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Active Server Pages/Server-Side Includes

= Objectives =

In this chapter we will discuss the use of server-side includes (SSI) to simplify the process of building and maintaining a website. For maximum flexibility, I use SSI for both site templates and common code modules (libraries).

= Content =

Server-side includes have been around long before Active Server Pages was ever conceived. Basically, it was designed as a web server extension that looked for special macros contained inside of HTML comments. Nearly all webservers support at least some subset of server-side includes. The most useful of these macros is the "server-side include".

So when a web page is accessed, the web server would first scan the source file (or resource) that the visitor requested. If no processing macros were found, then this file is simply delivered to the user without modification. When a macro is found, the web server will do the appropriate processing of the macro (completely replacing the HTML comment with the appropriate results). All of this is done before the content gets delivered to the user (or the remote host).

What it Does
The specific processing directive we are interested in here is the server-side include. This allows you to import the contents of another document into the current one. This is extremely useful for reusing common blocks of ASP code and HTML. One of the most common uses of this is for creating a website template.

Another popular use is for creating code libraries that can be included in the web pages where you need them. I typically create a generic site-wide library that all pages must include, a header and footer template, a database library, an e-mail library and a form processing library. By reusing common code, you can eliminate the errors that may occur when you copy code from one page to another.

There are two different types of server-side includes we will discuss here: "virtual includes" and "file includes". The only difference is in the way that they access the directory structure for the website.

Virtual Includes
A virtual include will import the contents of another file based on the document root of the webserver. The path to the file should begin with a slash (/) which represents the root of the website (not the root of the filesystem).

Internet Information Server (the default webserver for Microsoft Windows) may be configured so that you cannot use a File Include to import the contents of a file from a parent directory. In this case, you will need to use the Virtual Include to accomplish this task.

Shown below is an example of two virtual includes used to pull in a header and footer template into the current page. Contained within an HTML comment (delimitted by <!-- and -->), you will see the processing directive (#include virtual). The path and filename inside the quotes is the resource we want to bring into the current document.

It is important to note that you can import many different types of files into the current document. You should realize that the webserver simply replaces the contents of the included file directly into your HTML document. Also, you cannot embed any preprocessing macros inside an ASP code block (delimitted by <% and %>).

The include process works recursively, so that if you include one file that //also contains// server-side include directives, then those will be included recursively so that all macros are processed.

File Includes
Another type of include statement is #include file. This statement works just like the virtual include except that the path to the file must be relative to the directory where the current page resides. In other words, you cannot access the directory structure starting from the document root (meaning the root of the website.)

Below is the same example as before with the virtual includes replaced with file includes. When running this script under IIS, you may get an error when trying to access a parent directory in this manner. For this reason, I prefer to use virtual includes whenever possible.

Alternatives to Server-Side Includes
Active Server Pages contains a couple of statements that work similar to server-side includes. These are also useful for the same purposes as server-side includes. However, none is a substitute for the other. They all have their different purposes and you should know when to use each.

Server.Execute
This will execute another Active Server Page file from the website. You can do this conditionally using the If Then ... End If syntax. This is different from the server-side include statement which will be executed wherever it appears.

Another difference between this statement and a server-side include is that all variables, functions and classes defined in the calling script will not be accessible in the executed script. This is a huge barrier to using this as an include and it is the main reason why I prefer server-side include to this statement.

I have used this to build a modular web portal application with good success. Through a control panel, the user can configure which modules they would like to display on their website. The template engine checks this configuration and pulls in only the modules that we need to display and arranges the layout accordingly.

Server.Transfer
The Server.Transfer statement is similar to Execute in that it executes an external ASP file on the webserver. However, unlike Execute, this function does not return control to the calling script. Instead, control is transferred to the script and, when the script finishes execution, the processing of the request terminates.

This is useful for use as a redirect. Basically, you test for certain conditions in your script and transfer control to another script based on which condition is met. So maybe you could have a login page that contains a form which posts to itself. If the user login is authenticated, you can transfer processing to a member control panel.

You should note that if any HTML is output to the browser before the Server.Transfer statement is reached, the output of the new ASP file will be appended to the HTML that has already been output. While you could do a standard redirect using the ASP built-in statement Response.Redirect, that would discard any HTML that has already been output and rebuild the response from the beginning.

= Summary =

Server-side includes provide a powerful mechanism to reuse code in Active Server Pages. You can use it to create a website template, code libraries, and HTML modules which may be reused throughout your site.

The two types of include statements are the virtual include and the file include. Use the virtual include to include ASP or HTML files using a path specifier that begins with a slash (/) denoting the document root of your website. The file include includes the content of a file with a path specifier that is relative to the directory of the calling script. The contents of the external file will be imported into the original document before any ASP code is processed.

Alternatives to server-side include the Server.Execute statement which executes the external file as a stand-alone script and then combines this output with the output of the calling script. The other is the Server.Transfer statement which passes control over to the external script permanently (control never returns).

= Review Questions =

 * What does a server-side include do?
 * What are the two types of server-side includes?
 * What happens if you include a file which contains server-side includes?
 * What are some alternatives to the server-side include?
 * Explain how these alternatives work to execute external ASP code

= Exercises =

 * Create the include files (header and footer) for a real simple HTML template
 * Write a virtual server-side include to import the HTML template files.
 * Write some ASP code to call Server.Execute to display a weather module
 * Write some ASP code to call Server.Transfer to log off a user from a member area.


text:
User talk:131.123.11.188

Blocked
Please play elsewhere -- Herby talk thyme 17:11, 6 December 2007 (UTC)

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

title: User talk:131.123.11.188


text:
Using Your Dealer Management System/Automatic Data Processing

ADP is a company that produces numerous DMS systems, amongst them are: Elite, ARG, and w.e.b.Suite.

Table of Contents

 * /Elite/ ADP's premier DMS (underlying system of w.e.b.Suite)
 * /Alliance/
 * w.e.b.Suite 1000 DMS for small dealerships
 * /DMS@NET/ Also some times refereed as ADP_ARG, run by the ARG department within ADP.

Contacting ADP
Phone them with your client or case number Client ID, extensions 2 to add to report 6/1/09


text:
Using Your Dealer Management System/Automatic Data Processing/Elite

Elite Terminal's Screen codes
English Statement Processors (ESP)

 * AUN: Add UNits Accounting side.
 * VMS: Vehicle Management System another entirely different package that isn't always included or sold in the setup. This adds 3 screens per vehicle entry with fields like TRIM, and EXTERIOR COLOR CODE

Configuring the Printer
A tutorial to configure the printer can be found at ATcon's Add the Slave Printer to ADP.

Internals
Interally, ADP runs a very old version of a PICK database called ADP-PICK. Some vendors sell utilities that will allow you to access this outside of the traditional ADP medium:
 * PixieWare ADP-Pick Interface

w.e.b.Suite
The w.e.b.Suite application is a graphical web interface (written in PHP ) to the traditional Elite system. The underlying Elite is freely accessible through one of the tabs. The caveat here is the WS system deprecates the older dial-in interface in favor of a tcp-connection, VPN, or remote-desktop connection. Traditionally, ADP resold PC Anywhere, presently they use a secure VPN solution, presumably based on Securelink.

Normally, you would access an Elite System through ADP's standalone Reflection application; however, w.e.b.Suite uses a frame in application that is essentially a telnet client of sort for a web browser.

I've heard the w.e.b.Suite product referred to w.e.b.Suite 2000 (as compared to their totally different system w.e.b.Suite 1000). It remains unclear if ADP will officially market this as the 2000 series.

ADP's official sales page for the w.e.b.Suite DMS system.


text:
User talk:69.153.161.35

-- Herby talk thyme 17:40, 6 December 2007 (UTC)

title: User talk:69.153.161.35


text:
User talk:74.43.179.67

Try this page.

Next time you have a question best post it on the Reading room. Have a good day. Mattb112885 (talk to me) 19:06, 6 December 2007 (UTC)

title: User talk:74.43.179.67


text:
User:Agemon

wasd hjkl

Bold text Italic text Link title

Headline text
Category: underline text Superscript text big

title: User:Agemon


text:
MediaWiki:Signature

$2 (discuss • contribs)

title: MediaWiki:Signature


text:
MediaWiki:Signature-anon

$2 (discuss)

title: MediaWiki:Signature-anon


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Robotics Kinematics and Dynamics

This wikibook is to become an online textbook on the kinematics and dynamics of robots. One of its purposes is to provide a more theoretical and in-depth look into the field of robotics mechanics.

Table of Contents

 * 1) /Description of Position and Orientation/
 * 2) /Serial Manipulator Position Kinematics/
 * 3) /Serial Manipulator Differential Kinematics/
 * 4) /Serial Manipulator Statics/
 * 5) /Serial Manipulator Dynamics/
 * 6) /Parallel Manipulator Kinematics/
 * 7) /Parallel Manipulator Dynamics/

Software
The Robotics Toolbox is a public MATLAB library that can be downloaded for free from http://www.petercorke.com/Robotics_Toolbox.html. It would be nice if some example code would eventually be added to the different examples this wikibook is to contain.

