs) 05:40, 8 May 2011 (UTC)
 * I'm under the same assumption as ChasR, so I'll be making the change Lundburgerr (discuss • contribs) 16:15, 13 July 2011 (UTC)

union of open sets
does the proof of union of open sets depend on the axiom of choice, for non-counteable sets?

title: Talk:Topology/Metric Spaces


text:
User:Reece/Sandbox5

                                  fa:                                                                      tokipona:

title: User:Reece/Sandbox5


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Currency - Advanced (European Union)

2. Select a coin or note from your collection and present an oral or written report on the historical or other significance of the person(s), place(s), item(s) or symbol(s) found on both sides.
Suggestions:
 * Commemorative Coins of France
 * Commemorative Coins of Ireland
 * Commemorative Coins of Germany

Too many countries - look here

European Union
In preparation for the arrival of the Euro on the continent on 1 January 2002, all Member States, bear an obligation to co-operate fully in the fight against currency counterfeiting. To reflect this, the EC has passed two Regulations – 1338/2001 and 1339/2001 (both passed on 28 June 2001) – each of which is intended to prevent counterfeiting of the new Euro notes and coins.

Regulation 1338 places obligations on those Member States which have adopted the Euro as their single currency; Regulation 1339 then extends these obligations to the other Member States. Article 6 of the former requires the Member States to implement “effective, proportionate and deterrent sanctions” on institutions which fail to withdraw and hand over counterfeit Euros to the country’s ‘Competent National Authorities’.

Individuals who fail to withdraw counterfeit Euros from circulation will be liable to up to two years in prison and those who fail to hand them in to the proper authorities could be fined.

 * EU Fight Against Counterfeiting
 * Interpol on what to do about counterfeits

Banknotes
Many security features have been incorporated into the euro banknotes. They will help you to recognise a genuine banknote at a glance.

 * The notes have raised print – a special printing processes give banknotes a unique feel.
 * Look at the banknote against the light for a watermark, a security thread and the see-through number. All three features should be seen from the front and back of genuine banknotes.
 * Tilt the banknote and on the front, you should see the shifting image on the hologram. On the back, you should see the glossy stripe (on the €5, €10 and €20 banknotes) or the colour-changing number (on the €50, €100, €200 and €500 banknotes).

Also see Security Features on Euro banknotes

Coins
Euro coins have machine-readable characteristics. They can be used in vending machines throughout the euro area - no matter where they were issued.

 * A sophisticated bi-metal and sandwich technology have been incorporated into the €1 and €2 coins.
 * The material of the 10, 20 and 50 cent coins is a unique alloy (Nordic gold), which is difficult to melt and used exclusively for coins.

Additionally there is lettering around the edge of the €2 coin and a unique metal composition is used for the 10, 20 and 50 cent coins to protect against counterfeiting.

Also see Security Features for Euro coins

==4. Attend a meeting of a local coin club and report on your experience. Possible items to consider: a. Level of expertise of members as demonstrated by presentations and dialogues.b. Average general age of attendees. c. Ideas which might help the club extend its collector interest to a wider audience. d. How newcomer friendly is the organization. e. Suggestions on how these people might be reached with the gospel through a manner which they would find attractive. ==

Search Suggestions
 * Coin Collecting at Meetup.com
 * Coin Collecting groups on Yahoo! Groups

5. Select one of the three categories of your collection as required under the Currency Honor requirements 7 and 8, and increase your collection to include twice the total number of specimens.
Requirements 7 & 8 reproduced below for simplicity

Requirement 7. Collect and mount a type set of coins from your country of any date currently being minted or in circulation. Proof, commemorative, rare, silver, or expensive coins are not needed. In your collection: a. Possess at least one coin from each mint in the type set. b. Locate and identify the mint mark (if any) on each coin. c. Locate and identify the initials (if any) of each coin's designer(s).

Requirement 8. Do two of the following: a. Make enlarged drawings of both sides of ten different denominations or                  forms of coins for your country no longer in circulation. b. Collect, identify, and mount 25 different foreign coins. No two coins alike. c. Collect and mount a type set of coins from your country minted during the 20th Century. d. Collect and mount a date set of series of coins for your country beginning with your birth year. (Commemorative, gold, proof, expensive, or rare coins need not be included.)

==6. Add to your collection at least one of the unusual (odd and curious) forms learned about in requirement 1 of the Currency Honor requirements and have in your Currency Honor files, at least a paragraph summarizing how, when and where this item was used as currency.==

Requirement 1 reproduced below for simplicity

Requirement 1. Relate briefly the story of barter, showing three reasons why money came into being and naming at least ten strange forms of money used in place of coins or currency.


text:
Change Issues in Curriculum and Instruction/Final Assignment Links

Change Issues -- Master List (brought to you by Francis Stonier) :)

Tiffany Hall

Patricia Horne

Francis Stonier

Camilla Walck

Lauren Florin

Stephanie Sugioka

Rose Hotchkiss

Peter Baker


text:
Change Issues in Curriculum and Instruction/Final Assignment Links/Change Issues -- Master List

I will put the complete list here by Friday afternoon. -Pete

Argh... Who loves ya Pete?

1. Moving up the Food Chain: Become comfortable with questioning our own / the system’s assumptions and traditions about the way education should work.

2. Moving Beyond “Wrong” = “Bad”: Realize that mistakes are not purely bad.

3. Redefining “Cheating”: Last century’s definition is no longer necessarily the best one.

4. Knowing What You Don’t Know vs. Knowing What You Know: Understand that the former is probably more important.

5. Feedback and Isolation in Digital Environments: When isolation can be physical and/or psychological, what can be done to allow for meaningful feedback?

6. The Digital Divide: The various issues that surround access to technology play a major impact on the extent to which and ways in which technology can be effectively employed in today’s educational system in American and beyond.

7. Recursive Learning: Learning does not always happen in linear fashion.

8. How School Policy Should be Influenced by Social Software

9. What Teachers Need to Know about Social Software: How do we know what to use? How do we find it? How do we use it effectively?

10. Differentiation: Meeting the Educational Needs of All Learners

11. Multi-Tasking: Plusses and Minuses—Understanding the dynamics of multi-tasking

12. Sychronous vs. Asynchronous Learning: What are the advantages and disadvantages of both? Is there a "happy medium"?

13. Mobilizing Social Software: Effective Use of Technology to Help Promote Critical Thinking in the Teaching and Learning Process

14. Teaching "Collabulation": How can we teach students to develop their own systems of classification along with their peers and the community?

15. Online Games: Effective Use in an Educational Environment

16. Digital Divide: How long do we wait to implement these new technologies without waiting too long?

17. Age-Specific Social Software: How can social software be classified with respect to age-appropriateness? Can these software transcend age brackets?

18. Cellphones: Should students have their teachers' cell phone numbers?

19. Social Software as a Crutch: At what point does social software stop being productive and start functioning as an excuse for irresponsibility?

20. The Social and Cultural Implications of Social Software: How Technologies Can Amplify Every System's Strengths and Weaknesses

21. Social Software Adding Meaning to Student Work

22. Balanced Constructivism: Challenging Within Boundaries

23. Learning how to Learn (and Teach): Experimenting with One's Own Learning (and Teaching) Styles

24. Perspective

25. Reform in Reality: How can educators' good ideas actually be implemented in the real world?

26. Teachers as Content Authorities: How can teachers teach effectively without "knowing everything"? What is an appropriate level of student participation in the teaching process? Switching roles (teacher/learner) across a continuum at appropriate times.

