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Biblical Studies/New Testament Commentaries/The Gospel of John/Chapter 12

John 12 Verses 1-11

Jesus, while preparing for the Passover, spends time in Bethany in the company of his disciples, Lazarus, and Lazarus' sisters Martha and Mary. While enjoying dinner, Mary pours perfume on Jesus and washes his feet with her hair. One will notice that this event takes place after John Chapter 11's description of Mary being "...the same one who poured perfume on the Lord and wiped his feet with her hair" (John 11:2). Though this occurrence is seemingly out of place, the author might have done this for several reasons. John may have attributed this event to Mary as an honor; acting somewhat as a title. He may also have been describing (to those who were familiar with the oral telling of such a story) something that defined who Mary was (apart from all of the many Marys of the time); an act that typified her character. In any case it showed her real love for Jesus in that she was willing to give everything she had to him, her only regret being that she could not give more. It also showed here humility in that she anointed his feet rather than his head. She never thought she was good enough to go so far as to anoint his head. The letting loose of her hair also showed that she was very comfortable with Jesus. Those who are really in love do not care what others think and live in a world of their own. Her loose hair exemplified this.

Jesus' reply, 'Leave her alone; let her keep it for the day of my burial' in verse 7, suggests the outpouring of the ointment could be reserved as anticipation for Jesus' future burial. Why would anyone object to using the ointment which would have been used to anoint his dead body when it can be poured over him while he is living? That way he can appreciate her action in love. Mary's anointing Jesus is similar to other stories however this is a specifically distinctive event. Other occurrences include an unnamed woman anointing Jesus' head also in Bethany (Matthew and Mark). Likewise, an unnamed woman in Luke anoints Jesus' feet, presumably with ointment or perfume also before wiping the feet with her own hair. "In all three cases there is a protest at the expenditure of costly perfume which could have been sold, with the proceeds given to the poor" (Smith 234). In this chapter, it is "unfaithful Judas" who protests. He says that the money from selling the perfume could be given to the poor, and used for a good cause, however we know from further verses he would really steal the money instead. The poor are just an excuse. It might be worth noting here also that this passage with Judas is not found in the other gospels, but rather we have in the other accounts all of the disciples together objecting to the woman's display. The reason John changes up the account is not entirely clear but there are other examples in John's gospel of him pointing out Judas' betrayal. It is possible that ideas about Judas as being a vessel of God's will were circulating and John was trying to squash them within his own community. Whatever the case may be Jesus reprimands him and asks that he let Mary do this before his burial. Judas will always have the poor, but not always Jesus lending to the thought that Jesus will not be around forever and his death is looming near.

The characters of Judas and Mary provide a literary element that is consistent with the style of John. Judas and Mary are foils of each other. Judas chooses an extreme of the path that John shows unbelievers and doubters taking. In contrast, Mary resumes her role from earlier in the gospel as an example of total faith and devotion. Their thoughts of the future were quite different, too. The author of the Fourth Gospel depicts Mary as preparing a loved one for burial, while Judas only thinks of himself and of his monetary benefit.

In verse 8, Jesus states "For you always have the poor with you, but you do not always have Me." (NAS) This verse has cross references from Hebrew Scriptures in Deuteronomy 15:11 and in the synoptic gospels in Matthew 26:11 and Mark 14:7. Although this is not the first time this short phrase has been brought up in the Bible, many questions or ideas about the character of God have arisen from it. For instance, the view of Gerard Sloyan in his book John believes that this "became a watchword of callousness." Being a pretty bold statement he continues to explain by describing Jesus as "favoring a good work done to him above the care of the poor- quite uncharacteristic of what we can deduce of the historical Jesus." James Burton Coffman disagrees. He believes that this was a "profoundly proper evaluation of the true values inherent" in the Bible. For instance if we look in 1 Kings 17:13 Ellijah asks the same thing of a woman. He states "Do not fear; go, do as you have said, but make me a little bread cake from it first and bring it out to me, and afterward you may make one for yourself and for your son." (NAS) With that said, Jesus statement was not unlikely according to Coffman. John Gill's exposition was not based on whether the phrase was "Jesus worthy" rather he believes that the words were of simply prophecy that there will always be poor people to be taken care of and provided for but His "his corporeal presence, which would be quickly withdrawn from them, would be no more an opportunity of showing him personal respect, in such a way." John simply believed that Jesus was trying to tell His disciples that these random acts of worship were not repeatable, but the poor will never cease.

Verses 9-11 explain the Jews' plan to do away with Jesus. A large crowd of Jews--not the Jews in charge--went rushing to see Jesus and Lazarus as soon as they found out Jesus and Lazarus were there. At this point, the chief priests made plans to kill Lazarus. They realized that Jesus' ministry was gaining followers, and they wanted to not only do away with him, but also with traces of his works, including the once-dead Lazarus. According to the chief priests, Lazarus was a main reason that people were deserting the priests and putting their faith in Jesus.

Verses 25-36 Again here we have Jesus making reference to eternal life. His comments here mirror those of chapter 3 and chapter 11, once again emphasizing belief and life as a prominent theme in John. In verse 27 you have Jesus foreshadowing the misgivings he will show later in the garden before his death when he says, "Should I say, 'Father, save me from this hour'?" Then there is a rather strange happening in verse 28 when God actually speaks saying, "I have glorified it, and I will glorify it again." The crowd standing around are split about what has just happened, some contend that it is just thunder, while others say it is an angel. Jesus essentially tells them that the voice is trying to warn them of their impending doom. He also makes reference to being "lifted up" to foreshadow his means of execution.

Fear, Conformity, and Vanity in John Chapter 12 With many profound Christological miracles already documented in the Gospel of John, one might reason that the peoples of the area would have come to embrace Christ and His message. The fact that they do not speaks to the powers of vanity and fear (see verses 42 and 43). The Jews wanted to reap the benefits of societal inclusion more than eternal life. But before we condemn their decision as foolish and unrealistic, I would ask that we consider an example much more recent in history: the Holocaust. What could possibly enslave so many people to do the bidding of so few? After the war, psychological experiments (e.g. the Milgram experiment) were conducted to see how people reacted to authority figures pressuring them to do various tasks that had the potential to cause great harm to others. Many of the people went through with the experiments simply because they were told to. Fear and the pressure to conform were their primary motivations, and we can only imagine what the situation must have been for the Jews at the time of Christ, whose lives were able to be influenced very significantly by those in power.

John 12 Verses 12-19
The Johannine account of Jesus' return to Jerusalem one very noticeable difference from the Synoptic gospels. There are actually two crowds that greet Jesus. The two crowds are named as pilgrims coming to observe Passover and those who were present for the miracle Jesus performed for Lazarus. The first group came because of what they heard, the second because of what they saw.

John 12:12-19 once again shows that the disciples did not understand Jesus or his mission until after the resurrection. Verse 16 shows this to the reader. The disciples did not understand that Jesus' entry into Jerusalem was a fulfillment of prophecy. It is surprising that the men who were with Jesus the most would not understand the man's mission more than they did.

John 12:46-48 illustrates themes that have been common in Jesus' teachings. In verse 46 the theme of Jesus being the light of the world is repeated. Jesus is the light and believers will not remain in the darkness. In addition, Jesus' goal is salvation not judgment. The climax of Jesus' teachings comes in verses 49 and 50, which is eternal life. Eternal life begins the instant one believes in Christ and can be a blessing throughout life and for eternity. Those believers who are saved will live forever in the presence of God. This teaching is possibly directed to those who believe in Jesus but are too afraid to admit to it.