Another free interesting robotics toolbox for MATLAB, released under GNU GPL license is DAMAROB: www.damarob.altervista.org This toolbox evaluates kinematic and dynamic model of a manipulator in symbolic-math matrix form. (that is Jacobian, Inertia, coriolis-centrifugal, gravity matrices) It provides html documentation with examples and includes exclusive features as WRL model generation for 3D animations, closed loop inverse kinematics algorithms, robust and adaptive control algorithms.

title: Robotics Kinematics and Dynamics


text:
Talk:Happiness

Request for Assistance
I feel a bit pretentious telling others how to be happy when I still haven't graduated high school. Anyone with a psychology or sociology degree would be greatly appreciated. Hoogli (talk) 20:39, 6 December 2007 (UTC)

What pronoun should be used?
For example, should we write, "One must work hard to attain happiness," or "You must work hard to attain happiness"? Whichever way is decided, we should be consistent. Hoogli (talk) 01:34, 13 January 2008 (UTC)

 * I must agree that u might be still be missing some experience about life and happiness to tell others how to get happy. And I presume every body would be happy if human lifetime and intelligence would not be too limited for that.

 * So instead writing how to make others others happy it might be better idea to write how to make your self happy.

 * Thus I propose pronoun "I". Example "I have no idea what pronoun is and that's make me happy."

 * If might be good idea to ask happy people to help you to write how they got happy. Old people tend to have experience of different life phases and life as whole, so they might be good source of some overall ideas of being happy trough your live.

 * My top 3 ways to get happy are
 * Just being happy, not worrying and taking life lightly.
 * Doing well in sports (etc. task) that I like. ( Risky as can failure can cause unhappiness )
 * Knowing that I have everything I need to be happy. ( Risky as it is easy to think that I need something that others have or want to have )
 * —The preceding unsigned comment was added by 88.112.184.41 (talk • contribs) 05:14, 10 March 2008 (UTC)

 * The problem with the first person pronoun is that it referrs to the author and not the general case. As Wikibooks is a collaborative project, this would be cumbersome. Once could imagine a book on the collection of personal anecdotes, but this book has a different approach.
 * Remarkably, people don't always seem to be able to predict or explain what makes people happy. Happy people might attribute their happiness to a cause which has served others poorly so only asking those who've been served well by the method will not reveal how well it works. --Swift (talk) 02:41, 12 March 2009 (UTC)

Protect happiness book
This book is very important. There are three bothering signs, poluting it. Could I just remove them? The most absurd one is "to merge with Guide to Success and Fulfillment". I believe editors should avoid merging all books in one huge book, because it weakens the book personality and importance. Variety is good. Besides: Happiness and Success are two different topics. Ricardoramalho (talk) 12:19, 11 March 2009 (UTC)

 * Calling the merger tag absurd and saying that the tags are "poluting" the page is rather harsh langugage. These were put up on good faith in the interest of improving both books.
 * I do, however, agree that these books are valuable as they take different approaches and have somewhat different scope. I've removed the merger tag from these books and left the link as a related wikibook.
 * The other tags are useful and I think they should stay. --Swift (talk) 02:41, 12 March 2009 (UTC)

title: Talk:Happiness


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Happiness/Spirituality

Results and interpretations of research into the relative happiness of religious and non-religious people differ. Research in the United States has shown that religious people are generally happier, but comparative studies of different countries in North-America and Europe seem to indicate that it is more a question of belonging to a group, rather than the actual religious or spiritual practice.

It has also been shown that religious activities such as praying, trigger a unique part of the brain that is not active during any other activity.

See also what Wikipedia has to say about the correlation between happiness and religious involvement.

title: Happiness/Spirituality


text:
Talk:Rhetoric and Composition/Teacher's Handbook/Rhetorical Analysis

Whoops
I switched it back to being separate from argument, sorry. I think you will like the change though, once we are finished.

I think for the sake of simplicity, we should lump this page in with more general information about teaching argument. --Mattbarton.exe (talk) 21:03, 6 December 2007 (UTC)

formatting
Whoever is working on this page, please follow the formatting of the other sections. We should be using headings instead of underlining. --Mattbarton.exe (talk) 21:09, 6 December 2007 (UTC)

Hello, Stephanie here. I'd like to revise this page for alternative sample lessons in rhetorical analysis.


text:
Happiness/Compassion

''If you want others to be happy, practice compassion. If you want to be happy, practice compassion.'' -The Dalai Lama

Humans are social by nature. Early people lived in tribes, and our psychology reflects that. In more ways than one, the more that you give, the more you receive. A study has shown that people who volunteer are happier and healthier, regardless of income.

title: Happiness/Compassion


text:
Happiness/Health

According to the Satisfaction with Life Index, health has a strong correlation (.7) with happiness.

title: Happiness/Health


text:
Happiness/Money

"Money can't buy happiness"
To a certain point, this phrase is false. Countries with higher GDPs per capita are generally happier, but the correlation once GDP/capita exceeds 20K/year is minimal.

How Much Money do we Really Need?
(See also ../Prioritizing/) Whenever you make a major purchase, you should consider how the emotional value of the purchase would compare to the monetary value. Say you've saved $20,000 over a long period of time. What will make you happier - buying a new car, or buying a used car and donating $1000 to ten different charities, and knowing you've made a positive difference in the world?

title: Happiness/Money


text:
Rhetoric and Composition/Teacher's Handbook/Teaching with Wikitexts

Many teachers of writing from all over the world have viewed this wikitext and wondered if it would be appropriate for their classroom. There are obviously some big changes you'll have to make if you're accustomed to a traditional printed textbook. This chapter will address some of the more common questions teachers have when considering adopting this or any other wikitext into their syllabus.

Issues of Access
One of the biggest worries teachers have about online materials of any sort is that some of their students may lack the knowledge, equipment, or desire to access them. What good is a freely available textbook if students and teachers can't afford computers and internet connections?

The information found within the Rhetoric and Composition wikibook belongs to the public good. As an instructor, you may copy and disseminate the information found within this book.

 * If access is an issue for some, feel free to print copies of the information found within this book.
 * If knowledge of use is an issue, create an online information search. In this way, students become more familiar with the wiki design.  Also, they will learn the techniques being taught within the book.
 * If desire is an issue, challenge the student to educate you, the instructor, on the information found within. Students may not want to use an online text due to a belief that their instructor does not know how to use the online text.  By giving the student this directive, they may feel empowered by the assignment.

Issues of Accountability
One of the most commonly raised issues regarding wikitexts (or wikis in general) is accountability. Who, if anyone, is responsible for verifying the claims and information published on a wiki? This discussion is also at the center of any type of online research. Who are the major contributors and authors of this wikibook? How often is this book reviewed by the major authors? Do earlier versions of the wikibook still exist, in case information is changed?

The main body of this Rhetoric and Composition wikibook has been authored by University faculty and Graduate students (the majority of whom are specializing in rhetoric and composition), within the course curriculum of a Minnesota State University. This particular wikibook is frequently reviewed for content, and the information within the Rhetoric and Composition wikibook is regularly edited and monitored for changes to content.

These students and faculty, along with a family of online rhetoricians, work to maintain the credibility and accountability of the Rhetoric and Composition wikitext.

If you feel information has been modified or changed to state incorrect information, or you have asked students to print out pages from a wikibook and the printed version you have is different, you can view all the earlier forms of a page found within the book. At the top of each wikipage is a tab labelled History.

If you click on this tab, you will find a listing of every earlier version of the wikibook page. The date and author will also be listed. You even have the ability to view two versions of the page at the same time. In this way, you can verify the student's copy of the book.

Wikitexts vs. Printed Texts
Many teachers and students find reading text on a printed page easier and more comfortable than reading online. Yet, in today's era of internet access, students may find locating information via a computer or cell phone connection more appealing. If technology is available, students may opt for the web instead of the printed page.

You may be deciding which type of text is best suited for your classroom. If you are, please refer to the following sections to help with that decision:

Benefits of a Printed Text
Computer access may not be necessary for particular classrooms. Many classrooms also do not have adequate access to computers, and printed texts can be a more practical option. Students can purchase the same textbook edition as their instructor, ensuring that everyone has access to the same knowledge in a classroom. The style and format of printed texts present much more variety than those found on wikis, and an effective text may present an aesthetically pleasing layout.

Thousands of composition textbooks are available on the market, and a successful text will provide a sound theoretical approach to pedagogy, thorough chapters on writing topics, and tips for helpful writing strategies. Printed texts may also include excerpts from articles, novels, and other works of literature. A valuable printed textbook may also provide sample student essays. Teachers can readily select a printed text that follows a focused pattern desirable for their teaching style and goals.

Benefits of a Wikitext
The wikitext is an open resource and may be freely copied and distributed. As an instructor, you are allowed to disseminate the information found within the Rhetoric and Composition Wikitext. Much like any other wiki on the Internet, the wikitext is able to provide new information through an ongoing and openly edited process. Although pages are not subject to a formal peer review process, anyone and everyone with access to the wikitext may contribute and edit content.

Unlike a printed textbook, the wikitext is not limited to a page count. The wikitext provides a highly focused and synthesized approach to information activities for any classroom with a writing component. On the wikitext, only the information needed is provided, making for an excellent reference for students and teachers. All earlier versions of the book are accessible on the web.

Drawbacks of a Printed Text
In printed texts, the information contained may be outdated. If a lengthy text is used in a classroom, teachers must select which topics and activities are most important their teaching goals. Printed texts may not cover rules and topics about new technologies. Printed texts are also limited to a page count, and if revised, a new edition must be reprinted and redistributed. Most printed texts must be purchased, which can be a hardship for both students and teachers.

Drawbacks of a Wikitext
The information contained on a wikitext can be changed by anyone, regardless of their knowledge or credentials. Access to wikitexts may also pose an issue for some classrooms. Computer access is necessary, at least once, to locate information within the book.