27. Linking the Unknown to the Known

28. Educational By-Products: Learning One Thing After Being Taught Another

29. Maximizing the Effectiveness of Dialogue: Effectively Using Conversation in Education

30. Distraction:

31. Effective Consumption of Information: Navigating the Ocean of Information

32. The Right Tool for the Job: How can we find the appropriate tools (software, etc.) to achieve our various educational objectives?

33. Wiki and Rhetoric: Re-evaluating Rhetorical Principles Based on Web 2.0 Innovations

34. Involving Parents in the Learning Process Through Web 2.0 Innovations

35. Addressing Resistance: Converting the Web 2.0 Nay-Sayers

36. Making Connections Through Web 2.0: Between Parents and Teachers, Teachers and Teachers, Teachers and Students, etc.

37. Diverse Curricular Support Materials: YouTube and other Web 2.0 Innovators Providing Diverse Educational Resources

38. Tailoring Web 2.0: How can we make these technologies engaging for diverse groups of people?

39. Helping Collaboration Exist in a Standards-Based Educational Environment

40. Keeping Up and Knowing What to Keep Up With: How do we know what questions to ask?

41. Who's Responsible? Who should be held accountable for making change happen?

42. Believing That Change Can Happen: Becoming Comfortable with Risk

43. Professionalizing the Teaching Profession: Teacher and Administrator Accountability and Effective Motivation

44. Teaching Ourselves and Our Students to Learn Through Trial and Error: Self-Study, Fear of Risk, etc.

45. Individuality's Relationship to Isolation: Does the "American way" set us up for isolation?

46. Context rather than Content is of primary importance.

47. New Learning Theory

48. Searching is A PART of Learning—not the whole process.

49. Disconnect between theory and practice with reference to testing.

50. Tests may be expedient, but they might not be authentic.

51. Tests geared toward low-level learning.

52. Preparing for tests replaces instructional time.

53. SOLs as Ceiling Rather Than Floor

54. The Future of Accountability? -- Dumbing down the test? Incentives for Passing?

55. Accountability cannot work if it stops in the schools.

56. Disconnect between policy-makers and practitioners.

57. Taking advantage of opportunities for input—finding a common ground.


text:
WebObjects/EOF/Modeling/GlobalIDs

A GlobalID (often called a GID) is an object which can be used to uniquely identify an instance of an entity. For example, if you have an entity called "Trucks" then GIDs can be used to identify which truck is being considered. The superclass EOGlobalID can be used through the EOF API, but its concrete subclasses are used in specific situations. These are described below, but often you do not need to consider what sort of GID you actually have.

Key Global IDs
An EOKeyGlobalID is used to uniquely identify an instance of an entity that is already stored in a database. Here is an example of how the truck table might look.

The primary key is carried inside the EOKeyGlobalID to identify the instance of the entity which is effectively the row in the database. In this example, the EOKeyGlobalID that contains the key 42355 would be a unique identifier for the Truck with the data containing the number plate AA3335.

Temporary Global IDs
EOTemporaryGlobalID-s are used when instances of an entity are still only in memory. This happens when you are creating new data because the instances do not yet have rows stored in the database. The EOTemporaryGlobalID uses a long string that composites various pieces of information to make an identifier which is unique not only in the system you are running, but between systems as well.

title: WebObjects/EOF/Modeling/GlobalIDs


text:
Adventist Youth Honors Answer Book/Camping/CampSink

A camp sink need not be any more than a few large containers placed on a table. For the containers, you can use a large salad bowl or a plastic storage tub. The table to place them on can be constructed by finding two trees at least in diameter and about  apart. Then using square lashing, attach two long poles to either side of the trees, at waist-height. Use continuous lashings to lash several shorter poles across the support poles to make the table surface. The short poles should all be as close to the same diameter as possible, or if that's impossible, arranged from smallest to largest.


text:
Adventist Youth Honors Answer Book/Camping/CampShower

Most outdoor outfitters carry camp showers, but the trick is setting up a showering area that will provide clean feet and privacy.

Clean feet can be had by building a platform similar to the table shown above, except that it need not be lashed to any trees - it can simply lie on the ground. If you do not build a platform, you will create a mud hole when you shower, and then everything will be clean except your feet. Somehow the mud on the feet have a way of migrating elsewhere too, rendering the whole showering experience an exercise in futility. Don't scrimp on the rope when attaching the spars to the poles - the platform must be secure and stable, and the spars must not roll around. Lash them down securely.

For privacy, you can bring a tarp, and string up an enclosure using trees for support. Make the enclosure large enough to hold a chair so the freshly cleaned Pathfinder can remain freshly clean as he/she dries off, gets dressed, and puts on his/her shoes.


text:
User talk:69.203.100.10

Please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks. --Jomegat 02:47, 15 June 2007 (UTC)

title: User talk:69.203.100.10


text: Talk:French/Grammar/Verbs/Infinitive

title: Talk:French/Grammar/Verbs/Infinitive


text:
Radiation Oncology/Heel Spurs

 * See also: Level I Evidence

 * Heel spur first described in 1900 as exostatic plantar bone formation at the insertion of the plantar fascia
 * Plantar heel spur - into calf
 * Dorsal heel spur - into Achilles tendon
 * Overall prevalence estimated 8-10%
 * Symptoms: extensive pain under heel, may radiate into lower leg. Usually gait and mobility impairment
 * Treatment: as for osteoarthritis; decreasing weight-bearing, NSAIDS, corticoid crystal suspensions, local anesthesia, iontophoresis, microwave/ultrasound
 * RT considered a "last resort" approach for refractory cases
 * RT dose 3 Gy total in 0.5 Gy/fx twice weekly effective

 * Wiesbaden, 2007 (Germany) (1990-2002) PMID 17453376 -- "Demographic, clinical and treatment related predictors for event-free probability following low-dose radiotherapy for painful heel spurs - a retrospective multicenter study of 502 patients." (Muecke R, Acta Oncol. 2007;46(2):239-46.)
 * Retrospective. 502 patients with painful heel spurs. Low-dose RT. Median F/U 2.1 years
 * RT: 6 or 10 MV beam: 5 Gy in 10 fxs twice weekly, or 5 Gy in 5 fxs twice weekly; 175 kVP beam: 6 Gy in 6 fxs three times weekly
 * 8-year EFS: 61%; prognostic factors: only one RT course, age >58, megavoltage photons
 * Conclusion: low-dose RT very effective for painful heel spurs

 * Offenbach, 2007 (Germany) PMID 17225939 -- "Radiation Therapy for Painful Heel Spurs : Results of a Prospective Randomized Study." (Heyd R, Strahlenther Onkol. 2007 Jan;183(1):3-9.)
 * Randomized. 130 patients with painful heel spurs. RT low-dose 3 Gy in 0.5 Gy/fx twice weekly vs. high-dose 6 Gy in 1.0 Gy/fx twice weekly
 * Outcome: 6-month excellent/good LD 66% vs. 68% (NS)
 * Conclusion: RT effective, shouldn't give more than 3 Gy

title: Radiation Oncology/Heel Spurs


text:
User:CMBJ

See my user page on Wikipedia.

title: User:CMBJ


text:
Logic for Computer Scientists/Predicate Logic/Strategies for Resolution/Input and Unit Resolution

Definition 26
Given a set of clauses $$S$$. The inference rule input resolution is resolution, such that one parent clause is a clause from $$S$$. The inference rule unit resolution is resolution, such that at least one parent clause is a unit clause or a unit factor of a parent clause.