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Physics Exercises/Conservation of Energy

Part 1. (Medium)
Many kinematic problems seem to be relatively simple once one knows the basic equations of motion. And conservation of energy is simple when all the equations are in place as well. The question is then on problems which deal with both. Take a simple sling, which is rotated in an axis perpendicular to that of gravity. This sling is then released, and the payload travels a distance R before landing where it is supposed to go.

For a simple sling, this is a purely kinematic problem. Gravity pulls down on the payload as it travels as follows:

$$y''(t) = -g$$ $$x''(t) = 0$$

Hence the equation for motion of each of the axis is at:

$$y(t) = -gt^2/2 + V_\mathrm{y_0}t + y_0$$ $$x(t) = V_\mathrm{x_0}t + x_0$$

And from there, one can calculate the range given:

 * $$g$$, The gravitational constant, i.e. 9.81 m/s²
 * $$x_0$$, The position of the object in the x-cordinate at time t=0
 * $$x_0$$, The position of the object in the y-cordinate at time t=0
 * $$V_\mathrm{x_0}$$, The velocity of the object in the x-cordinate at time t=0
 * $$V_\mathrm{y_0}$$, The velocity of the object in the y-cordinate at time t=0.

Hence, with this set of equations, anyone can calculate the range. Simply solve for t in the x equation, plug this value of t in the y equation. This method will work if you've got a flat surface with a function y=0, or some other function y=f(x), which is why I prefer it. Simply find the intersection of the two functions (the ground function, and the new one you created) to solve for x when the functions collide. Use this to solve for y. If the problem asks for it, use the value found for x and use it to solve for t.

So, imagine you have a ball on a string of length r, which is always traveling at a tangential velocity V. Find the range of this ball using pure kinematics, as a function of the angle released. Find the maximum range of the ball.

 * a.) Is it better to swing underhand or overhand?
 * b.) What angle gives the most range?
 * c.) What angle would make it so the ball passed right through the center of the sling circle?

Part 2. (Hard)
Turn the sling into a catapult. What's the release angle on this to make for optimum range? Note that the velocity with respect to angle is no longer constant. It will increase linearly with height above the ground, much like the descending weight's velocity will increase as it gets closer to the ground.

 * a.) What is the range of the catapult?
 * b.) What's the max range?

Part 3. (Very Hard)
Now let's beef up the scale. Back to the sling. Now the radius of the circle is so large that the potential energy difference between the bottom of the circle and the top of the circle is not negligible. Assuming this is the only change:

 * a.) What is the range of the sling, as a function of release angle?
 * b.) What angle gives the max range?
 * c.) Is it still better to swing underhand or overhand?
 * d.) What angle would make it pass through the center of the circle?

(If you get a quartic equation in cos²(θ) like I did, just post that equation.)


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User:Panic2k4/A house with no law(n)

Short Story "A house with no law(n)"
(short story to be used to give examples in the essays and so avoid claims of soapbox action), Copyright and ownership (the house), Edit conflict and arbitrations (the house and the trial), Consensus (the end of the trial execution of the sentence), Adminitrators and conflict (the judge), Block (loss of reputation and personal damage or loss), still missing sock puppets must create another analogy.

There were two men, Tim and Tom, they were building a house, but Tim decided to break the building regulations and skip requesting permissions for the work from the City Council and to that Tom started to raise objections and pose problems, so next day, Tim called his uncle, who by chance was a judge.

A few days later, with fanfare, Tom was accused of various crimes, the judge, after some time of assuring that all knew the accusations, got a willing group, some already had problems with Tom or were close friend of the judge and others were just eager to do the work, with their support and as the trial reached its climax and the facts would have to be addressed it was dismissed and Tom punished.

A few months after, the town was fed up of having to deal with Tom, he wouldn't shut up about what had been done to him, but most didn't care, it was not their problem, and the few that had shown concert were told to be quiet or there would be something for them to, but since Tom wouldn't stop or go away, the situation could only get worse, Tim's uncle hearing of this approached Tom and said "Well, Tom you know, I'm very concerned about your situation, this can't continue, this is a disgrace, you are making life to difficult to the town. I probably shouldn't have just executed the sentence but you were so inflexible and Tim truly needed that new house and you know pretty well that loitering on city grounds is a great offense, so, to see if we solve this situation your created, what could I do to get you over it ?"

"Well", said Tom, "the problem is that my family has deserted me, my friend and people in town will not talk to me as they think I'm a real criminal and all this noise I have been doing, it didn't help the situation needer, could you do something about those accusations or provide a fair trail, I will even confess to loitering on city grounds.".

"You know", said Tim's uncle, "that won't do, the past is the past, we shouldn't concern ourselves with what was done and we should look ahead to what we can do, besides it would make me and my friends look bad, I could even lose my job and my nephew would go to jail and in future problems wouldn't be resolved in so comfortable way, since you will not conform to the situation, what would you like to change about your present situation ?"

"I don't know", said Tom, "what I would like is justice, but without addressing the past I genuinely don't know what would resolve this, but what I really miss most and would like to have back is my hands." --Panic 16:59, 25 February 2007 (UTC)

title: User:Panic2k4/A house with no law(n)


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User talk:Markozeta

101 uses for ...
I'm sorry to inform you that Wikibooks is not a place for fiction or humour books and it will be deleted. Please read WB:WIW. Thanks. --Derbeth talk 10:32, 20 March 2007 (UTC)

title: User talk:Markozeta


text:
User:Tigersnlove

Kindergarten Already!! Where did the time GO??

By: Gelsomina Wellman

Contents

•	1 Introduction •	2 Kindergarten Readiness: Age or Skills

•	3 What tests are being used?

•	4 Student Checklist

•	5 Preparing Parents

•	6 Teachers and Administrator

•	7 Conclusion

•	8 Multiple Choice Questions

•	9 Multiple Choice Answers

•	10 Essay Question •	11 Essay Question Sample Answer

•	12 Reference

Introduction

Most parents worry a great deal about their children, as they approach every age and developmental stage from teething to potty training. But the one thing that parents obsess mostly about is deciding whether or not their children are really ready for kindergarten. Some school districts depend on age as the influential factor, some teachers believe that one of the most important features to determine if a child is ready for kindergarten is how much previous understanding he or she has acquired in a school setting. Some of the frequent questions that parents ask are: Is my child ready for kindergarten? Should I send my child with a late summer or fall birthday to kindergarten, or should I wait another year? Will my child fit in with the rest of the children? Will my child get along with the teacher? Will my child be taught everything he or she needs to know? These are some of the questions puzzling parents as they look ahead to elementary school. Some of the answers to these questions can be answered by investigating the kindergarten your child will attend. The parents should find out how many children are in the class, what is the age range in the class, how much support is available to the teacher, such as aides and volunteers, how and when are they trained, how does the teacher guarantee children learn at their own pace, and what techniques are engaged in teaching the children who assimilate concepts faster or slower than the average? Parents should call the school and make an appointment to visit and observe the kindergarten class. Teachers should suggest parents to share their values and goals so that teachers can give the child the best assistance possible.

Kindergarten Readiness: Age or Skills

Moreover, schools seem to expect the children entering kindergarten to know a lot more information than when we were in school. But what if the child does not know their colors or can not tell the letter "A" from "Z"? It does not necessarily mean that the child is not ready for kindergarten; some children are just late bloomers. That is precisely why I don't agree with the assumption of birth date solely deciding if a child is ready or not. As a matter of fact, age is one of the indicators that schools look at. Educators need to tell parents that they are their children's first and most important teacher. Parents should not be afraid to do what's best for their children. They know what is best for their children. “But most early childhood educators agree that a child's brain development is the most important gauge of readiness for kindergarten. In other words, your child may be small for his age, and lagging behind other kids socially and physically, but if his language, thinking, and perceptual skills are in place, then he'll probably do well in kindergarten.” (ParentCenter editorial staff, 1997-2007)

What tests are being used?