Wikitexts may not provide the same thorough content and supplementary materials that quality printed textbooks offer. While the Rhetoric and Composition Wikitext provides handouts and sample lesson plans, Wikitexts usually cannot provide excerpts from other published textbook materials, such as letters, essays, poems. This wikitext provides a highly focused guide that can be referenced for essential information and activities.

Wikitexts vs. Other Online Texts
As you're probably well aware, the Rhetoric and Composition Wikitext is not the only solution for instructors looking for an online composition text. Several of the major commercial textbook publishers are now offering online or CD-ROM editions of their popular printed editions, as well as a plethora of companion websites and supplementary materials.

Electronic books (also referred to as e-books, ebooks, digital books, and e-editions) are now an option for many teachers and students. While many electronic books are the digital representation of a different edition in print, some are "born digital" and do not have a printed counterpart. Electronic textbooks often cost slightly less than versions of the same book in print.

As electronic textbooks are mainly accessed through the Internet, they have been resisted by some authors and composition specialists who see a threat in distributing written material that can be saved and disseminated without publisher approval. Teachers should avoid requiring electronic textbooks unless all students have access to the appropriate devices to read them (e-readers, tablets, or computers).


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Rhetoric and Composition/Teacher's Handbook/Teaching Writing as a Process

Teaching Writing as a Process

Though some composition theorists are now challenging and complicating the idea of writing, most accept that diverse writing instruction involves going beyond simple matters of correctness. By viewing writing as a process, not just as a product, the critical thinking behind all genres of writing is validated on an equal level. The best composition instruction thereby offers students guidance and experience during the various stages of the writing process.

Composition instruction focused entirely on the "product," that is, the final draft submitted by the student, is more and more often being seen as ineffective. Working with students from idea generation through revisions can highlight the value of each step in the process and help students gain more control over their writing. It could also encourage a wider range of approaches to a particular assignment and allow the instructor to intervene early if a student struggles.

Teaching Revision Giving students examples of how many ways they can revise their papers can encourage them to engage with the process in more depth. It showcases that revision is not error correction, and it can help students to see that significant changes can, at times, be easier and more productive than trying to salvage problematic work. The following are some examples of different types of changes students might make:

Delete words, sentences, or even whole paragraphs
 * Original: The man who was sitting in the seat in front of me was so tall that I couldn’t see the screen.
 * Deletion: The man who was sitting in the seat in front of me was so tall that I couldn’t see the screen.
 * Revised: The man in the seat in front of me was so tall that I couldn’t see the screen.

Add words, sentences, and paragraphs
 * Original: I was enjoying the holiday.
 * Revised: I was enjoying the holiday, lying on the grass with sun warming my back while I listened to music.

Rearrange words, sentences, and paragraphs
 * Original: I enjoy watching double feature horror movies on Halloween evening.
 * Revised: On Halloween evening, I enjoy watching double feature horror movies.

Substitute words, sentences, or paragraphs
 * Original: Aunt Ellen is a doctor.
 * Revised: Aunt Ellen is an orthopedic surgeon.

Revision vs. Editing

Explain the difference between revising and editing to your students. Editing refers to the mechanics of the writing, such as grammar, punctuation and spelling. Revision involves looking at the content of the essay, including tone, audience, and evidence. Both are important steps in the writing process, but revision involves more critical thinking and can take substantially longer.

Checklist Give students a checklist to use when revising their papers. It may help to steer them away from editing and emphasize more thoughtful and substantial changes that could improve their papers. A checklist might include questions like the following:

Does my writing have a clear focus?

Do I need to add more details to help my audience understand my points?

Is my writing organized in a way that makes sense?

Are there unnecessary parts I should leave out?

Is my writing style appropriate for my purpose and audience?

Have I chosen the most specific words possible?

Do my sentences vary in length and pattern?

Peer Review

Peer review can be a stressful and unproductive activity if it is not set up and managed carefully. Many students lack confidence in their own writing ability and feel unqualified to criticize other students' work. This can lead to vague comments and unhelpfully positive feedback, which can lead to addition frustration for students who get little substantial feedback about their work.

Modeling peer review strategies for students can head off some of these issues. At times, students come into peer review sessions with little idea of what they should be doing, so showing examples of helpful feedback can establish a strong baseline for the activity. It can also be useful to emphasize that students can offer positive comments in addition to criticism. This can help them to find more to say about a draft.

Peer review can be done in many ways. For example, some instructors have students read drafts aloud in groups, and others have students trade papers and complete the peer reviews between classes. Some instructors assign specific questions for the peer reviews, and others require a certain number of comments per page. Mixing peer review strategies over the course of a semester can draw attention to role of feedback in the writing process and encourage students to find a method that works well for their needs.

Whatever approach is used, it's essential to establish clear expectations for students, especially if they're being assessed on the quality of their peer review feedback. How many comments should they make, at a minimum, over the course of the paper? What does a substantial comment look like? Giving students answers to questions like these can mitigate some of the stress and confusion that peer reviews can trigger in students who are unfamiliar with them or who are concerned about their ability to help others with their writing.

Here are a set of example questions that emphasize the writer's relationship with the audience and the audience's needs. Using peer reviews to tackle specific elements of a draft like this can also help students to see the shape and value of the writing process. This approach can emphasize the amount of work that can be done via peer reviews and emphasize the value of revisions.

Remember your audience

1.  How much does the audience already know about this topic?

2.  What can I tell them that they do not know?

3.  Will my topic interest some audience members more than others?

4.  How can I make my topic more interesting to all?

5.  If I take a stand on an issue, will my audience agree with me?

6.  If not, what interests or needs do they have through which I might change their minds?

7.  Do they generally agree with my main points?

8.  What are the interests and goals of most of my audience? Provide clear expectations

Rubric Types

Once you have set clear expectations for your students, it is important to provide them with some guidance about your assessment criteria. Rubrics are one possible option for making assessment standards clear for students, which can help them to evaluate the quality of their work.

Some instructors use very detailed rubrics, which can be comforting for students because expectations are very clear. Other instructors provide less detailed rubrics, which can, in theory, promote more creative approaches to an assignment. Here is one example of a very generic rubric that tells students what elements should be in the conclusion and introduction; other rubrics allow for a wider variety of organizational choices.

 * Thesis statement is specific and clear _____/5

 * Main points in introduction are appropriate and clear _____/5

 * Body provides further proof of thesis _____/10
 * Sources are used to prove thesis _____/5

 * Mechanics do not detract from quality of essay _____/10

 * Conclusion restates thesis and reviews main points _____/5


text:
User talk:Abercrombie~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

In response to your question at Template talk:PDF Version, there is no way (that I know of) to restrict who can download PDFs or other files. You may want to look around at http://www.mediawiki.org for more information. --Whiteknight (Page) (Talk) 22:09, 6 December 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 Abercrombie. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Abercrombie~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:28, 19 April 2015 (UTC)

title: User talk:Abercrombie~enwikibooks


text:
Template:Computer programming catalog

Category — Subject — Dewey Decimal — Library of Congress

title: Template:Computer programming catalog


text:
User talk:131.123.10.100

Mattb112885 (talk to me) 23:25, 6 December 2007 (UTC)

title: User talk:131.123.10.100


text:
Teaching Elementary School Health Education/Growth and Development

Introduction
Growth and Development is the area of health that focuses on keeping body systems healthy, recognizing healthy habits that protect female and male reproductive health, learning about pregnancy and childbirth, learning about the development of and responsible care for infants and children, developing a learning style, achieving the developmental tasks of adolescence, developing habits that promote healthful aging, and sharing with family feelings about dying and death. It also focuses on teaching people important life skills.

What to Teach?
HEALTH GOALS THAT I AM FOCUSING ON:

/I Will Keep My Body Systems Healthy/'''

/I Will Learn About the Growth and Development of Infants and Children/'''

/I Will Provide Responsible Care For Infants and Children/'''

/I Will Develop My Learning Style/'''

MORE HEALTH GOALS FOR GROWTH AND DEVELOPMENT

 * Recognizing healthy habits that protect female and male reproductive health

 * Learning about pregnancy and childbirth

 * Achieving the developmental tasks of adolescence

 * Developing habits that promote healthful aging

 * Sharing with family feelings about dying and death

 * Life Skills

Some Lesson Plans on How You Could Teach Growth and Development (Grade 3-5)

 * http://www.lessonplanspage.com/PEScienceRespiratorySystemLoveYourLungs3.htm

 * http://www.lessonplanspage.com/PECentralNervousSystemAnd5Senses5.htm

 * http://www.lessonplanspage.com/ScienceCIInteractingSystemsHumanBody24.htm


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Talk:Communication Networks/Channels

odd M

 * However, we know that in M-ary transmission schemes, m must be a multiple of 2. Rounding up to the nearest multiple of 2, we find that m = 4.

Is that so? What about ternary signals? What about Fast_Ethernet which supposedly uses PAM-5? --DavidCary (talk) 00:25, 7 December 2007 (UTC)

title: Talk:Communication Networks/Channels


text: User talk:67.182.77.221

title: User talk:67.182.77.221


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User talk:Shewangballsoup

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 00:42, 7 December 2007 (UTC)

title: User talk:Shewangballsoup


text:
User talk:Tyaedalis

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 00:42, 7 December 2007 (UTC)

Copyright problem with Image:Note-test.png
Thanks for letting me know; it's been deleted. Please sign posts on talk pages with four tildes; this will add a link to your userpage and talk page plus a datestamp. You can customize your signature in Preferences to get something more attractive like this: ~ turns into --> – Mike.lifeguard  | talk 02:57, 9 December 2007 (UTC)

title: User talk:Tyaedalis


text:
Teaching Elementary School Health Education/Growth and Development/I Will Keep My Body Systems Healthy

What Is A Body System?
A body system is a groups of organs that work together to perform a main body function.