In an obvious way the notions of unit (input) derivations and refutations are defined.

Theorem 10
For a set $$S$$ of clauses there exists a unit refutation iff there exists an input refutation. Unit resolution (and hence input resolution) is not complete for full first order logics!

For Horn clauses, however, it is a complete strategy and indeed, it is the basis for the SLD-resolution principle, which is the core of  SLD-Resolution


text:
Parkour/Exercises

Parkour exercises often focus on compound, functional (e.g. pertaining to real-life situations) movements. The movements are intended to build strength and agility rather than bulk. Following is a brief outline of some common exercises.

Before You Begin
In order to help prevent injury, a proper warm-up is essential for a traceur. A warm-up might take 10–20 minutes but it should leave you feeling energized and alert. A successful warm-up may include:
 * Joint rotations for mobility functioned joints as, shoulders, scapullas, hip, Ankles, and wrists, to prevent any kind of injury.
 * Stability exercices for stability functioned joints as, knees, dorsal spineand elbows.
 * Aerobic activity until the muscles feel warm, such as jumping jacks or spot running.
 * Dynamic stretching, such as the Burpee (below).

Exercises
''The Burpee is rumored to have developed in maximum security prisons. In such facilities, inmates are not allowed exercise equipment, so the burpee was developed by the prisoners to keep themselves in good physical condition.'' A Muscle-Up is an excellent general conditioning exercise, which engages most of the arm, shoulder, back, and core musculature. This exercise works the core and arms. ''The pull-up is an exercise for the upper body, arms and back. It requires a sturdy bar, above your shoulders but low enough for you to reach it and it must be able to support your body weight. When this exercise is done with an underhand grip (palms facing you) it is a chin-up, chin-ups put more emphasis on your biceps where pull-ups put more emphasis on your lats'' The push-up (or press-up) is a basic upper body exercise that targets many muscles in your arms and chest. ''The squat is a total leg workout exercise. It doesn't require any equipments but can be done with weights to add resistance and there are many variations to keep yourself interested.'' The lunge trains the legs, hips, and - if done properly - the core.
 * The Burpee
 * The Muscle-Up
 * The Handstand Push-Up
 * The Pull-Up and Chin-Up
 * The Push-Up
 * The Squat
 * The Lunge

title: Parkour/Exercises


text:
Category:Wikibooks deletion

This category contains project pages related to deletion. The official deletion policy can be found at Deletion policy.

et:Kategooria:Kustutada

title: Category:Wikibooks deletion


text:
User talk:Adimadau

Adimadau, I noticed that several of your edits in April of 2006 where a significant amount of content, and when I further investigated the content, I discovered that, at least Biblical Studies/Bible Topics/God is the text verbatim from Charles Taze Russel's book, The Atonement Between God and Man. I tagged that page for speedy deletion; if you have permission to reprint the text under the terms of GNU Free Documentation License, then please prove it. Also, be advised that Wikibooks takes copyright very seriously, and text from the Internet is generally not freely copyrighted; please do not post any more non-free copyright content or you may be blocked. Cheers, Iamunknown 09:01, 15 June 2007 (UTC)

Biblical Studies/Bible Topics/God, /The Messiah and /The Holy Spirit
All 3 of these modules were created by yourself, but were copyrighted text from The Atonement Between God and Man by Charles Taze Russell. They have been deleted. Please be sure to add only content which is not copyrighted. For more information, see WB:COPY.  – Mike.lifeguard  | talk 01:29, 13 July 2007 (UTC)

title: User talk:Adimadau


text:
Category:Wikibooks administration

This is a category intended to help organise the administration of the Wikibooks project.

eo:Kategorio:Vikilibroj:Bontenado fr:Catégorie:Maintenance Wikilivres it:Categoria:Categoria di servizio oc:Categoria:Mantenença Wikilibres pt:Categoria:Manutenção do Wikilivros

title: Category:Wikibooks administration


text:
A-level Mathematics/OCR/M4/Rotation of a Rigid Body

In M1 you learnt the five formulae for motion with constant linear acceleration:
 * $$ v = u + at \,$$
 * $$ s = ut + \frac {1}{2} at^2 $$
 * $$ s = \frac {1}{2}(u+v)t $$
 * $$ v^2 = u^2 + 2as \,$$
 * $$ s = vt - \frac {1}{2} at^2 $$

We can consider motion with constant angular acceleration in the same way:
 * $$ \omega _1 = \omega _0 + \alpha t \,$$
 * $$ \theta = \omega _0 t + \frac{1}{2} \alpha t^2$$
 * $$ \theta = \frac{1}{2}(\omega _0 + \omega _1)t$$
 * $$ \omega _1^2 = \omega _0^2 + 2\alpha\theta$$
 * $$ \theta = \omega _1 t - \frac{1}{2} \alpha t^2$$

While the first set of formulae cover the displacement, velocity and acceleration in terms of straight-line distance, the second set cover the same quantities but for rotating objects.


text:
Logic for Computer Scientists/Predicate Logic/Strategies for Resolution/SLD-Resolution

Selective Linear Definite (SLD) Resolution
In this section we will introduce a special form of linear resolution for Horn clauses. We will interpret a clause a program by notationing it in the following form: $$ \begin{matrix} A & \gets & & & \text{program clause (fact)} \\

A & \gets & B_1, \ldots, B_n && \text{ program clause }\\

& \gets & B_1, \ldots, B_n && \text{ goal }\\ \end{matrix} $$

Definition 27
Let $$P$$ be a set of program clauses. Assume a selection function, which gives for a given goal $$\gets A_1, \ldots, A_n$$ one of its subgoals $$A_i$$. Further assume a goal $$G_i = \gets A_1, \ldots, A_m, \ldots, A_n$$ and a selection function which selects $$A_m$$. Let $$C_i = A \gets  B_1, \ldots, B_q$$ be a variant of a clause in $$P$$, such that $$C_i$$ and $$G_i$$ have no variable in common. If $$\theta_{i+1}$$ is most general unifier of $$A_m$$ and $$A$$, the goal $$ G_{i+1} = \gets( A_1, \ldots, A_{m-1}, B_1, \ldots, B_q, A_{m+1}, \ldots, A_n) \theta_{i+1} $$ is called SLD-resolvent

Definition 28
An SLD-deduction (-refutation)of $$P \cup \{ G\} $$ for a set of program clauses $$P$$ and a goal clause $$G$$ is a linear deduction (refutation) in which only SLD-resolution steps occur and $$G$$ is the start clause.
 * An $$R$$-computed answer substitution $$ \theta$$ for $$P \cup \{ G\} $$ is $$\theta_1 \circ \ldots \circ \theta_n |_{Var(G)}$$, where $$\theta_1, \ldots,   \theta_n$$ are the mgUs from a SLD-refutation of $$P \cup \{ G\} $$ with selection function $$R$$.
 * A substitution $$\theta$$ for $$Var(G)$$ is an answer substitution for  $$P   \cup \{ G\} $$.
 * It is a correct answer substitution for   $$P   \cup \{   G\} $$, if $$P \models \forall G \theta $$