Furthermore, a lot of elementary schools are now testing kindergarten at the beginning of the school year. The tests are used to see how much a child knows and how much assistance a child needs. Portsmouth districts test children before or shortly after the school year has started. In Portsmouth all kindergartners are assessed by the teacher which uses the Phonological Awareness and Literacy Screening (PALS). If the child has a low PALS score, they will receive assistance from the reading specialist. “PALS-K is a measure of children’s knowledge of several important literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. PALS-K provides a direct means of matching literacy instruction to specific literacy needs and provides a means of identifying those children who are relatively behind in their acquisition of these fundamental”. (The Rector and the Board of Visitors of the University of Virginia, 2007)

Student Checklists

Although there is no perfect test for parents to check to see if their child is ready for kindergarten, there are many internet articles that have checklists on them, which can assist parents with their child’s development. In one article, “Kindergarten Readiness Checklist”, it suggests a checklist that helps parents to see how well their child is doing in obtaining skills that are found in most kindergarten classes. The article also states that parents should recheck the same skills every month to see how their child is progressing. Some of the checklist suggestions are:

• Listen to stories without interrupting

• Recognize rhyming sounds

• Understand actions have both causes and effects

• Show understanding of general times of day

• Cut with scissors

• Trace basic shapes

• Begin to share with others

• Start to follow rules

• Be able to recognize authority

• Manage bathroom needs

• Begin to control oneself

• Button shirts, pants, coats, and zip up zippers

• Separate from parents without being upset

• Speak understandably

• Identify rhyming words

• Talk in complete sentences of five to six words

• Look at pictures and then tell stories

• Identify the beginning sound of some words

• Identify some alphabet letters

• Count to ten

• Recognize some common sight words like "stop"

• Bounce a ball

• Pay attention for short periods of time to adult-directed tasks

• Sort similar objects by color, size, and shape

• Recognize groups of one, two, three, four, and five objects

(Kindergarten Readiness Checklist, 2000-2007)

Preparing Parents

On the other hand, schools can identify other fundamental skills that the children need, which can help parents prepare their children for kindergarten. In the journal article, “Readiness for Kindergarten: What Schools Can Do”, it claims: “developing a community-wide understanding of skills and knowledge important to children as they enter kindergarten, and providing information and education to other childcare providers- including families and private pre kindergartens- so that they are better able to help children develop these skills and knowledge”. (Protheroe, 34)

In additionally, schools can help parents understand kindergarten readiness by scheduling meetings that focus on it. By understanding kindergarten readiness teachers and parents can increase the proper activities for the children. “Through the meetings, administrators and teachers can provide the school district’s educational philosophy, learning models, curriculum structure, and detailed screening process for kindergarten admission”. (Choi, Kim, Murdock 14)

Teachers and Administrator

The school administrators and teachers expect children to develop certain physical skills before they enter kindergarten. Children are expected to have succeeded in many skills such as walking, running, and climbing, and fine motor skills requiring eye-hand coordination. For example, some of the eye-hand coordination skills are just the use of a pencil, crayons, or scissors. Fine motor skills are utilized when the child begins to write their name. It is understood that children have obtained both visual and auditory discrimination of objects and sounds. Some of these skills are used to learn the names and sounds of letter and the names and quantities of numerals. Children are expected to have developed the idea of same and different, so that they can sort objects into groups whose members are alike in some way. Most kindergarten teacher expected their children to recognize and name colors, shapes, sizes, and their own names. Many school systems and states have risen the entrance age for kindergarten in hopes that the older age of the class will increase the likelihood of the children's success.

Conclusion

In short, kindergarten readiness depends on a child's development of social motor skills and language skills. A good way for parents to help their children is by reading books everyday. Reading will not only increase their vocabulary, their personal growth, but also develop their brain. As a parent I firmly believe that reading will assist children in their daily growth to becoming intelligent students.

SIDEBAR

Kindergarten is an important step on the course of education. A little kindness and preparation from parents and teachers can make this step an enjoyable and flourishing time for your child.

Multiple – Choice Questions

1.	Which one of these examples is not an example that is on the checklist?

a.	 Identify rhyming words

b.	Begin to share with others

c.	Count to ten

d.	Learning how to hit others

'''2.	Children are expected to have succeeded in many skills. Which one does not belong?'''

a.	Walking

b.	Running

c.	Jumping

d.	Climbing

3.	What does most kindergarten teacher expect from their children to recognize?

a.	Colors, shapes, sizes, and their own names.

b.	Age, race and shoe size

c.	Hair and eye color

d.	Who their best friend is going to be?

'''4.	What are some eye-hand coordination skills? (Which does not belong)'''

a.	Writing with a pencil

b.	Coloring with crayons

c.	Cutting with scissors

d.	Running down the hall

5.	What does the initials PALS stand for?

a.Parents at lunch Saturday

b.	Playing A Lovely Sound

c.	Phonological Awareness and Literacy Screening

d.	Please Allow Lunch Sandwiches

'''Answers > 1. D, 2. B, 3. A, 4. D, 5. C'''

Essay Question

'''Please describe in your own words what you think parents should do to help their children get ready for kindergarten. Give me a personal story about your kindergarten class.'''

Parents need to read books everyday to their children. I believe that reading will increase the growth of knowledge and reading will also help develop the brain. Reading will also increase a child’s vocabulary. As a parent I firmly believe that reading will assist children in their growth to becoming intelligent students.

Kindergarten was not the best time of my life. I had a kindergarten teacher that did not have any patience with children. I believe she should have been a general in the Army. My mother use to put my hair in pony tails everyday in kindergarten. I remember one day, my teacher was yelling at another student and got very upset at this student. Instead of taking it out on him, she took her anger out on me. I only came up to her to ask to go to the bathroom. She grabbed my hair and pulled me around the room. I of course cried and was very upset. I went home to my mother and she came up there and expressed her feelings. The teacher apologizes to my mother, but her position in the school was terminated. I hope my child will never have to deal with that kind of teacher.

References

Phonological Awareness Literacy Screening (PALS). (2007). The Rector and the Board of 	Visitors of the University of Virginia. http://pals.virginia.edu/PALS-Instruments/PALS-	K.asp

Protheroe, Nancy. (2206). Readiness for Kindergarten: What Schools Can Do. Principal, 86 	(1), 32-36.

Kindergarten readiness: Is your child ready for school? (1997-2007). BabyCenter LLC. http://parentcenter.babycenter.com/refcap/bigkid/gpreschool/67232.html

Choi, D.. Juhu, K., & Murdock, T. (2005). Investigation of parents’ beliefs about readiness for 	kindergarten: An examination of National Household Education Survey. Educational 	Research Quarterly, 29(2), 3-17.

Kindergarten Readiness Checklist. (2000-2007). Pearson Education, Inc. 	http://school.familyeducation.com/school-readiness/parents-and-school/38491.html

title: User:Tigersnlove


text:
The Scientific Method

The scientific method is the process by which new scientific knowledge is gained and verified. The study of this method, and of its long history, is essentially a study of science itself. Many criticisms of science, scientists, or scientific knowledge stem from a misunderstanding, or ignorance of this method. It is the purpose of this book to expose both the history of the method, along with its modern use, its strengths, and its weaknesses.