The Nervous System
A nervous system carries messages to and from the brain and spinal cord and all other parts of the body. It is composed of two divisions: central nervous system and the peripheral nervous system. The central nervous system consists of the brain and the spinal cord. The peripheral nervous system consists of the nerves that branch out from the central nervous system to the muscles, skin, internal organs, and glands.

The brain is a mass of nerve tissue that acts as the control center of the body. It has three major parts: the cerebrum, the cerebellum, and the brain stem.

The spinal cord is a thick column of nerve cells that extends from the brain down through the spinal column. It carries messages between the brain and body.

The nervous system is composed of cells called neurons. A neuron is a nerve cell that is the structural and functional unit of the nervous system. It consists of a cell body, an axon, and dendrites. An axon is an elongated fiber that carries impulses away from the cell body to the dendrites of another neuron. Dendrites are branching fibers that receive impulses and carry them to the cell body.

A reflex action is an involuntary action in which a message is sent to the brain via the spinal cord, is interpreted, and is responded to immediately.

The Cardiovascular System
The cardiovascular system transports nutrients, gases, hormones, and cellular waste products throughout the body. The cardiovascular systems consists of blood, blood vessels, and heart.

The blood carries nutrients, oxygen, carbon dioxide, and cellular waste products to and from cells. The average adult has about ten pints of blood. Blood is composed of plasma and blood cells: red and white blood cells. Plasma is the liquid component of blood that carries blood cells and dissolved materials. Red blood cells transport oxygen to body cells and remove carbon dioxide from body cells. Red blood cells contain large quantities of hemoglobin (iron-rich protein). White blood cells attack, surround, and destroy pathogens that enter the body and prevent them from causing infection.

There are three major parts of blood vessels: arteries, veins, and capillaries. The arteries carry the blood away from the heart. A vein is a blood vessel that returns blood to the heart. A capillary is a tiny blood vessel that connects arteries and veins.

The heart is a four-chambered muscle that pumps blood throughout the body. The chambers are called the atria and ventricles. An atrium is one of the upper two chambers of the heart. A ventricle is one of the lower two chambers of the heart. A vena cava is one of two large veins that returns blood rich in carbon dioxide to the right atrium. The aorta is the main artery in the body. It branches into smaller arteries through which blood flows to all parts of the body.

Heart Rate is the number of times the heart contracts each minute. Pulseis the surge of blood that results from contractions of the heart. Blood pressure is the force of blood against the artery walls.

Immune System
The immune system removes harmful organisms from the blood and combats pathogens. It is composed of lymph, lymph nodes, lymph vessels, thymus, and spleen.

Lymph is a clear liquid that surrounds body cells and circulates in lymph vessels. A lymph node is a structure that filters and destroys pathogens. The spleen is an organ on the left side of the abdomen that filters foreign matter from the blood and lymph.

'Immunity' is the body's resistance to disease-causing agents. An antibody is a special protein that helps fight infection.

The thymus gland is a gland that causes white blood cells to become T cells. A t-cell is a white blood cell that destroys pathogens. A B Cell is a white blood cell that produces antibodies.

Respiratory System
The respiratory system provides body cells with oxygen and removes carbon dioxide that cells produces as waste. Air enters the respiratory system through the nose or mouth during inhalation. Mucus in the nasal passages and sinuses warms and moistens the air and traps dust particles and pathogens.

Air moves from the nose or mouth through the pharynx to the trachea. The pharynx is the throat. the epiglottis is a flap that covers the entrance to the trachea when a person swallows foods or beverages. The trachea is a tube through which air moves to the lungs.

The air then enters the bronchi which are two tubes through which air moves to the lungs. The lungs are the main organs of the respiratory system. The bronchioles are small tubes divided into alveoli. The alveoli are microscopic air sacs.

Skeletal System
The skeletal system serves as a support framework, protects vital organs, works with muscles to produce movement, and produces blood cells. There are 206 bones in the skeletal system of an adult.

A bone is the structural material of the skeletal system. Periosteum is a thin sheet of outer tissue that covers bone. It contains nerves and blood vessels. Bone marrow is the soft tissue in the hollow center area of most bones where red blood cells are produced.

Cartilage is a soft, connective tissue on the ends of some bones. It acts as a cushion where bones meet. A ligament is a tough fiber that connects bones together. A joint is the point where two bones meet.

Muscular System
The muscular system consists of muscles that provide motion and maintain posture. There are more than 600 muscles in the body. Muscles are divided into two major groups. A voluntary muscle is a muscle a person can control. An involuntary muscle is a muscle that functions without the person's control.

There are three types of muscles tissues in the body: smooth, skeletal, and cardiac. Smooth muscle is involuntary muscle tissue found in many internal organs. Skeletal muscle is muscle tissue that is attached to the bone. It helps your body move. Cardiac muscle is a unique kind of muscle tissue found only in the heart. It differs from other tissues in its structure. Its contractions are generated by nerve stimulation.

A tendon is tough tissue fiber that attaches muscle to bones.

Endocrine System
The endocrine system consists of glands that control many of the body's activities by producing hormones. A gland is a group of cells, or an organ, that secretes hormones. A hormone is a chemical messenger that is released directly into the bloodstream.

The pituitary gland is an endocrine gland that produces hormones that control growth and other glands. It is located below the hypothalamus in the brain and is about the size of a pea. The pituitary hormones do the following:
 * regulate the development of bones and muscles
 * affect the reproductive organs
 * affect the functioning of the kidney, the adrenal gland, and the thyroid glands
 * stimulate the uterus to contract during childbirth

The thyroid gland is an endocrine gland that produces thyroxine. Thyroxine is a hormone that controls metabolism and calcium balance in the body. Metabolism is the rate at which food is converted into energy in body cells.

The parathyroid glands are endocrine glands that secrete hormones that control the amount of calcium and phosphorus in the body.

The pancreas is a gland that produces digestive enzymes and insulin. Insulin is a hormone that regulates the blood sugar level. If the person fails to produce enough insulin, a person develops diabetes mellitus. Diabetes, or diabetes millitus, is a disease in which the body produces little or no insulin.

The adrenal glands are endocrine glands that secrete several hormones, including adrenaline. Adrenaline is a hormone that prepares the body to react during times of stress or i an emergency. The two adrenal glands are located on the kidneys.

The ovaries are female reproductive glands that produce ova and estrogen. Ova are egg cells, or female reproductive cells.Estrogen is a hormone produced by the ovaries that stimulates the development of female secondary sex characteristics and affects the menstrual cycle.

The testes are male reproductive glands that produce sperm cells and testosterone. Testosterone is a hormone that produces the male secondary sex characteristics.

Digestive System
The digestive system breaks down food into nutrients that can be used by the body. It allows nutrients to be absorbed by body cells and eliminates waste from the body. Digestion is the process by which food is changed so that it can be absorbed by the body's cells.

The mouth contains salivary glands that release saliva, which contains a chemical that begins the digestion of carbohydrates. Saliva is a fluid that helps soften food so that it can be swallowed more easily.

When food is swallows, it moves into the esophagus, a tube connecting the mouth to the stomach. Food passes to the stomach by the process of peristalsis, a series of involuntary muscle contractions.

The stomach is an organ that releases acids and juices that mix with the food and produces a thick paste called chyme.

The small intestine a coiled tube in which the greatest amount of digestion and absorption takes place.

The liver is a gland that releases bile to help break down fats, maintain blood sugar level, and filter poisonous wastes.

The gall bladder is an organ that stores bile.

The pancreas is a gland that produces digestive enzymes and insulin.

The large intestine is a tube extending from the small intestine in which undigested food is prepared for elimination from the body.

The rectum is a short tube at the end of the large intestine that stores wastes temporarily.

The anus is the opening to the outside of the body at the end of the rectum.

Urinary System
The urinary system removes liquid wastes from the body and maintains the body's water balance. The organs of the urinary system are the kidneys, ureters, bladder, and urethra.

A kidney is an organ that filters the blood and excretes waste products and excess water in the form of urine.

A ureter is a narrow tube that connects the kidneys to the urinary bladder. The urinary bladder is a muscular sac that stores urine.

The urethra is a narrow tube extending from the urinary bladder to the outside of the body through which urine passes out of the body.

Integumentary System
The integumentary system covers and protects the body and consists of skin, glands associated with the skin, hair, and nails. The skin is the largest organ in the body.

Melanin is a pigment that gives the skin its color and protects the body from ultraviolet rays of the sun.

The epidermis is the outer layer of skin cells. These cells are constantly shed and replaced. The dermis is a thick layer of cells below the epidermis that contains sweat glands, hair follicles, sebaceous (oil) glands, blood vessels, and nerves.

A sweat gland is a gland that helps the body get rid of wastes, such as salt. A sebaceous gland is a small oil-producing gland that helps protect the skin. Sebum is the oil produced by sebaceous glands.

A wart is a contagious growth that forms on the top layer of skin.

Ringworm is a skin condition that causes small, red, ring-shaped marks on the skin.

Keratin is a tough protein that makes up nails and hair. Hair is a threadlike structure consisting of dead cells filled with keratin.