Theorem 11
Let $$P$$ be a set of program clauses, $$G$$ a goal clause and $$R$$ a selection function. For every correct answer substitution $$\theta $$ for $$P \cup \{ G\} $$, there is an $$R$$-computed answer substitution $$ \sigma $$ for $$P \cup \{ G\} $$ and a substitution $$\gamma $$, such that $$\theta = \sigma \circ \gamma \; |_{Var(G)}$$

In the Section on Propositional Logic we already explained propositional tableaux and its variants, like the connection calculus and model elimination. In this section we will give model elimination in the first order case. Note that we need one more inference rule, the reduction rule, in this case

Definition 29
A clause (normalform) tableau for a set of clauses $$S$$ is a tableau for $$S$$, whose nodes are literals from $$S$$ and which is constructed by a (possibly infinite) sequence of applications of the following rules:

 * The tree consisting of root $$true$$ and immediate successors    $$L_1, \cdots, L_n$$, where $$C = L_1, \cdots , L_n$$ is a new variant of a clause from $$S$$ is a tableau for $$S$$ (initialisation rule).
 * Let $$T$$ be a tableau for $$S$$, $$B$$ a branch of $$T$$, and $$C=L_1, \cdots ,L_n$$ an new variant of a clause from $$S$$, such that the link-condition with mgu $$\sigma$$ is satisfied. If the tree $$T'$$ is constructed by extending     $$B$$ by the $$n$$ subtrees $$L_i$$, then $$T'\sigma $$ is a tableau for $$S$$ (expansion rule).
 * Let $$T$$ be a tableau for $$S$$, $$B$$ a branch of $$T$$,  $$L$$ a leaf  of $$B$$, and $$L' \in C$$, such that $$\overline{L'}$$ and $$L$$ have a mgu $$\sigma$$, than  $$T \sigma$$ is a  tableau for $$S$$ (reduction rule).

The following are three possible link conditions:
 * 1) No condition.
 * 2) Weak link condition: There is a literal $$L \in B$$ and  $$L' \in C$$, such that $$\overline{L'}$$ and $$L$$ have a mgu $$\sigma$$
 * 3) Strong link condition: There is a leaf $$L$$ of $$B$$,  and $$L' \in C$$, such that $$\overline{L'}$$ and $$L$$ have a mgu $$\sigma$$.

Analog to the propositional case the different link conditions result in different calculi:

 * The empty condition results in a clause normal form tableau calculus.

 * The weak condition results in a connection calculus.

 * The strong link condition results in a model elimination calculus.


text:
User talk:81.193.116.185

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

title: User talk:81.193.116.185


text: User:Reece/Sandbox5/Main Page introduction


text: User:Reece/Sandbox5/Main Page navigation


text: User:Reece/Sandbox5/Main Page featured books


text: User:Reece/Sandbox5/Main Page sisterprojects


text:
User talk:71.164.105.144

Xania talk 18:13, 15 June 2007 (UTC)

title: User talk:71.164.105.144


text:
User talk:82.21.48.223

Please take care not to replace Wikibooks pages with blank content. Blank pages have a tendency to confuse readers and may be mistaken for vandalism. If it is a duplicate page, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert to its top. Thanks for contributing to Wikibooks!

Xania talk 18:14, 15 June 2007 (UTC)

title: User talk:82.21.48.223


text:
Adventist Youth Honors Answer Book/Camping/Fire/Friction

The "bow and drill" method is well-known and it is a lot of work. The bow is similar to that used for archery. To make such a bow, find a thin rope or flexible but sturdy vine, and a sturdy stick long. Tie the rope to one end of the stick, and make another knot on the other end of the stick, with the rope between the ends not quite taut.

The drill (or spindle) is another straight stick, thin but strong, preferably stripped of bark, sharpened on the bottom end and rounded on the top. The center of the bowstring (rope) is wrapped around the drill, with the bow and spindle at right angles to each other. The end of the spindle is placed on a fireboard.

The fireboard is a piece of dry, softwood (cedar is excellent), with a conical impression in the top surface (such as might be made with a countersink). This impression is bored near the edge of the fireboard, and a notch is cut into it. The apex of the notch should be at the center of the impression. Place a card or a piece of bark beneath the notch to catch the hot wood which the spindle will grind off the fireboard.

The top of the spindle is rounded and smoothed, and placed in a socket made of a hardwood, bone, stone, or something similar. The socket should be smoothed and greased to reduce friction - you do not want to generate heat in the socket.

Once the equipment is ready, gather some tinder. This tinder should be easily lit. Dry grass, pine needles, and dryer lint all work well for this. Form the tinder pile into the shape of a bird's nest. Then make sure you have enough kindling on hand and an easily lit fire laid with fuel ready to go. When tinder bursts into flames, it is not the right time to start looking for kindling and fuel. Do this ahead of time.

Once the spindle is in place with its bottom tip in the impression in the fireboard, the top held firmly by the socket, and the cord wrapped around its center, the fire builder will move the bow back and forth quickly to rotate the spindle. Long strokes are better than short strokes.

If the socket is pressed too hard, the spindle will not spin. If it is not pressed hard enough, the spindle will come loose.

After only a few seconds of spinning the spindle, the fireboard should begin to smoke. Keep working the bow. After about a minute of smoke, look for a pile of hot wood powder to accumulate in the notch, caught on the card or bark placed beneath it. Stop working the bow and see if the wood powder continues to smoke. If it does not, work the bow again.

When the wood powder continues to smoke after the spindle stops, carefully pick up the card or bark, slide the wood powder into the center of the bird's nest tinder pile, and gently blow on the wood powder. Slowly increase the strength of the air stream blown into the tinder. It should glow red, and as more air is forced into it and the tinder worked into the ember, it should glow even brighter. Eventually when you take your next breath, the tinder pile will burst into flames. Place the burning tinder beneath the kindling and tend the fire as you would any newly lit fire.

 * Bow and Drill Method
 * Fire by Friction
 * Making fire with friction


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

= Alekhine's Defence: Lasker Attack =

Theory table
'1.e4 Nf6 2.e5 Nd5 3.c4 Nb6'


text:
Chess Opening Theory/1. e4/1...Nf6/2. e5/2...Nd5/3. c4/3...Nb6/4. c5

= Alekhine's Defence: Lasker Attack =

Theory table
.

'1.e4 Nf6 2.e5 Nd5 3.c4 Nb6 4.c5'


text:
Chess Opening Theory/1. e4/1...Nf6/2. e5/2...Nd5/3. c4/3...Nb6/4. c5/4...Nd5

= Alekhine's Defence: Lasker Attack =

Theory table
.

'1.e4 Nf6 2.e5 Nd5 3.c4 Nb6 4.c5 Nd5'


text:
User talk:142.29.4.3

Regarding edits made during June 15 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 20:30, 15 June 2007 (UTC)

title: User talk:142.29.4.3


text: Template:English for B2 Students/Entertainment


text:
User talk:66.67.165.6

Thanks for your recent edits but additions to Wikibooks should use standard English without text message abbreviations and spellings. Xania talk 21:14, 15 June 2007 (UTC)

title: User talk:66.67.165.6


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Talk:How To Beat The Draft Board

Brilliant idea
Brilliant idea. Any attempt to show how to avoid fighting America's oil wars is a very good cause. Xania talk 21:17, 15 June 2007 (UTC)

What Wikipedia is not
"Wikipedia is not a place to publish your own thoughts and analyses or to publish new information not previously published." - from the article "What Wikipedia is not."