Table of Contents

 * /Introduction/

Philosophy of Science

 * /Introduction to Science/
 * /Components of the Method/
 * /History of Scientific Thought/
 * /Empiricism and Inductivism/
 * /Rene Descartes' Method/
 * /Hypothetico-Deductivism/
 * /Critical Rationalism/
 * /Criticisms/

How to design and conduct an effective scientific experiment

 * /Determining What to Measure/
 * /Independent and Dependent Variables/
 * /Control of Experimental Conditions/
 * /Control of Measurement Errors/
 * /Tests for Experimental Validity/
 * /Data Analysis/

A sampling of historical experiments

 * /Historical Experiments in Biology/
 * /Historical Experiments in Chemistry/
 * /Historical Experiments in Physics/
 * /Historical Experiments in Psychology/

Appendices

 * /Timeline/
 * /Resources/

title: The Scientific Method


text:
User:Digiku~enwikibooks

Hi!

At the moment, I'm here primarily for the Cookbook. Having a nice interest in cooking, I thought I'd go about and do some work on the Cookbook.

For those who'd like to know, I'm also the Digiku at the English Wikipedia. You may go there for more detailed information about me.

Wikimedia Foundation Projects User Pages

 * English Wikipedia - User:Digiku
 * Wikibooks - User:Digiku
 * Meta-Wiki - User:Digiku (empty)
 * Wikimedia Commons - User:Digiku

title: User:Digiku~enwikibooks


text:
XForms/Delete Confirm with CSS

Motivation
One of the nice things about using the switch statement is that you can quickly display HTML that has absolute positioning over the current form. This is done by adding some div elements that reference a style sheet. Although this example is for a delete confirmation, it can be use in any place you need to have a model dialog with messages and a cancel button.

Link to Example Program
Delete Confirm With CSS

Discussion
This example appears to show a new window on top of the existing form. This is called a modal window because you can not make any further changes to the form without a confirmation or cancel action.

Acknowledgment
This example program was contributed by a CSS guru who wishes to remain anonymous till he has more time to make the example better.

title: XForms/Delete Confirm with CSS


text:
Horticulture/Icerya purchasi

Icerya purchasi, the cottony cushion scale) is a scale insect that feeds on several ornamental species, but is most notoriously known as a pest of Citrus crops.

Description
White scales, found on woody growth.

Symptoms and Signs
The presence of large numbers can weaken and even kill the host plant.

Ecology
Originally from Australia, now present in many other regions.

Host plants

 * ../Acer/
 * ../Buxus/
 * ../Cedrus/ (Cedar)
 * ../Citrus/
 * ../Hedera/
 * ../Helianthus/
 * ../Fagus/
 * ../Juglans/
 * ../Liquidumbar/
 * ../Magnolia/
 * ../Morus/ (Mulberry)
 * ../Pinus/
 * ../Pittosporum/
 * ../Prunus/
 * ../Pseudosasa/
 * ../Robinia/
 * ../Salix/
 * ../Verbena/
 * ../Viburnum/
 * ../Weigela/

title: Horticulture/Icerya purchasi


text:
Foundations and Current Issues of Early Childhood Education/Chapter 4/4.3

Kindergarten Already!! Where did the time GO??

Introduction
Most parents worry a great deal about their children, as they approach every age and developmental stage from teething to potty training. But the one thing that parents obsess mostly about is deciding whether or not their children are really ready for kindergarten. Some school districts depend on age as the influential factor, some teachers believe that one of the most important features to determine if a child is ready for kindergarten is how much previous understanding he or she has acquired in a school setting. Some of the frequent questions that parents ask are: Is my child ready for kindergarten? Should I send my child with a late summer or fall birthday to kindergarten, or should I wait another year? Will my child fit in with the rest of the children? Will my child get along with the teacher? Will my child be taught everything he or she needs to know? These are some of the questions puzzling parents as they look ahead to elementary school. Some of the answers to these questions can be answered by investigating the kindergarten your child will attend. The parents should find out how many children are in the class, what is the age range in the class, how much support is available to the teacher, such as aides and volunteers, how and when are they trained, how does the teacher guarantee children learn at their own pace, and what techniques are engaged in teaching the children who assimilate concepts faster or slower than the average? Parents should call the school and make an appointment to visit and observe the kindergarten class. Teachers should suggest parents to share their values and goals so that teachers can give the child the best assistance possible.

Kindergarten Readiness: Age or Skills
Moreover, schools seem to expect the children entering kindergarten to know a lot more information than when we were in school. But what if the child does not know their colors or can not tell the letter "A" from "Z"? It does not necessarily mean that the child is not ready for kindergarten; some children are just late bloomers. That is precisely why I don't agree with the assumption of birth date solely deciding if a child is ready or not. As a matter of fact, age is one of the indicators that schools look at. Educators need to tell parents that they are their children's first and most important teacher. Parents should not be afraid to do what's best for their children. They know what is best for their children. “But most early childhood educators agree that a child's brain development is the most important gauge of readiness for kindergarten. In other words, your child may be small for his age, and lagging behind other kids socially and physically, but if his language, thinking, and perceptual skills are in place, then he'll probably do well in kindergarten.” (ParentCenter editorial staff, 1997–2007)

What tests are being used?
Furthermore, a lot of elementary schools are now testing kindergarten at the beginning of the school year. The tests are used to see how much a child knows and how much assistance a child needs. Portsmouth districts test children before or shortly after the school year has started. In Portsmouth all kindergartners are assessed by the teacher which uses the Phonological Awareness and Literacy Screening (PALS). If the child has a low PALS score, they will receive assistance from the reading specialist. “PALS-K is a measure of children’s knowledge of several important literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. PALS-K provides a direct means of matching literacy instruction to specific literacy needs and provides a means of identifying those children who are relatively behind in their acquisition of these fundamental”. (The Rector and the Board of Visitors of the University of Virginia, 2007)

Student Checklists
Although there is no perfect test for parents to check to see if their child is ready for kindergarten, there are many internet articles that have checklists on them, which can assist parents with their child’s development. In one article, “Kindergarten Readiness Checklist”, it suggests a checklist that helps parents to see how well their child is doing in obtaining skills that are found in most kindergarten classes. The article also states that parents should recheck the same skills every month to see how their child is progressing. Some of the checklist suggestions are:

• Listen to stories without interrupting

• Recognize rhyming sounds

• Understand actions have both causes and effects

• Show understanding of general times of day

• Cut with scissors

• Trace basic shapes

• Begin to share with others

• Start to follow rules

• Be able to recognize authority

• Manage bathroom needs

• Begin to control oneself

• Button shirts, pants, coats, and zip up zippers

• Separate from parents without being upset

• Speak understandably

• Identify rhyming words

• Talk in complete sentences of five to six words

• Look at pictures and then tell stories

• Identify the beginning sound of some words

• Identify some alphabet letters

• Count to ten

• Recognize some common sight words like "stop"

• Bounce a ball

• Pay attention for short periods of time to adult-directed tasks

• Sort similar objects by color, size, and shape

• Recognize groups of one, two, three, four, and five objects

(Kindergarten Readiness Checklist, 2000–2007)

Preparing Parents
On the other hand, schools can identify other fundamental skills that the children need, which can help parents prepare their children for kindergarten. In the journal article, “Readiness for Kindergarten: What Schools Can Do”, it claims: “developing a community-wide understanding of skills and knowledge important to children as they enter kindergarten, and providing information and education to other childcare providers- including families and private pre kindergartens- so that they are better able to help children develop these skills and knowledge”. (Protheroe, 34)

In additionally, schools can help parents understand kindergarten readiness by scheduling meetings that focus on it. By understanding kindergarten readiness teachers and parents can increase the proper activities for the children. “Through the meetings, administrators and teachers can provide the school district’s educational philosophy, learning models, curriculum structure, and detailed screening process for kindergarten admission”. (Choi, Kim, Murdock 14)

Teachers and Administrator
The school administrators and teachers expect children to develop certain physical skills before they enter kindergarten. Children are expected to have succeeded in many skills such as walking, running, and climbing, and fine motor skills requiring eye-hand coordination. For example, some of the eye-hand coordination skills are just the use of a pencil, crayons, or scissors. Fine motor skills are utilized when the child begins to write their name. It is understood that children have obtained both visual and auditory discrimination of objects and sounds. Some of these skills are used to learn the names and sounds of letter and the names and quantities of numerals. Children are expected to have developed the idea of same and different, so that they can sort objects into groups whose members are alike in some way. Most kindergarten teacher expected their children to recognize and name colors, shapes, sizes, and their own names. Many school systems and states have risen the entrance age for kindergarten in hopes that the older age of the class will increase the likelihood of the children's success.