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User:Neskaya

Please see this for my general user page. I am an administrator on Wiktionary and primarily active there.

title: User:Neskaya


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Metal Craft

1. Name the various metals that can be used in metal craft.
Metals suitable for use in metal craft include:
 * Tin
 * Aluminum
 * Copper
 * Galvanized steel (duct work)
 * Brass (an alloy of copper and zinc)
 * Bronze (an alloy of copper and tin)
 * Silver and gold (especially in foil form)

2. Complete one project using metal foil tooling. Complete the project by antiquing and framing.
Metal foil tooling is done by placing a piece of foil on top of a soft but firm surface and then making impressions with a stylus. The work surface can be a piece of scrap linoleum, leather, or crafting foam. The stylus is often a small wooden stick with a point on it, but you can also use a ballpoint pen or a pencil. A dowel about the same diameter as a pencil can be sharpened with a pencil sharpener to make an effective stylus.

The metal crafter can place a drawing on top of the foil and trace it with the stylus, or draw the design free hand. Once the image has been impressed in the foil, it can be placed in a frame. You can use something as elaborate as a picture frame, or as simple as craft sticks glued together.

Low cost kits are available with all the necessary materials at craft stores, hobby shops, and online retailers.

3. Complete one project using metal punch.
A punch is a hard metal rod with a shaped tip at one end and a blunt butt end at the other that is usually struck by a hammer. A variety of punches are used in engineering, but often the purpose is to form an impression of the tip on a workpiece. You can also use a nail set, a pick, or even a nail (though a nail will make squarish holes) instead of a punch.

Draw out your design on a piece of paper. It should be a simple line drawing with no shading. Then draw dots on the lines indicating where you will punch a hole. Fasten the drawing to a piece of sheet metal with tape. The sheet metal can be copper, tin, or aluminum (such as flashing), all of which are generally available at home improvement centers and hardware stores.

Place a piece of scrap plywood on your work surface to protect it, and then place a piece of scrap linoleum on top of that. Your piece of sheet metal goes on top of the linoleum.

Carefully place the tip of the punch on one of the dots in your drawing and strike the butt end of the punch sharply with a hammer. It should take only one blow. Then move the punch to the next dot and repeat until you have punch a hole (or merely made an indention) on every dot in your drawing. Remove the paper and admire your work.

Punched panels are often used to decorate the doors of a pie safe.

4. Complete one project using drilling, riveting, and bending of metal such as a simple candle holder.
An easy project to make that might be of special interest to a Pathfinder is a reflector oven. Baking with a reflector oven is a requirement of the Fire Building & Camp Cookery and Camping Skills IV honors. This particular design folds flat for easy stowing in a backpack. It can be made from aluminum flashing, eight hinges, a pre-made grill, a drawer handle, some rivets, and a couple of nails. The first step is to find a grill or a grate that you can use in the oven. The grate can be easily removed and is not modified in any way, so if necessary, it can be "borrowed" from a toaster oven, hibachi, etc. The only requirement is that it be rectangular.

Once you have a grill, you can begin laying out the other pieces which are all sized according to the dimensions of the grill. Cut out the triangles that will form the side panels. These triangles should be the same width as the shortest dimension of the rectangular grill. The triangle's height should equal half this same dimension. Make four of these and punch a hole on the corner where the right angle is formed. You should also trim the sharp corners so that they are rounded (and thus present a smaller hazard to the end-user).

Once the side panels are cut out, use the long dimension of the triangle (the hypotenuse) to set the width of the top and bottom panels. The length of these pieces should be equal to the longest dimension of the grill. Once these pieces are cut out, you need to put a small X crease in them to stiffen them. This can be done by either laying them over a length of upturned angle iron and tapping the crease in with a rubber mallet, or by laying it flat on a floor, and then laying a stiff straight-edge (such as a yardstick) wherever you want the crease. Then work your way under the free end as you hold the straight-edge firmly in place.

Next it is time to drill some holes in the flashing. Clamp all four triangles together and lay a hinge along the bottom edge (the one which is as long as the grill is wide). Mark where the holes should go, and drill through all four pieces at once. This will ensure that the holes are all located identically. Next, clamp the top and bottom panels together and lay one of the triangles on top of them, lining up the matched dimensions. Mark the holes and drill them out. Do this to both sides. Finally, decide where you would like two more hinges along the back of the oven, mark the hinge holes, and drill them out.

The hinges should be secured to the panels with rivits rather than with screws. You can use pop rivets, but you will need to "peen" them over so that the hinges can fold flat. This can be done once the rivets have been attached by the pop-riveter by placing them on the face of an anvil (or on the face of a sledge hammer), and then hammering the unfinished end of the rivet until it is completely flattened.

Pay special attention when attaching the hinges that the hinges will fold in the right direction. It is very easy to put a hinge on backwards. If you do this, simply drill through the rivet to remove it, and try again.

Once all the hinges are in place, you may slip the grill in place. Secure it by running a nail through the holes punched in the right corner of the triangular panels. Pass the nail through the first hole starting on the inside of the oven. Flex the edge the panel inwards so that the nail can pass through the grill (see photo). The nail should next pass through the hole in the lower triangle, back to the inside of the oven. Insert the second nail on the other side.

Once it is assembled, find the balance point for mounting the drawer handle in the top panel. Ideally, the grill should remain level when it is lifted by this handle (you might even want it to tip backwards slightly). Drill holes for the screws. If the screws are too long (after all, they are designed to go through a wooden drawer face, not a thing sheet of aluminum flashing), you will need to cut them shorter with a hacksaw. Then attach them firmly.

To use the oven, load the items you wish to bake onto the grill and place it within the fire ring of a nice bed of hot coals. Prop the back up with a rock (perhaps a rock fro mthe fire ring). Keep an eye on your baked goods and turn them over if necessary.

a. Tin Snips
Tin snips are tools used to cut thin sheet metal. They use the same principles as common scissors, but are able to handle thicker and harder material. There are three different types of tin snips; straight cutting, left cutting, and right cutting. Straight cutting in a straight line, left cutting snips (usually red) will cut in a curve to the left, and right cutting snips (usually green) will cut in a curve to the right.

In practical use the red snips pictured will be used in the right hand, for straight or curving cuts, with the base material to the right being cut neatly and the left hand will be pulling away a spiraling offcut. The green snips work in the opposite fashion in the left hand, with the waste being on the right.

Lastly, The compound snip will allow you to cut thicker gages or harder metals more easily. They are normally a last resort.

b. Pop rivet
Pop rivets are made from flared aluminum tubes and a stem (or mandrel) through the center. The stem has a small ball at the end which has a diameter great than that of tube. The rivet assembly is inserted into a hole drilled through the parts to be joined and a specially pop riveting tool is used to draw the mandrel into the rivet. The ball at the end of the mandrel expands the end of the rivet and the mandrel snaps.

The rivet is placed in a pre-drilled hole and is set by pulling the mandrel head into the rivet body, expanding the rivet body and causing it to flare against the reverse side. As the head of the mandrel reaches the face of the blind side material, the pulling force is resisted, and at a predetermined force, the mandrel will snap at the break point of the mandrel.

To set a pop rivet, insert the stem into the nozzle of the riveting tool, then place the rivet's tube into a pre-drilled hole. Position the river such that the flared portion is held firmly against the surface of piece to be riveted, and squeeze the handles together. You should be able to squeeze them until the rivet "pops", or the handles have traveled their full distance. If that happens, release the handle and squeeze again. The tool will grip the stem in a different place. You may need to repeat this a few times until the rivet pops. After it pops, release the handle, and let the stem slide out of the tool's nozzle. A successful rivet joint depends on maintaining contact between the rivet's flared face and the material being riveted.

c. Electric drill
An electric drill is used for boring holes in materials - in the case of metal crafting, that material would be the metal being worked. Typically, one would use a twist bit made of high carbon steel, high speed steel, or cobalt steel for drilling holes in metal. Low carbon steel bits are not suited to drilling holes in metal, as they quickly lose their cutting edges. Drills and bits are typically only used for boring small-diameter holes in metal.

To drill a hole in metal, first use a centering punch to make a small indentation in the metal so the bit does not wander. Then clamp the piece of metal securely to a piece of scrap wood. When the bit penetrates to the other side, it will have a tendency to grab the piece and spin it around at high speed. This can be dangerous, especially if it catches a finger, and thus, it is very wise to clamp it securely so that the piece stays put. Once it is clamped, put on a pair of safety goggles and then place the tip of the bit in the indentation made with the centering punch and hold it perpendicular to the piece (that is, if the piece is perfectly horizontal, the bit will be perfectly vertical). If the bit is not perpendicular (straight in), it will have a greater tendency to wander.

Gently squeeze the trigger on the drill - as more pressure is applied to the trigger, the drill will turn the bit faster and faster. If the bit wanders off the mark, stop and recenter it. If it does it again, get out the center punch and knock a deeper indentation in the piece.