This quote form the opening page of the article "How To Beat The Draft Board" is in violation of the above: "This guide was written several months ago, based on my official training for becoming a member of a local draft board."

Also from the article "What Wikipedia is not:"

"Personal essays that state your particular feelings about a topic (rather than the consensus of experts). Wikipedia is supposed to compile human knowledge. It is not a vehicle to make personal opinions become part of human knowledge."

The last paragraph from the opening page of "How To Beat The Draft Board" is, again in violation of the above: "Unfortunately, in this country, the draft boards are often stacked with pro-war, pro-military types who see it as their duty not to evaluate cases, but to send as many people as possible to the front lines."

Based on the above reasons, this article should be deleted immediately.

Opposition to the war is a world-wide belief not a personal belief
In response to the above comment. This is a text book and one with many uses although I don't understand why the USA has a draft board - surely they only exist if a country has conscription?? And anyway the last line of the paragraph you quoted is fact. --ЗAНИA talk 18:50, 8 April 2008 (UTC)

"This document may be freely redistributed without any restrictions."
As of today, this book's TOC says "This document may be freely redistributed without any restrictions." Please see the thread I started in the Reading Room for discussion about that sentence. Please do not reply on this talk page here, except to edit this post to point to the relevant archive, once that discussion is archived, or to post a summary of what was decided there. Cheers, Unforgettableid (talk) 16:56, 9 February 2010 (UTC)
 * I've replied and acted on the post. --Panic (talk) 18:47, 9 February 2010 (UTC)

title: Talk:How To Beat The Draft Board


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Cookbook:Spaghetti with Clams

| Cuisine of Italy | Pasta Recipes | Clam recipes

Spaghetti alle vongole (spaghetti with clams) originated in Naples and is very popular throughout the surrounding Campania region in addition to Rome. Italians prepare this dish two ways: with tomatoes (in rosso) and without (in bianco).

The below recipe is based on the one found in the recipe book published by La Accademia Italiana della Cucina (The Academy of Italian Cuisine). It differs from the Academy's recipe only in that it includes clam broth and canned clams in addition to the traditional ingredients. For an Americanized version that includes white wine, see the recipe for spaghetti with clams in white wine sauce.

Ingredients

 * 4 liters (1 gallon) water
 * Salt, to taste
 * 450 g (1 lb) dry spaghetti
 * Olive oil
 * 20 g (¾ oz) garlic, minced
 * 1 kg (2 lb) live clams
 * 225 g (8 oz) diced plum tomatoes (see notes)
 * 225 g (8 oz) canned, shelled clams, thoroughly rinsed (optional)
 * 120 ml (4 oz) bottled clam broth (optional)
 * 1 handful of parsley, minced
 * Peperoncino or, less commonly, black pepper to taste

Procedure

 * 1) Boil the water in a large pot with a tablespoon of salt.
 * 2) Add the spaghetti once the water starts boiling. Cook until the pasta is al dente. This should take 7–8 minutes.
 * 3) Pour olive oil into a large, wide pan so that it barely covers the bottom and heat the oil.
 * 4) Add the garlic, along with the peperoncino, and sauté until golden brown. This should take about a minute. Be careful not to burn the garlic.
 * 5) Add the live clams and diced tomatoes.
 * 6) Put the lid on the pan and cook for about eight minutes. Shake the pan every minute or so to help the clams open. Throw out those that don't.
 * 7) Drain the spaghetti and put it in the pan with the live clams and tomatoes. Reduce the heat to low.
 * 8) Add the canned clams and clam broth to the pan.
 * 9) Season with salt (and pepper, if the peperoncino is not used) to taste and toss until the pasta is well coated with tomatoes and oil. Add another tablespoon of olive oil if you like.
 * 10) Sprinkle with chopped parsley.
 * 11) Serve hot.

Notes, tips, and variations

 * See more information on cooking with live clams on their ingredient page.
 * Resist the urge to add cheese. This recipe is intended as a light summer dish.
 * Omit the tomatoes to make spaghetti alle vongole in bianco.

title: Cookbook:Spaghetti with Clams


text:
Introduction to Astrophysics/Black Dwarfs

Black Dwarfs
Black dwarfs are thought to be the end stage of stars that initially have between .07 and 10 solar masses. After passing through a red giant phase, a significant proportion of the mass of the star is shed as a planetary nebula. What remains is a white dwarf, which is initially extremely hot, but which does not generate any new energy through nuclear fusion -- and which is supported by electron degeneracy pressure. White dwarfs cool very slowly, eventually becoming dead black dwarfs. This process takes so long that the universe is not thought to be old enough to contain black dwarfs yet, so they are theoretical objects.

A black dwarf is a white dwarf that has cooled down to the temperature of the cosmic microwave background, and so is invisible. Unlike red dwarfs, brown dwarfs, and white dwarfs, black dwarfs are entirely hypothetical.

Once a star has evolved to become a white dwarf, it no longer has an internal source of heat, and is shining only because it is still hot. Like something taken from the oven, left alone a white dwarf will cool down until it is the same temperature as its surroundings. Unlike tonight’s dinner, which cools by convection, conduction, and radiation, a white dwarf cools only by radiation.

Because it’s electron degeneracy pressure that stops it from collapsing to become a black hole, a white dwarf is a fantastic conductor of heat. How fast a white dwarf cools is thus easy to work out … it depends on only its initial temperature, mass, and composition (most are carbon plus oxygen; some maybe predominantly oxygen, neon and magnesium; others helium). At least, part of the core of a white dwarf may crystallize, the cooling curve will have a bit of a bump around then.

The universe is only 13.7 billion years old, so even a white dwarf formed 13 billion years ago (unlikely; the stars which become white dwarfs take a billion years, or so, to do so) it would still have a temperature of a few thousand degrees. The coolest white dwarf observed to date has a temperature of a little less than 3,000 K. A long way to go before it becomes a black dwarf.

Read more: http://www.universetoday.com/41096/black-dwarf/#ixzz26R8gDbl1


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

=Alekhine's Defence= White has occupied the center with pawns. From here, white can choose how to reinforce his pawn structure.

Theory table
1.e4 Nf6 2.e5 Nd5 3.c4 Nb6 4.d4


text:
User talk:OneWomanArmy923~enwikibooks

A Bit About Me
I'm working on the Feminism book and am really proud to be contributing to this project. It seems to be pretty quiet. I'm a radical feminist who holds a dual citizen-ship in Canada and the United States. I love French and English literature, especially from the mid 1900's to the early 20th century, such as Emile Zola, Colette, and DH Lawrence. --OneWomanArmy923 00:06, 16 June 2007 (UTC)

Another Message from Herbythyme
You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! -- Herby talk thyme 17:56, 19 June 2007 (UTC)

Hello!
Hello OneWomanArmy, how are you? As a matter of professional interest, I've just started uploading a book about gender issues, Gender and ICT. This book was donated to Wikibooks by the United Nations Development Programme, and is all about the effects of gender on the use of communications technology (internet, phone, radio, etc).

Anyway, I think it's great to have more books about progressive human rights issues here on Wikibooks, especially things like Feminism. It gives us the ability to not only be a source of information, but also a source of the right kinds of information.