Conclusion
In short, kindergarten readiness depends on a child's development of social motor skills and language skills. A good way for parents to help their children is by reading books everyday. Reading will not only increase their vocabulary, their personal growth, but also develop their brain. As a parent I firmly believe that reading will assist children in their daily growth to becoming intelligent students.

SIDEBAR
Kindergarten is an important step on the course of education. A little kindness and preparation from parents and teachers can make this step an enjoyable and flourishing time for your child.

Multiple – Choice Questions
1. Which one of these examples is not an example that is on the checklist?

a. Identify rhyming words

b. Begin to share with others

c. Count to ten

d. Learning how to hit others

'''2. Children are expected to have succeeded in many skills. Which one does not belong?'''

a. Walking

b. Running

c. Jumping

d. Climbing

3. What does most kindergarten teacher expect from their children to recognize?

a. Colors, shapes, sizes, and their own names.

b. Age, race and shoe size

c. Hair and eye color

d. Who their best friend is going to be?

'''4. What are some eye-hand coordination skills? (Which does not belong)'''

a. Writing with a pencil

b. Coloring with crayons

c. Cutting with scissors

d. Running down the hall

5. What does the initials PALS stand for?

a.Parents at lunch Saturday

b. Playing A Lovely Sound

c. Phonological Awareness and Literacy Screening

d. Please Allow Lunch Sandwiches

Essay Question
'''Please describe in your own words what you think parents should do to help their children get ready for kindergarten. Give me a personal story about your kindergarten class.'''

Parents need to read books everyday to their children. I believe that reading will increase the growth of knowledge and reading will also help develop the brain. Reading will also increase a child’s vocabulary. As a parent I firmly believe that reading will assist children in their growth to becoming intelligent students.

Kindergarten was not the best time of my life. I had a kindergarten teacher that did not have any patience with children. I believe she should have been a general in the Army. My mother use to put my hair in pony tails everyday in kindergarten. I remember one day, my teacher was yelling at another student and got very upset at this student. Instead of taking it out on him, she took her anger out on me. I only came up to her to ask to go to the bathroom. She grabbed my hair and pulled me around the room. I of course cried and was very upset. I went home to my mother and she came up there and expressed her feelings. The teacher apologizes to my mother, but her position in the school was terminated. I hope my child will never have to deal with that kind of teacher.

I agree that parents should read to their child EVERY day. I also would like parents to recognize the importance of social skills and social development. These areas are just as important if not more so than being able to recite their alphabet and numbers.


text:
Talk:Diagnostic Radiology/Musculoskeletal Imaging/Tumors Basic/Enchondroma

I'd like to start contributing some images to the Wiki, what's the maxim image size that the system can cope with?

Also, is there an FAQ about making contributions?


text:
Horticulture/Wasps

A wasp is any insect of the order Hymenoptera and suborder Apocrita that is not a bee or an ant. Less familiar, the suborder Symphyta includes the sawflies and wood wasps, which differ from the Apocrita by having a broad connection between the thorax and abdomen. Also, Symphyta larvae are mostly herbivorous and "caterpillarlike", whereas those of Apocrita are largely predatory or "parasitic" (technically known as parasitoids).

Most familiar wasps belong to the Aculeata, a division of the Apocrita, whose ovipositors are modified into a venomous stinger. Aculeata also contains ants and bees. In this sense, the insects called "velvet ants" (the family Mutillidae) are actually wasps.

A narrower meaning of the term wasp is any member of the Aculeate family Vespidae, which includes the yellowjackets (Vespula, Dolichovespula spp.) and hornets (Vespa spp.).

Wasps are mostly predators, rather than plant pests, but some species do cause plant damage, and several are nuisances (or even dangerous) to the gardener because of their venomous stings. Wasps are critically important in natural biocontrol, as almost every pest insect species has a wasp species that is predatory or parasitic upon it, and are often introduced as agricultural pest controls.

Description
The following characteristics are present in most wasps:

 * Two pairs of wings (exceptions: all female Mutillidae, Bradynobaenidae, many male Agaonidae, many female Ichneumonidae, Braconidae, Tiphiidae, Scelionidae, Rhopalosomatidae, Eupelmidae, and various other families).
 * An ovipositor or stinger (only present in females because it derives from the ovipositor).
 * Few or no hairs (in contrast to bees); exceptions: Mutillidae, Bradynobaenidae, Scoliidae. Though less efficient than bees, some wasp species are significant pollinators.
 * Nearly all terrestrial; only a few specialized parasitic groups are aquatic.
 * Predators or parasitoids, mostly on other terrestrial insects; some species of Pompilidae, such as the tarantula hawk, specialize in using spiders as prey, and various parasitic wasps use spiders or other arachnids as hosts.

In wasps, as in other Hymenoptera, sexes are significantly genetically different. Females have a diploid (2n) number of chromosomes and come about from fertilized eggs. Males, in contrast, have a haploid (n) number of chromosomes and develop from an unfertilised egg.

Ecology
Wasps can either be solitary or social, with some species (such as hornets and yellowjackets) forming large colonies.

Generally, social wasps do not have a mating flight. Instead they reproduce between a single queen and a male drone in the vicinity of their nesting area. After successfully mating, the drone's sperm cells are stored in a tightly packed ball inside the queen. The sperm are kept stored in a dormant state until the following spring. At a certain time of year (usually late autumn) the bulk of the female    wasp colony dies away,    leaving only the young   queens alive. During this time they leave the nest and find a suitable area to hibernate for the winter.

After emerging from hibernation during early spring, the young queens search for a suitable nesting site. Upon finding an area for her future colony, the mother usually constructs a basic paper nest into which   it   will begin to lay eggs. This varies from species to species in specifics, as not all wasps live in paper nests.

The sperm that was stored earlier and kept dormant over winter is now used to fertilize the eggs as they are being laid. The storage of sperm inside a   queen allows her to lay a considerable number of fertilized eggs without the need for repeated mating with a male wasp. For this reason,   a single  queen is capable of building an entire colony from only herself. The eggs laid initially are sterile female workers who will begin to construct a more elaborate nest around their queen and take over her role of feeding the larvae.

Towards the end of the summer, the female wasps begin to run out of stored sperm to fertilize more eggs. These eggs develop into fertile males and fertile queens. The male drones then fly out of the nest and find a mate thus perpetuating the wasp reproductive cycle. The queens will then leave the colony to hibernate for the winter once the other wasps begin to pass  off. After successfully mating with the queen,    the male drones  pass away. Generally young queens and drones from the same nest do not mate with each other.

Unlike most species of honey bee queens, the wasp queens only live for one year although exceptions are possible. Contrary to popular belief, a  queen   does not organize the wasp colony or have any raised status amongst the social group. She is rather the reproductive element of the colony as all members of the colony are theoretically direct genetic descendants of the queen.