As you squeeze the trigger, gently press downward on the drill, but don't overdo it. If you press too hard, you risk breaking the bit (yes, it happens, and that's why safety goggles are important). Continue to hold the bit perpendicular to the piece. When the bit breaks through the other side of the piece, you need to have the bit rotating at a high speed, and you should not let up for a few seconds. If you stop too soon, the hole will not be circular. It is best to drill part way into the scrap wood supporting the piece, as the side flutes on the bit will cut the sides of the hole, and this will help you make a round hole. With the bit still turning, pull the bit out of the hole (it's easier to do when the bit is rotating).

d. Metal file
Files have forward-facing cutting teeth, and cuts most effectively when pushed over the workpiece. Drawfiling involves laying the file sideways on the work, and carefully pushing or pulling it across the work. This catches the teeth of the file sideways instead of head on, and a very fine shaving action is produced. There are also varying strokes that produce a combination of the straight ahead stroke and the drawfiling stroke, and very fine work can be attained in this fashion. Using a combination of strokes, and progressively finer files, a skilled operator can attain a surface that is perfectly flat and near mirror finish. The grooves in a file may became clogged during use, causing the file to lose its cutting ability and trapped shavings can scratch the work surface. A file card can be used to clean the file.

Files should always be used with a handle, otherwise the naked tang can injure the operator.


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User talk:Ashley Taylor

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Whiteknight (Page) (Talk) 01:48, 7 December 2007 (UTC)

WB:NP
Your book looks interesting; I look forward to seeing you flesh it out. I've tagged some pages though, as they are inconsistent with our naming policy. Please move them to the correct locations using the move tab at the top of each page. Thanks! – Mike.lifeguard  | talk 04:44, 12 December 2007 (UTC)

title: User talk:Ashley Taylor


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Chess/Optional homework/3

Problem 1
1. Black to move and win
 * This position occurred in the game Z. Djordjevic vs. M. Kovacevic, 1984.
 * Hint: Use the Black queen to "fork" the White king and another White piece.

Solution: ______________________________________________

______________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Problem 2
2. Black to move and win material
 * This position occurred in the game K. Shirazi vs. J. Peters, 1986.
 * Hint: Use the Black queen to "fork" the White king and another White piece.

Solution: ______________________________________________

______________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

title: Chess/Optional homework/3


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Chess/Optional homework/Solutions

This page gives the solutions to all the problems in the optional homework. Please try to solve the problems yourself before you look here. The solutions are given in algebraic chess notation.

Problem 1
This is a standard endgame position. White sacrifices his h-pawn in order to queen his g-pawn. Using the diagram on the right, the following is the generalized plan:
 * 1) Move to any squares with a white dot (and stay on them) with an odd number of tempi (3 moves in this case) so the black king is forced to move to g7 (If the black king takes the g6 pawn or is on any square other than g7 or h8, the h-pawn can safely promote). Stay out of the squares with an X on it to avoid stalemate.
 * 2) Once your king is on any of the square with a white dot and the black king is on g7, promote the h-pawn.
 * 3) When the black king is forced to capture the newly promoted queen, move your king to f6 or h6.
 * 4) Black's only legal move at this point is to move the king to g8. When he does so, push the g-pawn. The black king will be forced to move off the 8th rank (to h7 if your king is at f6, or f7 if your king is at h6)
 * 5) Move your king to f7 if it is previously on f6, or h7 if it is on h6. The white pawn now has a safe path to promotion.

A sample variation would go like the following:
 * 1. Kf4 Kg7
 * 2. Kf5 Kh8

Any other move allows the h-pawn to queen.

 * 3. Kg5

Or Ke5 or Ke6, but not Kf6?? stalemate.

 * 3... Kg7
 * 4. h8=Q+ Kxh8
 * 5. Kf6! Kg8
 * 6. g7 Kh7
 * 7. Kf7 Kh6
 * 8. g8=Q Kh5
 * 9. Qg3 Kh6
 * 10. Qh4 mate.

Problem 2

 * 1. Kb7!

White must not allow Black's king to reach c7 or c8 because White will not be able to queen the pawn. This is a special rule that applies only for a pawn on the edge of the board. Black's king will either stalemate White's king in the h8-corner, or it will block the pawn and be stalemated itself.

After the text move, White advances the pawn directly to h8 in 5 moves. There is nothing Black can do to stop this.

Problem 1
The Exchange Variation of the Ruy Lopez is defined by the following moves to open the game:

 * 1. e4 e5
 * 2. Nf3 Nc6
 * 3. Bb5 a6
 * 4. Bxc6 dxc6

Now if White plays

 * 5. Nxe5?!

Black responds

 * 5... Qd4!

Black's queen forks the e5-knight and the e4-pawn. White must defend or withdraw the knight and give up the pawn. Thus, Black achieves material equality with a slightly better position.

White's usual moves in the Exchange Variation are 5. O-O and 5. d4.

Problem 2
This position can arise in the Exchange Variation of the Queen's Gambit Declined. The first moves are

 * 1. d4 d5
 * 2. c4 e6
 * 3. Nc3 Nf6
 * 4. Bg5 Nbd7
 * 5. cxd5 exd5

Now if White plays

 * 6. Nxd5??

Black responds

 * 6... Nxd5!
 * 7. Bxd8 Bb4+
 * 8. Qd2 Bxd2+
 * 9. Kxd2 Kxd8

Black exchanges queens and the dark-squared bishops, wins the exchange (knight for a pawn). Even though Black's knight on f6 was pinned to the queen, it can still move, so in this particular variation, it protects the pawn on d5. This is a well-known trap, played by Daniel Harrwitz in the 1850s.

White usually plays 6. e3 or 6. Nf3 instead. These moves provide an escape from the bishop check on b4, so Black must protect the d5-pawn with 6...c6 or 6...Be7.

Problem 1
The game Z. Djordjevic vs. M. Kovacevic, 1984, began with the following moves:

 * 1. d4 Nf6
 * 2. Bg5

This is the Trompowski-Torre attack.

 * 2... c6
 * 3. e3??

This move cuts off the bishop from returning to d2. 3. Nf3 or 3. Bxf6 were called for, but almost any move (such as 3. c4) would have allowed White to save his bishop by withdrawing it to d2.

 * 3... Qa5+

White resigned, as he loses his bishop to a queen fork while his king gets out of check.

This is the shortest serious tournament game in history, according to Tim Krabbé's chess records website.

Problem 2
The game K. Shirazi vs. J. Peters, 1986 began with the following moves:

 * 1. e4 c5
 * 2. b4!?

This is the Sicilian Wing Gambit.

 * 2... cxb4
 * 3. a3 d5!
 * 4. exd5 Qxd5
 * 5. axb4??

White must play 5. Nf3 (or 5. Bb2) to prevent what happens next.

 * 5... Qe5+

Black's queen forks the White king and rook. White must get his king out of check, then Black captures the rook on a1.

Problem 1

 * 1) Rxe7+ Nxe7
 * 2) Qxd7+ Kxd7
 * 3) Bf5+ Ke8 (King has to move because it is a double check, and 3. ... Kc6? 4. Bd7#)
 * 4) Bd7+ Kd8
 * 5) Bxe7#

Problem 2

 * All the moves by black are forced.

 * 1) Nxg7+ Kd8
 * 2) Qf6+ Nxf6
 * 3) Be7#

title: Chess/Optional homework/Solutions


text:
Talk:A Guide to Inkscape/Introduction

This chapter is useless. It doesn't even show a screen shot. Bad. 152.17.53.149 (talk) 02:27, 7 December 2007 (UTC)

I have added a screenshot of Inkscape version 0.46 --BeardedRanger (talk) 13:44, 9 June 2008 (UTC)

title: Talk:A Guide to Inkscape/Introduction


text:
Wikibooks:Requests for deletion/Zoo Tycoon and Zoo tycoon 2

Zoo Tycoon and Zoo tycoon 2
I'm in the process of transwikiing the guide to StrategyWiki (StrategyWiki:Category:Zoo Tycoon), as it's a game guide. Could someone delete it once the process is finished please? --DrBob 07:19, 26 November 2007 (UTC)
 * Transwiki complete. --DrBob 07:32, 26 November 2007 (UTC)


text: Wikibooks:Requests for deletion/Wikijunior:How Things Work/The nuclear bomb


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User:Whiteknight/keep

 * This message will not be automatically removed

title: User:Whiteknight/keep


text:
User talk:Deleon222

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, 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 that 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! --Panic (talk) 03:08, 7 December 2007 (UTC)

title: User talk:Deleon222


text:
User talk:Rmarkert

Hi Rmarkert. Your page Exercises has been marked for transwiki to Wikiversity since Wikibooks is for textbooks. More useful info below.

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 03:15, 7 December 2007 (UTC)

title: User talk:Rmarkert


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User talk:Nosretap~enwikibooks

Hi Nosretap. One of your pages has been deleted because it is not a textbook. Please stay within project scope in the future.

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 03:18, 7 December 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 Nosretap. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nosretap~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 23:33, 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) 05:18, 19 April 2015 (UTC)

title: User talk:Nosretap~enwikibooks


text:
User talk:Farzaneh.bm

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 03:21, 7 December 2007 (UTC)

title: User talk:Farzaneh.bm


text:
User talk:Cheerfulguy

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 03:22, 7 December 2007 (UTC)

title: User talk:Cheerfulguy


text:
Happiness/Independence

The worst loneliness is to not be comfortable with yourself. -Mark Twain

Although placing sentimental value on something or someone can be emotionally useful, the attachment can become risky. If the object of interest changes, the result can be devastating in many ways. In order to be truly happy, one has to find such happiness from within. This ensures that no matter what happens around them, that happiness will always return. In other words, one should have good self-esteem to be happy. Without a definite "you," actions feel meaningless.

This is not the same as complete detachment from the world around you. Not defining yourself in terms of other things is not the same as ignoring the outside world.

Defining Success
Some people judge themselves on how much money they make, or how many home runs they hit. If you're a human of superhuman ability, this is usually not a problem. But the fact is, most of us are not superhuman. It is impossible for everyone to be above average.