Anyway, if you need any help, let me know: I've been around for a while and can probably answer most questions that you have. Talk to you later. --Whiteknight (Page) (Talk) 03:25, 22 June 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 OneWomanArmy923. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name OneWomanArmy923~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 23:34, 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) 05:19, 19 April 2015 (UTC)

title: User talk:OneWomanArmy923~enwikibooks


text: JavaScript/Code structuring

title: JavaScript/Code structuring


text:
Talk:Proteomics/Protein Identification - Mass Spectrometry

= Future work =

More images
Mass analyzers Mass spectrometry output from a variety of machine types Before and after images of post processing methods

Peptide mass fingerprinting
More information about computational databases and software available

Annotation
More detail about the criteria laid out in MIAPE Why the post processing elements are important More information about data formats and standards: mzData, analysisXML More details about current research in de novo sequencing efforts and disease biomarker detection(SELDI TOF and FT ICR)Riticeninjas 01:03, 16 June 2007 (UTC)


text: Adventist Youth Honors Answer Book/Knot/Taut-line hitch


text:
User talk:Gwrsr1

Welcome
Hi Gwrsr1,

Welcome to Wikibooks! I wanted to thank you for your contribution to the Geocaching honor. Let me know if there's anything I can help you with. You can reach me by adding to this page (it's on my watchlist), or by writing something on my talk page. --Jomegat 02:01, 16 June 2007 (UTC)

title: User talk:Gwrsr1


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User:Skenmy

skenmy Paul Williams

Paul's local time is:  : . Click [ here ] to refresh.

Soft Redirect

This user's central user page can be found at meta:User:Skenmy

Unified login: Skenmy is the unique login of this user for all Wikimedia projects (verify | see matrix)

title: User:Skenmy


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User talk:Helenny queer

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

Please note that your recently created book A memory(fiction) is not suitable for Wikibooks. Wikibooks is for text books and not original work. This book will be deleted soon.

Xania talk 12:01, 16 June 2007 (UTC)

title: User talk:Helenny queer


text:
User talk:124.104.41.17

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks.

Xania talk 12:03, 16 June 2007 (UTC)

title: User talk:124.104.41.17


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User talk:Rmuddam

Welcome message
Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

You might also be interested to read our Cookbook policy page and talk to other Cookbook editors. Webaware talk 13:55, 16 June 2007 (UTC)

title: User talk:Rmuddam


text:
User talk:68.164.203.161

Hello and welcome to Wikibooks! I see that you, or someone from this IP address, has been editing the Muggle's Guide to Harry Potter; what you've done so far looks good, and thank you for making those changes. Have you considered getting a Wikibooks ID? That would help a little in this sort of conversation, of course: IP addresses are fluid and can change... And I see you have come back a few times to make changes. With an ID, all your edits will be properly credited. Chazz (talk) 16:17, 16 June 2007 (UTC)

title: User talk:68.164.203.161


text:
Classroom Management Theorists and Theories/Rudolf Dreikurs

INTRODUCTION

Social psychologist Rudolf Dreikurs was born in Vienna, Austria on February 8, 1897. He graduated from the medical school of the University of Vienna before spending five years as an intern and resident in psychiatry. His research in the field of social psychiatry led him to organize the first Mental Hygiene Committee in Austria and to become interested in the teachings of social psychologist Alfred Adler. As a director of one of the child guidance centers in Vienna, he employed Adler's methods with families and classrooms (http://wik.ed.uiuc.edu/index.php/Dreikurs%2C_Rudolf).

In 1937, Dreikurs left Austria to avoid Nazi persecution and arrived in the U.S. He eventually moved to Chicago in 1939 and became a student and colleague of Adler, who believed that the main purpose of all humans was belonging and acceptance by others. The Encyclopædia Britannica describes Dreikurs as an "American psychiatrist and educator who developed the Austrian psychologist Alfred Adler's system of individual psychology into a pragmatic method for understanding the purposes of reprehensible behavior in children and for stimulating cooperative behavior without punishment or reward." Dreikurs was Professor Emeritus of Psychiatry at the Chicago Medical School and the Director of the Alfred Adler Institute of Chicago. He also was editor of the Journal of Individual Psychology. He died in Chicago on May 25, 1972.

The following is a list of books written by Dreikurs and one written about Dreikurs: (Rudolf Dreikurs, n.d.)

A Parent's Guide to Child Discipline by Rudolf Dreikurs and Loren Grey

The Challenge of Marriage

The Challenge of Parenthood

Children: The Challenge -- by Rudolf Dreikurs, Vicki Soltz

Coping With Children's Misbehavior, a Parent's Guide

Discipline Without Tears -- by Rudolf Dreikurs, et al.

Encouraging Children to Learn by Rudolf Dreikurs, Don, Sr. Dinkmeyer

Family council: the Dreikurs technique for putting an end to war between parents and children (and between children and children)

Fundamentals of Adlerian Psychology

Maintaining Sanity in the Classroom: Classroom Management Techniques -- by Rudolf Dreikurgs, et al.

New Approach to Discipline: Logical Consequences

Psychology in the Classroom: A Manual for Teachers

Social Equality the Challenge of Today

(Biography) Courage to Be Imperfect: The Life and Work of Rudolf Dreikurs by Janet Terner, W.L. Pew

FUNDEMENTALS OF DREIKURS' SOCIAL DISCIPLINE MODEL

Dreikurs' Social Discipline model is based on the four basic premises of Adler's social theory. These premises are (http://wik.ed.uiuc.edu/index.php/Dreikurs%2C_Rudolf):

1. Humans are social beings and their basic motivation is to belong

2. All behavior has a purpose

3. Humans are decision-making organisms

4. Humans only perceive reality and this perception may be mistaken or biased

Dreikurs' educational philosophy is "based on the philosophy of democracy, with its implied principle of human equality, and on the socio-teleological approach of the psychology of Alfred Adler. In this frame of reference, man is recognized as a social being, his actions as purposive and directed toward a goal, his personality as a unique and indivisible entity" (Dreikurs, 1968, p. x). A socio-teleological approach implies the existence of God, a higher purpose, and a natural order of things. Dreikurs believed it was possible to understand children's misbehaviors by recognizing the four main purposes or goals of the child. The four goals of misbehavior are attention getting, the contest for power, seeking revenge, and displaying inadequacy. Dreikurs promoted the use of encouragement and logical (and natural) consequences rather than reward and punishment.

Essentially, every action of the child is grounded in the idea that he is seeking his place in the group. A well-adjusted child will conform to the requirements of the group by making valuable contributions. A child who misbehaves, on the other hand, will defy the needs of the group situation in order to maintain social status. Whichever of the aforementioned goals he chooses to employ, the child believes that this is the only way he can function within the group dynamic successfully. Dreikurs states that "his goal may occasionally vary with the circumstances: he may act to attract attention at one moment, and assert his power or seek revenge at another" (Dreikurs, 1968, p. 27). Regardless if the child is well-adjusted or is misbehaving, his main purpose will be social acceptance.