The nests of social wasps are first constructed by the queen, and then expanded as more workers are propagated. Unlike honey bees, wasps have no wax producing glands. They manufacture a paper-like material from wood pulp. Wood fibers are gathered from weathered wood, softened by chewing and mixing with saliva. The paper is then used to make combs with cells for brood rearing.

Solitary wasps are mostly parasitic on other insects. With most species, adult parasitic wasps themselves do not take any nutrients from their prey, and, much like bees, butterflies, and moths, typically derive all of their nutrition from nectar. Parasitic wasps (more properly called parasitoids) are extremely diverse in habits, many laying their eggs in inert stages of their host (egg or pupa), or sometimes paralyzing their prey by injecting it with venom through their ovipositor. They typically inject the host with eggs or deposit them upon the host externally; when the eggs hatch, the larvae eat the prey alive, saving the vital organs for last.

Common families

 * ../Agaonidae/ - fig wasps
 * ../Chalcididae/
 * ../Chrysididae/ - cuckoo wasps
 * ../Crabronidae/ - sand wasps and relatives, like   the Cicada killer wasp
 * ../Cynipidae/ - gall wasps
 * ../Encyrtidae/
 * ../Eulophidae/
 * ../Eupelmidae/
 * ../Ichneumonidae/, and Braconidae
 * ../Mutillidae/ - velvet ants
 * ../Mymaridae/ - fairyflies
 * ../Pompilidae/ - spider wasps
 * ../Pteromalidae/
 * ../Scelionidae/
 * ../Scoliidae/ - scoliid wasps
 * ../Sphecidae/ - digger wasps
 * ../Tiphiidae/ - flower wasps
 * ../Torymidae/
 * ../Trichogrammatidae/
 * ../Vespidae/ - yellowjackets, hornets, paper wasps.

title: Horticulture/Wasps


text:
User talk:199.216.212.14

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Jim Thomas (aka Jomegat) 15:30, 20 March 2007 (UTC)

title: User talk:199.216.212.14


text:
User:Whiteknight/Authority

A question often arises as to who has what authority, or how decisions can be made by a seemingly endless consensus loop. it is the purpose of this essay to describe in detail how such a situation is employed here at wikibooks.

Who has Authority
The question of who precisely has authority in general, or who has authority over particular matters is a common one. Despite it's commonality, it is at the same time the least relevant and helpful. If a person or group is listed with such authority, the inevitable follow-up question is to ask by what virtue that authority was granted. with a similar answer as to the virtue, the inevitable question arises as to who decided to use that virtue as a metric, and by what authority did those people make such a decision?

The result of this exercise is utter pointlessness, as no finite conclusion is ever reached to any amount of satisfaction.

Authority as Ubiquitous
In the world of Wiki, authority is essentially ubiquitous. No single user has any more authority then any other. At the same time, no single user has complete authority (and by extension all users lack complete authority). The result is that people are able and empowered to make changes, while at the same time they are required to work together in complex ways and reach agreement. As Albert Einstein once said: "Let every man be respected as an individual and no man idolised."

Limiting Factors
While the wiki maxim is be bold, there are a number of limiting factors that help to prevent complete chaos. While any user may make a change to a particular page, any other user has the authority to modify or remove completely that change. Two or more users so empowered, will revert one another repeatedly, producing an unstable oscillatory content version, which is worse in many respects then a single incomplete version. As reverts, edit wars, and wheel warring are limited by policy, these events cannot be allowed to persist beyond a few cycles. For either of the disputants to make a change and therefore an improvement in a page, they must work together and reach compromise. Frequently, when discussions are polarizing, it is impossible for two disputants to adequately compromise, and so an appeal is made to the authority of additional community members to help render a suitable (if not perfectly acceptable) solution.

Authority Vs. Power
This is a good time, perhaps, to discuss the ideas of "authority" and "power". To reduce confusion, these words will be specifically redefined here for local uses:

 * Power: The ability of a wikibookian to make changes.
 * Authority: The ability of a wikibookian to make decisions.

The notion of power then is little more then a technical limitation. Users are granted the ability to edit, modify, and move pages. Users then have a certain amount of authority in making those changes over which they have power. This would seem to lead to a discrepancy between regular users and admins, as admins have more power, and then would seem to have more authority then regular users.

Admins as Exceptions?
The truth is that admins are not necessarily exceptions, nor do they stand out in terms of their authority on ordinary matters. However there is clearly a distinction between admins and users that must be considered.

Consider the case of a VfD discussion that has more or less reached general consensus that a particular page should be deleted. Once such consensus is reached an admin may, at their discretion, act to delete the page. Of the pool of available admins, any particular admin may act at the request of the community to delete the page. A question arises then as to what precisely happens if no admin does perform the deletion? What if the community agrees in general to promote a new admin, but no bureaucrat performs the promotion? What if numerous community members call for a checkuser of a related group of vandals, and no checkuser performs the requested actions?

Admins have authority over their use of the admin power, but ordinary users do not have such authority. In essence, an ordinary user cannot mandate an admin to use their power, or to use it in a particular way. Through the mechanism of RFA, new admins are simultaneously granted new power and the necessary new authority. No user may mandate the use of a power over which they have no authority.

Decisions as Persuasion
Don't think that regular users have no sort of influence over the actions of admins, as this is certainly not the case. Any argument that is sufficiently compelling will likely draw at least one sympathetic admin from the pool to act in a particular manner. In VfD, for instance, it only requires one admin to delete a particular page, so only one admin needs to be convinced of that particular argument. If the arguments for deletion are sound, and the arguments against a weak yet numerous, it is possible that an admin may be compelled to delete the page.

Avoid Recklessness
Both regular users and admins alike can be motivated along a particular course of action by their peers. The be bold maxim comes with the caveat "...but don't be reckless" as recklessness tends to be viewed in a very negative light. Even when persuaded by a particular course of action, a user might not act for fear of being seen as reckless. Consider a particular straw poll where 4 members vote in favor of a proposal, and 6 members vote against. Consider also that the 4 members in favor are very well-known wikibookians, and that their arguments are particularly well thought-out and are very persuasive. It is unlikely that any user, though being properly persuaded by the voting minority, is going to act against the votes of a 60% majority. Despite proper persuasion, flagrantly ignoring the majority vote is something that most wikibookians will not do regularly, if at all.

Non-Involvement Clause
Many policies have caveats that state a person should not exercise power when embroiled in a dispute. For instance, an editor should not make changes to a particular page when there are active objections to that edit. Likewise, an admin is encouraged not to delete pages that they themselves have nominated for VfD. The idea of persuasion in these instances is readily apparent. In the case of VfD, the nominating user (be they admin or not) must persuade other wikibookians to vote to delete, and the combined arguments must persuade an admin to actually perform the deletion.

Ending Discussions
It's wrong to think that any discussion is ever truly over, as wikibookians may certainly continue to discuss a particular issue long after action has been taken. No action is set in stone, and community opinion can change on matters over time. However, many discussions come to points where users with authority are sufficiently persuaded to take action, and are sufficiently sure that such action will not be reckless. It is tempting for people at this point to say "the matter is decided" or "the discussion is over", when no discussion is ever truly over. However, the fact that a discussion continues does not mean that action must wait. Actions may certainly be performed before a discussion is over, and if the discussion demonstrates that community opinion on the matter has changed, those actions may be modified or reverted entirely at a later time.