Each individual must decide what success looks like to them and then take steps towards that goal, finding compassion for oneself in every step. Everyone measures success differently, and it is unfair to hold oneself to society's standard of success as it's not realistic for everyone to reach.

title: Happiness/Independence


text:
Talk:Rhetoric and Composition/Teacher's Handbook/Teaching Writing as a Process

This article mainly seems to focus on revision and not on generating texts. As there don't seem to be any topics in the Teacher's Handbook about teaching pre-writing techniques, I wonder if this would be the place to put the teaching of the other stages of the writing process.

Maybe this section could explain presenting the traditional "Prewriting, Writing, Proofreading" steps in a more nuanced and advanced way, and how to give the three steps a more dynamic relationship to one another.

NCTE's beliefs about writing (http://www.ncte.org/positions/statements/writingbeliefs) go into detail about using writing as a tool for thinking. As this article seems to be about moving away from teaching writing as a product-centered process, there might be room for a discussion about writing as a process of exploration and discovery. In the words of NCTE's website, "The writing process is not one of simply fixing up the mistakes in an early draft, but of finding more and more wrinkles and implications in what one is talking about."

Shawn Blank (discuss • contribs) 18:53, 11 October 2012 (UTC)Shawn_Blank

I added some possible categories under "Revision" in the "Writing as a Process" category. I thought maybe we could put some sample lessons plans here, etc. Please delete any categories you think may not work. I took notes as we discussed revision tonight in class and used those as headings. --Kyoung (talk) 03:48, 7 December 2007 (UTC)

I would like to expand on the revision, peer review, and rubrics sections. I can add some more explanation to the peer review section and some different types of approaches to running peer review sessions, and I can also add more depth and examples to the rubrics section.--Armiller20 (discuss • contribs) 02:33, 9 February 2017 (UTC)


text:
Medical Physiology

Greetings, and welcome! This is hopefully the start of a project to fill the shelves of the Wikibooks library with textbooks of all the basic sciences (pre-clinical) at a medical school level. This project was inspired by the very well done Human Physiology Wikibook. For current medical students, this is a great way to reinforce the material you are learning and another incentive to know the information well. For professionals in the field, this is an opportunity to stay up to date with the most current research and data. Medical Physiology hopes to accomplish the first in what are many other books in the basic sciences to allow greater access to those in the field of medicine and those who wish to understand these topics at a greater level. Please contribute and help Wikibooks become a learning tool for us in the act of creating the texts, and to future generations in being able to truly be an active learner in the field of medicine!

What other person whether he be a theologian, a doctor of medicine, a physicist or whatever,knows more than you, a physiologist, about life? For physiology is indeed an explanation of life. What other subject matter is more exciting, more beautiful than the subject of Life?

Contents

 * 1) /Basic Biochemistry/
 * 2) /Cellular Physiology/
 * 3) /Homeostasis and Fluid Balance/
 * 4) /Irritable Tissues/
 * 5) /Autonomic Nervous System/
 * 6) /Neurophysiology/
 * 7) /Cardiovascular Physiology/
 * 8) /Blood/
 * 9) /Respiratory Physiology/
 * 10) /Renal Physiology/
 * 11) /Acid-Base Physiology/
 * 12) /Gastrointestinal Physiology/
 * 13) /Endocrine Physiology/
 * 14) /Bone & Calcium Metabolism/
 * 15) /The Immune System/
 * 16) /Genetics/
 * 17) /Reproductive Physiology/

title: Medical Physiology


text:
Political History of New Zealand

Chapters

 * /Preface/
 * /Introduction/

 * 1) /Pre-European Government/
 * 2) /The Treaty of Waitangi/
 * 3) Early European Government in New Zealand
 * 4) The First Political Parties in New Zealand
 * 5) /Provincial Governments/
 * 6) /Political Policies in the Twentieth Century/
 * 7) /MMP Introduced/
 * 8) /The New Zealand Government Today/

 * /Bibliography/
 * Authors and Contributors

title: Political History of New Zealand


text:
Medical Physiology/Renal Physiology

The Basics
The functioning of kidneys can be divided into three major categories:
 * 1) Excretory, in that the kidneys ensure excess substances are excreted in urine appropriately
 * 2) Regulatory, in that the kidneys regulate a constant volume and composition of body fluids. This is accomplished by altering the excretion of solutes and through water balance (osmoregulation)
 * 3) Endocrine, in that the kidneys are where three hormones are synthesized and secreted: renin, erythropoietin, and 1,25-dihydroxycholecalciferol.

Renal Anatomy
Located in the retroperitoneal cavity of the body, the kidneys are bean-shaped organs that have three main regions. In the outer region is the cortex, which is just deep to the kidney capsule. In the central region is the medulla, which is itself divided into two parts, the outer medulla and the inner medulla. Within the outer medulla, there are two "stripes": an outer stripe and an inner stripe. At the deepest tip of the inner medulla is the papilla, which empties into the major and minor calyces, pouch-like extensions of the ureter. From here, the ureter extends into the bladder, where urine is stored until elimination.

The Nephron
Nephrons are the functional units of the kidney. There are about 1.2 million nephrons in each kidney. The nephron is composed of two smaller entities: a glomerulus and a renal tubule. The glomerulus is a capillary network that emerges from an afferent arteriole. It is surrounded by the Bowman's capsule or Bowman's space(Lumen of glomerular capsule), which is continuous with the first part of the nephron.

The first step in urine formation is the ultrafiltration of blood across the glomerular capillaries into the Bowman's space. From here, the nephron is a tubular structure that carries out reabsorptive and secretory functions via epithelial cells.

Beginning with the Bowman's space, nephron structure is composed of:
 * 1) Proximal convoluted tubule
 * 2) Proximal straight tubule
 * 3) Loop of Henle (which consists of a thin descending limb, a thin ascending limb, and a thick ascending limb)
 * 4) Distal convoluted tubule
 * 5) Collecting ducts

Each section has its own unique function, which will be explored in detail later in this chapter.

Types of Nephrons
There are two types of nephrons:
 * 1) Superficial cortical nephrons, which have their glomeruli in the outer cortex. They have shorter loops of Henle, which dip only into the outer medulla. They operate under normal conditions.
 * 2) Juxtamedullary nephrons, which have their glomeruli near the corticomedullary border. They have larger glomeruli, and thus have higher glomerular filtration rates (GFR). Juxtamedullary nephrons' loops of Henle dip deeper into the inner medulla and papilla, and are vital in the concentration of urine. They work especially during periods of high activity.

Renal Blood Supply
Blood arrives at the kidney through the renal artery. The renal artery branches into the interlobar arteries, arcuate arteries, and the cortical radial arteries.

The smallest of the arteries divide even further into sets of arterioles In Summary: Renal a. → Segmental a. → Interlobar a. → Arcuate a. → Interlobular a → Afferent arterioles → Glomerular capillaries → Efferent arterioles → Vasa recta → Peritubular capillaries → Small vv. → Renal v.
 * Afferent arterioles supply blood to the first capillary network, the glomerular capillaries. This is where ultrafiltration occurs.
 * From the glomerular capillaries, blood flows to the efferent arterioles, which supply blood to the second capillary network, the peritubular capillaries. From the peritubular capillaries, blood exits through the small veins and finally, the renal vein.

However, there is a difference between the vasculature of the superficial cortical nephrons and the juxtamedullary nephrons.
 * The superficial cortical nephrons have peritubular capillaries which branch off the efferent arterioles, and provide nutrients to the epithelial cells which are present there. In addition to serving the epithelial cells, these capillaries supply the blood for reabsorption and secretion.
 * The juxtamedullary nephrons have a special structure within the peritubular capillaries, called the vasa recta. The vasa recta is a long, hairpin-shaped set of blood vessels that run next to the loops of Henle. It also functions as osmotic exchangers for the concentration of urine.

Body Fluids
Water is the main constituent of the internal body environment, comprising an average of 60% of body weight.

Total Body Water (TBW)
About 60% of body weight is comprised of water. There is a slight variation depending on gender and the amount of fat in the body. (Water content is inversely proportional to fat content) Women have lower percentages of water compared to men. This is because women have a higher percentage of adipose tissue.

Thus,
 * Thin men have the higher percentage of weight as water at ~70%
 * Obese women have the lowest percentage of weight as water at ~50%

How is this clinically relevant? This is because changes in body weight can be used to estimate any changes in the body water content.

Total body water (TBW) is distributed between two major compartments: the intracellular fluid (ICF) and extracellular fluid (ECF).

Of TBW,
 * ~2/3 is in ICF
 * ~1/3 is in ECF

When expressed as body weight,
 * 40% of body weight is in ICF (2/3 of 60%)
 * 20% of body weight is in ECF (1/2 of 60%)
 * ECF is further divided into two compartments
 * Interstitial Fluid (ISF) (3/4 of the ECF)
 * Plasma (1/4 of the ECF)
 * A negligible third compartment, the transcellular compartment includes the cerebrospinal, pleural, peritoneal, and digestive fluids.