The following are techniques that can be used to address the four goals of misbehavior:

A. Attention Getting
 * 1) Minimize the Attention - Ignore the behavior, stand close by, write a note

 * 1) Legitimize the Behavior - Create a lesson out of the behavior, have the class join in the behaviors

 * 1) Do the Unexpected - Turn out the lights, play a musical instrument, talk to the wall

 * 1) Distract the Student - Ask a question or a favor, change the activity

 * 1) Recognize Appropriate Behavior - Thanks students, give the a written note of congratulations

 * 1) Move the Student - Ask the student to sit at another seat, send the student to a "thinking chair"

B. Seeking Power and Control
 * 1) Make a Graceful Exit - Acknowledge student's power, remove audience, table matter for later discussion,

 * 1) Use a Time-Out

 * 1) Apply the Consequence

C. Seeking Revenge
 * 1) Same as for "Contest for Power"

D. Displaying Inadequacy
 * 1) Modify Instructional Methods

 * 1) Use Concrete Learning Materials and Computer-Enhanced Instruction

 * 1) Teach One Step at a Time (or break instruction into smaller parts)

 * 1) Provide Tutoring

 * 1) Teach Positive Self-Talk and Speech

 * 1) Teach that Mistakes are Okay

 * 1) Build Student's Confidence

 * 1) Focus on Past Successes

 * 1) Make Learning Tangible

 * 1) Recognize Achievement

CASE STUDIES FOR PRACTICAL CLASSROOM IMPLEMENTATION

We have summarized some actual case studies from Dreikurs' book entitled Psychology in the Classroom: A Manual for Teachers in hopes that these examples will be inspirational for use in your own classroom. These studies provide methods and strategies for dealing with the four goals of misbehavior: Attention Getting, Revenge, Power and Control, and Helplessness and Inadequacy. While each strategy may be modified for the secondary classroom, Dreikurs primary focus was behavior management at the elementary level. The authors have given examples for elementary, junior high or middle school, and high school levels. These case studies come from the school system of Gary, Indiana in the 1950's.

Elementary Case Study

Bessie is repeating the third grade. Her learning rate is probably low. In math she will put anything down for an answer or she might put down no answer at all. She seems afraid to recite. Dreikurs concludes that the child is functioning on a lower level than her ability allows. Bessie's teacher has spoken with the class about the importance of being good listeners. It was decided and agreed upon that while one student was reading aloud other students would wait to raise their hands until the teacher asked for input. This would encourage students like Bessie to recite without feeling nervous or interrupted. Dreikurs notes how this strategy was effective in inducing the whole class to give Bessie support and encouragement. The teacher also began giving Bessie more time to finish her work. By the next week, Bessie had improved a great deal. The teacher remarked that she was proud of Bessie, drew a smiling picture on her paper, and solicited encouragement from the principal as well. Bessie's teacher, by identifying Bessie's fear of failure during recital and removing pressure, allowed Bessie to discover that she could solve the problems. After this realization, Bessie was soon able to work at a faster pace. Furthermore, by encouraging Bessie, the teacher nurtured Bessie's pride in her accomplishments (Dreikurs, 1968, p. 178).

This case study focuses on the fourth goal of misbehavior, or Helplessness and Inadequacy. Bessie was refusing to try most educational demands because she was unaware of her capabilities and therefore refused to comply with classroom expectations. Bessie's problems are rooted in feeling discouraged. Strategies that assist helpless students include modifying instructional methods, teaching in a step-by-step fashion, allowing for mistakes, building confidence by recognizing achievement, and teaching positive self-talk. By modifying instruction based on Bessie's individual needs, her teacher was successful. It is important to note the significance of the teacher's responsibilities when considering Dreikur's behavior management techniques. These strategies require an openness and caring for the student in order to achieve success.

Middle School Case Study

Charles is fifteen years old and in the seventh grade. Although he is three years older than the other students, he is small and slight. He comes from a large family with many older married siblings. There is a new baby at home. His sister, one year younger than him, is also in the class. The teacher was assigned the class four months prior following a substitute. He found Charles to be disruptive and uncooperative. Charles would wander around the classroom and speak out of turn regularly. Although there were other disruptive students in the class, Charles had a more malicious and arrogant demeanor. Dreikurs theorized that Charles sought power and control and was perhaps exhibiting elements of revenge. The teacher sought to diffuse the situation by being friendly and courteous, yet was at a loss for an effective strategy. A paddle was supplied by the administration, but the teacher declined this approach. Dreikurs felt that the paddle more than likely contributed to the disruptive situation in the classroom and appreciated the teacher's approach. The teacher found it difficult to maintain group discussions on discipline in the classroom due to disruptions. He observed that Charles migrated to the larger, more rugged boys in the class, often trading punches. Charles once displayed a switchblade, which the teacher firmly asked him to leave at home. Dreikurs observed that the teacher did the right thing in not confiscating the knife because Charles respected the teacher's instructions and did not display the knife again.

One day when the teacher observed Charles out of his seat again, he asked Charles why he was not seated. Charles responded that he needed to find his book. It had been fifteen minutes since the assignment requiring the book had begun, so the teacher replied that perhaps Charles better sit down before he lost his seat. This was greeted with laughter by the class. Driekurs explained the successful strategy of using humor to win the class over to his side. "Solitation of group pressure is by and large a powerful and effective method" (Dreikurs, 1968, p. 155). Charles no longer held power and as a result conformed to the classroom expectation of remaining seated.

This example illustrates the Power and Control and Revenge goals for motivating misbehavior. Removing the ability to gain power is an effective strategy for dealing with these issues. Dreikurs suggests doing the unexpected, removing the audience, and using time-outs. Once again the emphasis is on logical consequences. Effectiveness is increased when these consequences are set in advance. Furthermore, this case study illustrated the goal of Attention Getting. Some suggestions Dreikurs gives are reducing attention in favor of distracting the student and emphasizing appropriate behavior.

High School Case Study

Hal is the eldest of two children and a student in the teacher's eleventh grade English class. Hal's parents were divorced when he was eleven years old. His mother usually worked in the evenings leaving Hal and his brother on their own. Hal seldom did the assignments, rarely participated in class discussions, and was often absent. Hal and two classmates were caught robbing a home and had succeeded in robberies before. Hal was the ring-leader. All three were put on probation. When at school, Hal appeared nervous and assumed everyone was out to get him. For example, if the teacher happened to look his way, Hal would respond, "What are you watching me for?" Dreikurs explains that Hal's defensive attitude is a result of being pushed around and that because Hal expects this treatment, he unintentionally provokes it. Hal is seeking revenge against a society in which he has no place (Dreikurs, 1968, p. 172).

When studying drama, the teacher asked Hal to read for a part in a play. Hal did very well and was awarded a leading role on the condition that he keep up with classwork and attend all rehearsals. Dreikurs noted that Hal was ambitious and capable, as evidenced by his criminal activities. By incorporating Hal into the framework of productive society, Hal could now use his talents appropriately. By taking a chance on Hal, the teacher facilitated a situation in which Hal gained confidence and cooperated throughout the remainder of the school year. Dreikurs felt that it probably was not solely the play that was responsible for the changes in Hal. Dreikurs adds the teacher must have employed a great deal of encouragement and understanding as well.

This example of the Revenge goal illustrates how the strategy of acknowledging the student's power can be extremely effective. Hal sought status through his criminal activity. By achieving this recognition through more socially appropriate activities, such as starring in the school play, Hal's goals were met and the misbehavior was no longer necessary.

PROFESSIONAL CRITIQUE

Articles in Support of Dreikurs' Theory

It was difficult to find scholarly articles that were supportive of Dreikurs's work and his educational theory. However, a search on the Internet quickly showed that "Dreikursian" and "Alderian/Dreikursian" principles are used in different therapy and guidance situations throughout the country. For example, these principles are used and taught in "child guidance", "parent education", and family therapy" situations at various centers. The following example of how these Dreikursian" and "Alderian/Dreikursian" principles are used is from the Positive Discipline Association.