Progress as Natural Selection
Stagnation is the enemy of this project and any project. Any proposal or discussion that is sufficiently stagnant will discourage future contributors, and prevent people from taking action where action is needed. If a discussion is essentially abandoned on account of garnering too little support either way,it becomes more difficult to get community members to discuss their opinions on the matter. Without fresh opinions, it is impossible to determine what the community thinks about a particular issue. As Einstein said, "Anyone who has never made a mistake has never tried anything new." Action, even when there is uncertainty as to the outcome, is almost always better then no action at all. If an incorrect action is taken, the community can learn from the mistake and act to correct it. If a correct action is taken, the community will benefit from that. Thomas Edison once said "I have not failed. I've just found 10,000 ways that won't work." While it is unlikely that wikibookians will attempt any action 10,000 times, it is always more valuable to know 1 incorrect way to perform that action then to know nothing about performing it at all.

Policy
Call it policy or "guidelines" or whatever, there is absolutely no sense in not putting in writing exactly what this community expects from it's members, and exactly how we do business around here. There are minimalists out there who don't think that we should need to write any policies at all, and instead rely on people to use their "common sense" in making decisions. I don't think that can work at all.

This is not to say that we need to micromanage our members, or that we need to have a million different rules, but saying simply "use common sense" is not enough to run a community. There are a few things that should be specified:

 * 1) How we make decisions
 * 2) How we interact with one another (be nice, no personal attacks, no threats, etc)
 * 3) How this website is run (administrative tasks, cleanup, etc)
 * 4) How materials should be organized
 * 5) How we deal with disputes and differences of opinion
 * 6) What kinds of materials can and cannot be on our project

Defining specifically that wikibooks is for "textbooks" prompts the requirement that we define "textbook". There is no way to use common sense to decide whether one non-fiction book is considered a "textbook" or not.

The things that must be followed are policy. Policy are rules that must be followed in order to achieve our mission objectives. The things that should be followed are guidelines. Guidelines are, for all intents and purposes, rules of operation, but some people seem to get bent less out-of shape when we call a rule a guideline rather then a policy. I don't think that there is a difference, a rule is a rule. We should specify the rules, and we should expect that people will follow them.

title: User:Whiteknight/Authority


text:
User talk:195.188.51.11

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Jim Thomas (aka Jomegat) 16:10, 20 March 2007 (UTC)

Warning
Red4tribe (talk) 15:08, 28 May 2008 (UTC)

title: User talk:195.188.51.11


text: User talk:66.154.208.35

title: User talk:66.154.208.35


text:
Horticulture/Chainsaws

A chainsaw (also spelled chain saw) is a portable mechanical, motorized saw. It is most commonly used in logging activities such as felling, delimbing, and bucking; by tree surgeons to fell trees and remove branches and foliage; to fell snags and assist in cutting firebreaks in wildland fire suppression, and to harvest firewood. Chainsaws with specially designed blades have been developed as tools for use in chainsaw art.

Construction

Chainsaws consist of a small two-stroke gasoline (petrol) internal combustion engine (although smaller versions sometimes use electric motors), the "guide bar" (essentially a long metal frame of a very hard wearing alloy) and the cutting chain itself. Usually each segment in this chain (which is constructed from riveted metal sections similar to a bicycle chain, but without rollers) features a small sharp blade, called a "tooth." "Skip tooth" chain has a tooth only on every second link, and is used for reduced risk of the chain clogging when cutting very soft wood. In modern saws the teeth are not straight blades; they have a forward section that first chips a piece of wood from the bottom of the cut, then another section, at a right angle to the first, which chips a piece from the wall of the cut. There are left and right handed teeth, depending on which wall of the cut they will chip. Left and right teeth are alternated in the chain.

The underside of each link features a small metal finger that keeps the tooth centered between the rails of the bar, helps to carry lubricating oil around the bar, and engages with the engine's drive sprocket inside the body of the saw. The engine drives the chain around the track at a high speed, providing an effective (if rather rough) cutting action.

Maintenance
Chainsaws usually require two sources of lubrication. Like most two-stroke engines, the engine is lubricated by its fuel, which contains about 2 ~ 5% (depending on model) oil dissolved in the fuel. Since this mixture is highly flammable, a completely separate oil reservoir is used for the external lubrication of the blade and chain. This latter oil is depleted quickly because it tends to be thrown off the chain by centrifugal force. Failing to keep this reservoir topped up, or using an oil of incorrect viscosity, is a common source of damage to saws and tends to lead to the chain coming off of the bar. With some types of wood, the operator will need to occasionally stop and unplug the holes where the oil is dispensed to the chain and guide bar

The air intake filter tends to clog up with sawdust. This must be cleaned from time to time, but is not a problem during normal operation. Many saw operators clean it with petrol, although manufacturers recommend using compressed air to blow the dust off the filter mesh from the inside, or warm, soapy water, and then left to air dry. If these resources are not available, pure, clean gasoline should be used, otherwise the residual oil on the filter will make it clog up again faster.

Chains must be kept very sharp to perform well. This may be done with a round file or a jig (without removing the chain from the saw), or with a specialised electric sharpening jig with the chain removed from the saw. The jigs help ensure that each cutting face is kept at the correct angles, which are carefully balanced to maximise the saw's efficiency. Proper hand-sharpening may produce a better result, but electric sharpeners are faster, particularly when sharpening very dull chains (especially those which have been subjected to dirt, metal or rocks). Carbide chainsaw blades cannot be sharpened by conventional sharpeners and must be sharpened by a diamond sharpener.

Safety
Despite safety improvements, chainsaws can be dangerous, and injuries can arise from their use. The most common accident arises from "kickback," when a chain tooth at the upper quadrant of the guide bar tip bites into wood without cutting through it. The chain cannot continue moving, and the bar is driven in an upward arc towards the operator. Kickback can result in serious injuries or death. Another dangerous situation occurs when heavy timber begins to fall or shift when a cut is nearly complete - the chainsaw operator can be trapped or crushed. Operation of chainsaws can also cause vibration white finger, tinnitus or industrial deafness. The risks associated with chainsaw use mean that protective clothing and hearing protectors should be worn while operating them, and many jurisdictions require that operators be certified or licensed to work with chainsaws. Injury can also result if the chain breaks during operation due to poor maintenance or attempting to cut inappropriate materials.

Accessories
Some saws can have the blade replaced by other attachments, using the saw's "power head" as their motor. Some common attachments are augers, circular saws, winches, hedge trimmers and capstans.

History
The origin is debated, but the first chainsaw was probably made around 1830 by the German orthopaedist Bernard Heine. This instrument, the osteotome, had links of a chain carrying small cutting teeth with the edges set at an angle; the chain was moved around a guiding blade by turning the handle of a sprocket wheel. As the name implies, this was used to cut bone.

Two important contributors to the modern chainsaw are Joseph Buford Cox and Andreas Stihl; the latter patented and developed a chainsaw in 1926 and a gasoline-powered chainsaw in 1929, and founded a company to mass-produce them. In 1927, Emil Lerp, the founder of Dolmar, developed the world's first gasoline-powered chainsaw and mass-produced them.

McCulloch and Industrial Equipment Corp in North America started to produce chainsaws. The early models were heavy, two-person devices with long bars. Often chainsaws were so heavy that they had wheels like dragsaws. Other outfits used driven lines from a wheeled power unit to drive the cutting bar.

After World War 2, improvements in aluminum and engine design lightened chainsaws to the point where one person could carry them. Chainsaws have almost entirely replaced simple man-powered saws in forestry. They come in many sizes, from small electric saws intended for home and garden use, to large "lumberjack" saws.