Intracellular Fluid (ICF)
'Def.' the water inside the cells, where all solutes within are dissolved

It consists of 2/3 of TBW (or 40% of body weight). The major cations are K+ and Mg2+. The major anions are proteins and organic phosphates (e.g., ATP, ADP, AMP)

Extracellular Fluid (ECF)
'Def.' the water outside the cells

It consists of 1/3 of TBW (or 20% of body weight). ECF is further divided into two separate compartments:
 * 1) Plasma, the fluid that circulates in the blood vessels.
 * Aqueous compartment of the blood
 * Constitutes about 50% of blood volume (the other 45% is consisted of blood cells, such as RBC, WBC, platelets).
 * The percent of blood volume that are made up of RBC is called the hematocrit.
 * This is ~45%, and higher in males.
 * Plasma proteins make up about 7% of plasma
 * Thus, only 90% of plasma is plasma water
 * 1) ISF, which bathes the cells.
 * An ultrafiltrate of plasma
 * Has nearly the same composition as plasma (with the exception of plasma proteins and blood cells)

The major cation of ECF is Na+, and the major anions are Cl- and Bicarbonate (HCO3-).

Isosmotic Volume Contraction (Diarrhea)
Diarrhea, characterized by a significant loss of fluids for the patient, will induce hyperosmotic volume contraction (dehydration) if left untreated.

title: Medical Physiology/Renal Physiology


text:
Teaching Elementary School Health Education/Growth and Development/I Will Provide Responsible Care For Infants and Children

Preteens and teens often have opportunities to be child-sitters. A child-sitter is a person who provides care for infants and children with the permission of a parent or guardian. Young people may look after a younger brother or sister or be asked by a neighbor or other adulte to look after their children. Teachers and other adults have a role in preparing young people to be child-sitters. Preteens and teens need to learn how to care for young children three to eight years old.

Preparation for Child-Sitting
A responsible child-sitter is prepared. A responsible child-sitter is:

 * Observant and alert
 * Calm during emergencies
 * Able to follow instructions
 * Trained in first aid and familiar with universal precautions
 * Able to recognize safety hazards
 * Able to communicate with adults
 * Able to communicate with young children
 * Able to supervise young children
 * Patient
 * Friendly

Caring For Infants and Toddlers
Learning the characteristics of infants and toddlers allows a young person to know what to expect when child-sitting. Newborns to one-year-olds need to feel secure, like to be with people, cry when hungry or uncomfortable, like to touch and hold things, like to look at hands and faces, and like to put things in their mouth. One-year-olds to three-year-olds need to feel secure; wnat to be independent; want to eat, drink, and get dressed without help; like to play, build things, and watch what others are doing; like to do the same thing over and over again; and may have temper tantrums if they don't get what they want.

A responsible child-sitter never leaves the infant or toddler alone. They never shake or hit an infant or toddler. Young people need to consult a parent or adult if an infant or child persists in a behavior they find difficult or inappropriate. They need certain skills to provide responsible care for an infant or toddler. These skills include the following:

 * Knowing what to do when a baby cries
 * Knowing what to do if they suspect an infant/toddler is sick
 * Knowing how to diaper a baby
 * Knowing how to bathe a baby
 * Knowing how to give a baby a bottle
 * Knowing how to burp a baby
 * Knowing how to pick up and hold a baby

Caring For Young Children
Children three to five years old share common characteristics, as do five to eight year olds. Three to five year olds enjoy playing with friends and communicating with others, like to learn numbers and play simple games, like to be independent and do things for themselves, like to learn new words and names for things, can be very active, and can be very aggressive. Five to eight year olds need to socialize with others besides family members, want to be part of conversations with family members, usually have more self-confidence than three to five year olds, like to ask questions about almost everything, and are influenced by what adults say and do. A responsible child-sitter needs to know the following skills:

 * Knowing what to do when a child is afraid
 * Knowing what to do if a child has a tantrum
 * Knowing how to help a young child
 * Knowing what to do when a child refuses to go to bed
 * Knowing what to do if a young child appears to be sick


text:
Teaching Elementary School Health Education/Growth and Development/I Will Develop My Learning Style

A ''learning style is the way a person gains and processes information. Educators have identified four types of learners: Visual, Auditory, Kinesthetic, and Global.

Visual Learners

A visual learner is a person who learns best by seeing or creating images and pictures. Visual learners do the following:

 * Picture the words they hear or read

 * Store what they see, read, or hear in images or pictures rather than in words

 * Perform better on written tests than on oral tests

Tips for Visual Learners

1. Take notes and review them often

2. Color-code or highlight notes to be reviewed

3. Make a mental picture of key words

4. Remember lists by using a mnemonic (memory-assisting) device or code

Auditory Learners

An auditory learner is a person who learns best by listening or discussing a topic. Auditory learners do the following:

 * Remember what they hear

 * Can repeat word for word what someone else had said

 * Can remember every word of a song

 * Would rather listen than take notes

 * Perform better on oral tests than on written tests

Tips for Auditory Learners

1. Tape-record information you need to recall

2. Play the tape several times when studying

3. Read or say information aloud to yourself

4. Study by having someone give you an oral test

5. Make a song of words or facts you need to remember

Kinesthetic Learners

A kinesthetic learner is a person who learns best by acting out something, touching an object, or repeating a motion. Kinesthetic learners do the following:

 * Remember objects they have touched

 * Remember facts from being in a role play

 * Perform better on tests requiring demonstration than on oral or written tests

 * Can act out a story or concept

Tips for Kinesthetic Learners

1. Associate information with a feeling of smell

2. Role-play situations in which you recall facts

3. Demonstrate concepts you have learned

4. Make a story to help yourself remember facts

A global learner is a person who learns best by combining visual, auditory, and kinesthetic ways of learning.

Tips for Global Learners

1. Assess which learning style works best for you in specific situations.

2. Experiment with the tips given for the other types of learners.

Learning Disabilities
A learning disability is a disorder in which a person has difficulty acquiring and processing information.

The Different Types of Learning Disabilities

Dyslexia is a learning disability in which a person has difficulty spelling, reading, and writing. People who have dyslexia may reverse letters and numbers. They may read from right to left.

Attention Deficit Disorder (ADD) is a learning disability in which a person is restless and easily distracted. People who have ADD cannot keep their attention focused on what they are doing. They have difficulty completeing tasks. They may daydream.

Attention Deficit Hyperactivity Disorder (ADHD) is a learning disability in which a person is easily distracted and also is hyperactive. To be hyperactive is to not be able to sit still or stand still. People who have ADHD cannot keep their attention focused on what they are doing. They are restless and fidgety. They may be impulsive.

Tracking Disorder is a learning disability in which a person has difficulty following a series of words or images. People who have tracking disorder have difficulty staying on the same line as they read. Or they may have difficulty catching a baseball thrown from the outfield to home plate.

Learning About Support For People With Learning Disabilities
People who have difficulty acquiring and processing information can take diagnostic tests to find out if they have a learning disability. If they have a learning disability, a plan to increase their learning can be drawb up. A variety of professionals will work with these individuals and their parents or guardians. These professionals may include a counselor, school pyschologist, teacher, and tutor. Schools may offer special education classes for students with disabilities.


text:
Teaching Elementary School Health Education/Growth and Development/I Will Learn About the Growth and Development of Infants and Children

Infancy consists of the period from birth to about two years of age. The first years of life are a time of incredible growth and development. Although there is uniformity in the growth and development of most children, no two children develop exactly alike. Children differ in physical, cognitive, social, and emotional growth patterns. They also differ in the ways they interact with and respond to their environment as well as play, affection, and other factors. An understanding of infant growth and development patterns and concepts is necessary for parents and caregivers to create a nurturing and caring environment that will stimulate optimal growth in young children.

Types of Development
Physical Development refers to physical changes in the body and involves changes in weight, height, motor skills, vision, hearing, and development of the senses and perceptions. Physical growth is rapid during the first two years of life. WIth each physical change, a child acquires new abilities. By repeating motor actions, an infant builds physical strength and muscular coordination.

Cognitive Development refers to the development of cognitive skills such as reasoning, language acquisition, problem solving, and knowledge acquisition. Children learn through their senses and through mulitple interactions with people and things in the environment. As children grow and interact with their environment, they go through various stages of cognitive development.

Emotional Development is the expression of feelings about one's self, others, and things. Social development is relating to others. These two types of development are placed together because they are closely interrelated growth patterns and are referred to as social-emotional development. Social-emotional development includes developing feelings of self-esteem, trust, and friendship. It also includes developing skills to socialize and interact effectively with others.

Developmental Milestones
''Developmental milestones are the physical or behavioral signs of development or maturation in infants and children. Observing developmental milestones helps to determine the growth and development progress of an infant over time.


text: User talk:69.144.48.226

title: User talk:69.144.48.226


text:
User talk:125.63.66.194

-- Herby talk thyme 11:47, 7 December 2007 (UTC)

title: User talk:125.63.66.194


text:
User:Ikarsik

stuff i need to read.

Info/ HowTo (generally all good)
Help:Contents Using_Wikibooks Help:Development stages

Policy guideline stuff (yawn)
Dewikify Requests for Import Why move books?

Individual opinions, essays (useful stuff, no?)
Wikibooks talk:Why move books? Wikibooks talk:Book of the month

Miscellaneous (more than one category, or does not belong in any category)
Reading room Departments Wikipedia_for_starters Featured books

Magic
Special:PrefixIndex

title: User:Ikarsik


text:
User talk:Xerces8

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * Make sure to sign your posts and comments with four tildes, like this: ~~~~
 * There is a box at the top of the edit window (if javascript is enabled on your browser) that will insert it too (looks like part of a signature). This will let others know who left it, and make it easy to reply back to you.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Help us by participating in policy and guideline creation.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, 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 that 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! --Panic (talk) 12:28, 7 December 2007 (UTC)

title: User talk:Xerces8