The Positive Discipline Association is a program that teaches young people to be "responsible, respectful and resourceful members of their communities(Positive Discipline Association)." Their "Positive Discipline Parenting and Classroom Management Model" is based on Adler' and Dreikurs's work, particularly their democratic approach to teaching and parenting. This Association provided one example of this approach working in a school setting. There was a 4-year study of classroom meetings, one technique promoted by Dreikurs, in a lower-income Sacramento elementary school. The study showed that during the four-year period, suspensions decreased (from 64 per year to 4 per year), vandalism decreased (from 24 occurrences to 2) and teachers reported an improvement in the classroom climate, behavior, and academic performance

Articles That Do Not Support Dreikurs' Theory

It was difficult to find scholarly articles that were critical of Dreikurs's work and his educational theory. Alfie Kohn is very critical of his work and theory, and Charles Wolfgang has some issues with the ability of teachers to determine a student's goal of misbehavior and use logical consequences, but little else, especially from psychologists, was found that did not support Dreikurs's theory.

Alfie Kohn, an author and lecturer who speaks widely on human behavior, education, and parenting, in an article entitled "Beyond Discipline" in Education Week (1996), is skeptical of Dreikur's ideas of logical consequences. Kohn believes Dreikurs simply repackages punishment as logical consequences. As Kohn notes, "The student is still forced to do something undesirable (or prevented from doing something desirable), but the tone of the interaction is supposed to be more reasonable and friendly, and the consequence itself must have some conceptual connection to the child's act." Kohn goes on to describe a situation Dreikurs wrote about in his Logical Consequences: A New Approach to Discipline. A 2nd grade male student who talked out of turn, squirmed a lot, and so on was given the "logical consequence" of being taken from the classroom and told to spend some time back in kindergarten. According to Dreikurs, this is a logical or appropriate consequence as long as the teacher prefaces it with telling the student that she wonders if the student is ready to continue in the 2nd grade and suggesting that it might be better for him to go back to kindergarten.

Kohn also has an issue with Dreikurs's idea of democracy in the classroom. Kohn suspects that Dreikurs used classroom meetings and other "modern" techniques to get students to conform or do what they were told. Kohn quotes Dreikurs as writing, "It is autocratic to force, but democratic to induce compliance." (R. Dreikurs et al., Maintaining Sanity in the Classroom, 2d ed. [New York: HarperCollins, 1982], page 67.) Obviously Kohn does not see Dreikurs's use of classroom meetings and other techniques as democratic because teachers still hold much of the power and students have no choice but to conform to what the teacher wants and thinks is best for the group.

Charles Wolfgang, the author of Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers, notes that it may be difficult to determine which of the four goals of misbehavior a student is exhibiting. Wolfgang also mentions that it may be difficult for a teacher to determine what sort of logical consequences are appropriate to use. In essence, Wolfgang is not necessarily criticizing Dreikurs's philosophy but is questioning the ease with which teachers and other adults can determine the particular goal of a misbehavior and use logical consequences.

 The Authors' Personal Reflections

Angela Curry

One point I found particularly interesting relates back to the second case study above involving Charles. During the time of writing these studies, corporal punishment was a prevalent and acceptable means of behavior management. Dreikurs, however, felt that this type of punishment probably contributed to disruptive behavior. Even today, spanking, while debatable, is still quite present in our society. Many agree with "spare the rod, spoil the child". In reference to Dreikurs' view of logical consequences, spanking does seem a bit absurd. How is hitting a child a logical consequence of, for example, not making her bed? Or saying a bad word? In adulthood, we have logical consequences mandated by law. These consequences make our society function somewhat rationally. If I am speeding, I might get a speeding ticket, and this seems logical. What if the consequence for speeding required that I spend a year in prison? Would I passively accept these consequences, or might I tend toward disruption?

A recurring theme I have noticed in Dreikursian theory is the respect for the child as a member of society. There are many examples throughout history of what happens when a people do not feel respected. If we model our classrooms on societies and communities, we must realize that mutual respect is of the utmost necessity. By setting logical consequences in advance and encouraging the student, we are setting good examples and modeling good citizenship. -A.C.

Chris Adams

I find Angela's reflection on corporal punishment particularly cogent because I grew up during a time when corporal punishment in schools was still practiced and an often used consequence for misbehavior. Though it was not a logical consequence according to Dreikurs, it sure did prevent me from misbehaving in Mr. Baker's class.

I find Dreikurs's emphasis on democracy in the classroom intriguing and appropriate, even though Kohn believes it is more autocratic than democratic. It is intriguing in light of the history of education prior to the 20th century. For example, education in the post-Revolutionary War period emphasized promoting patriotism, teachings about the new republic and what it meant to be a citizen in America. I just find the juxtaposition of this pre-20th century idea of education with Dreikurs's methods for bringing democracy into the classroom, such as classroom meetings and discussions, interesting.

Dreikurs's methods of bringing a democratic approach into the classroom are in line with my desire to make my classroom more democratic. His methods of addressing misbehaviors in the classroom are appropriate and adaptable to my 9th grade science classroom. By employing these methods, I hope to take my teacher-centered classroom with inconsistent classroom management and re-create it into a student-centered classroom with more effective classroom management. I believe I can do this in three ways: (1) learn to recognize why students are misbehaving (Dreikurs's four goals); (2) use some of the techniques (discussed above) to deal with these behaviors; and (3) incorporate more classroom discussion (maybe using the Touchstones Discussion method) and meetings into lessons. Dreikurs's methods seem to parallel my belief that your have to be a teacher that is kind and fair with students, aware of their behaviors and the reasons behind those behaviors, and open to discussing with students how to deal with particular positive and negative behaviors in the classroom.

QUESTIONS
 * 1) What are the four goals of misbehavior according to Dreikurs and what are two techniques you can use to address each misbehavior?

 * 1) Compare your approach to classroom management with Dreikurs's approach and determine which of Dreikurs's approaches you could incorporate into yours. How would you incorporate them?

REFERENCES

Dreikurs, R. and Grey,L. (1968/1993). Logical Consequences: A New Approach to Discipline . New York: Plume, pp. 143–44.

Dreikurs, R. (1968). Psychology in the classroom (2nd ed.). New York: Harper & Row.

Dreikurs, R. Grunwald, B. B., and Pepper, F. C. (1982) Maintaining Sanity in the Classroom (2nd ed.). New York: HarperCollins, p. 67.

Rudolf Dreikurs. (n.d.). Retrieved June 8, 2007, from http://wik.ed.uiuc.edu/index.php/Dreikurs%2C_Rudolf

Kohn, A. (1996). Beyond Discipline [Electronic version]. Education Week, Nov. 20 Retrieved June 15, 2007, from http://www.alfiekohn.org

Positive Discipline Association (n.d.).What is Positive Discipline?Retrieved June 8, 2007, from http://www.positivediscipline.com/What_is_PD_Article.pdf

Wolfgang, C.H. (2001). Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers. New York: John Wiley and Sons.


text:
Genetic Information/Properties of DNA

Fundamental Properties

There are two fundamental properties of DNA molecule often studied with sequence statistics; local and long-range properties. These properties are usually analyzed in terms of displaced correlations at nucleotide and Batch levels. In which case, the levels are studied as statistical models involving spectral analysis where they are noted to exhibit entropy.

Local-Range

Long-Range

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Table of Contents

title: Genetic Information/Properties of DNA


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