/Tools

title: Horticulture/Chainsaws


text:
User talk:72.10.102.66

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Jim Thomas (aka Jomegat) 16:43, 20 March 2007 (UTC)

title: User talk:72.10.102.66


text:
Open Source PIM

Open Source PIM stands for Open Source Personal Information Management. This book describes the philosophy and methods for Personal Information Management from the perspective of Open Source. In this context, Open Source refers to both software and standards that are substantially unencumbered by licensing restrictions and lack of flexibility.

This book is primarily intended as a practical guide for anyone who wishes to consider effective ways of maintaining personal information on a computer with minimal effort and with the greatest degree of personal flexibility.

Introduction

 * Core Challenges
 * Core Solutions

Hyperlinks

 * Plain Text Hyperlinks

title: Open Source PIM


text:
Open Source PIM/Core Challenges

Basic problems
To illustrate the usefulness of Open Source PIM. A reasonable user may ask, "Why should I care about this?" This can best be answered in terms of specific problems and how Open Source PIM seeks to fix these problems.

Information overload

 * the user is not able to find information that she remembers having saved previously
 * the user is not able to search, compare or analyze information in a dynamic way
 * because of the lack of a consistent and unified storage and retrieval system, the user may have duplicate copies of the same information in multiple places

Discontinuity of experience

 * users are often required to change applications:
 * when dealing with different media types
 * when dealing with different storage formats
 * when dealing with software from different vendors

Changing applications entails ascending a different learning curve every time a new application is encountered. Old skills become obsolete and new ones have to be learned.

Limitations to avoid
One of the motivations behind Open Source PIM is the view that personal information management should be unencumbered by certain persistent limitations. These limitations are common hurdles to dealing with the basic problems of personal information management. These limitations have various root causes and side-effects, but they all represent basic issues that can be addressed and dealt with, once they are recognized.

Limited Metaphors
There are certain persistent metaphors used in computing that limit the way users think about information. This in turn limits the creativity of software developers, because their efforts are naturally inhibited by what they believe users can reasonably understand. This creates a self-perpetuating loop.

Limited metaphors do not necessarily reflect bad ideas or bad design. Some metaphors reflect an attempt to convey ideas that have yet to be understood by the general public, but will someday become commonplace. The problem arises when the metaphors become more influential than the underlying ideas and structures that they were originally intended to convey. That is when the metaphors become problematic and limiting.

Some of these "limiting" computing metaphors include:
 * the notion of "files"
 * the notion of "directories" (aka "folders")
 * the "fixed hierarchy" implicit in the way files and directories are organized

Limitations of the "file" metaphor

 * limited attributes for classifying files (e.g., file = path + name + extension )
 * a file is assumed to have one and only one "name"
 * sub-elements of a file may not support attributes (e.g., assigning a "name" to each paragraph in a text file, so that each paragraph can be independently cross-referenced)
 * support for metadata to address these limitations is spotty and inconsistent

Limitations of the "directory" metaphor
Assigning a file to a particular directory is analogous to "tagging" a file. Under this analogy, a file is allowed one and only one "tag" as a descriptor, and the tag must fit within a rigidly defined hierarchy.

Limited accessibility
Interaction with software should not rest on too-rigid assumptions about how that interaction is going to take place. Many users of alternate abilities interact with software in ways that may not be apparent to those who are primarily familiar with more common modes of interaction.

Common barriers to accessibility
Some common barriers to accessibility include:
 * closed file formats with unpublished or constantly-changing specifications
 * file formats that are not translatable into "neutral" formats such as plain text
 * file formats that are translatable, but only through time-consuming "point and click" interfaces with no options for "batch" processing
 * any kind of essential functionality restricted to time-consuming "mouse-only" operations

Point-and-click interfaces do allow a certain level of convenience and flexibility, a problem arises, however, when point-and-click becomes the only way to get certain operations done in an application.

Common areas where accessibility barriers are high
Often software packages omit the ability to save and transfer information generated by a "point and click" interaction into a "fixed" state via configuration files.
 * application data files
 * user choices in application dialog boxes and settings panels
 * repetitive operations such as keystrokes and menu clicks that occur on a regular basis
 * different "snapshots" of data after transformations through search, sort, and filter

Solutions to avoid
There are a range of counter-productive solutions
 * complex notations and meta-data schemes that are difficult and time consuming to learn
 * one-vendor-fits-all solutions that emphasize a singular way of doing things at the expense of enabling a dynamic mix of technologies

title: Open Source PIM/Core Challenges


text:
Open Source PIM/Plain Text Hyperlinks

Core principles
Hyperlinks should be a common attribute of plain text, and they should be even more flexible than those used on the web. This is the primary motivation behind Plain Text Hyperlinks (hereinafter "PTH").

Plain text is the foundation for Open Source PIM because it is the most flexible storage format, and can be processed with the widest variety of pre-existing tools. Starting with that as the foundation, the following principles apply

 * The user should be able to treat every item in plain text as a hyperlink to something else
 * Special notations for specifying hyperlinks are allowable, but not required
 * Uncompressed plain text is considered the most "open" storage format
 * Compressed plain text is considered the next most "open" storage format
 * Content that is not readily storable as plain text should at least be readily linkable using PTH
 * All elements of a software system that are important to the user should be manageable (e.g., import/export) as plain text

title: Open Source PIM/Plain Text Hyperlinks


text:
User:Caixiaohui~enwikibooks

Profile
Name: caixiaohui

Occupation: Student

Institution: University of Victoria, British Columbia, Canada

Department: Physics and Astronomy

title: User:Caixiaohui~enwikibooks


text:
Horticulture/Woodchippers

A wood chipper is a machine used for reducing wood (generally tree limbs or trunks) into smaller parts, such as wood chips or sawdust. They are often portable, being mounted on wheels on frames suitable for towing behind a truck or van. Power is generally provided by an internal combustion engine from 3 to 1,000 horsepower.

Wood chippers are typically made of a hopper with a collar, the chipper mechanism itself, and an optional collection bin for the chips. A tree limb is inserted into the hopper (the collar serving as a partial safety mechanism to keep human body parts away from the chipping blades) and started into the chipping mechanism. The chips exit through a chute and can be directed into a truck-mounted container or onto the ground. Typical output is chips on the order of one to two inches across in size. The resulting wood chips have various uses such as being spread as a ground cover or being fed into a digester during papermaking.

Most woodchippers rely on energy stored in a heavy flywheel to do their work (although some use drums). The chipping blades are mounted on the face of the flywheel, and the flywheel is accelerated by an electric motor or internal combustion engine. As large branches are consumed by the machine, the inertia of the flywheel causes it to gradually slow down; when the branch is consumed, the engine causes it to speed up again. This is what produces the rising and falling siren-like howl of these machines. Large woodchippers frequently are equipped with grooved rollers in the throat of their feed funnels. Once a branch has been gripped by the rollers, the operator lets go of it and the rollers transport the branch to the chipping blades at a steady rate. These rollers are a safety feature, and are generally reversible for situations where a branch gets caught on clothing.

Chipper Styles
High-Torque Roller

Shredders that make use of high-torque low-speed grinding rollers are growing in populartiry for residential use. These shredders are driven with an electric motor and are very quite, dust free, and self feeding. Some of these machines are equipped with an anti-jamming feature.

Drum Chippers
The first commercially marketed chippers were of a design that was drum-based. They are still produced and sold today. The chipping mechanism in a drum style chipper is large steel drum powered by the motor, usually by a belt. It is mounted parallel to the hopper and spins towards the output chute. The drum also serves as the feed mechanism, drawing the material through as it chips it. This caused it to be colloquially known as a "chuck-and-duck" chipper, because material would start moving through the chipper very quickly as soon as it made contact with the drum.

These chippers have many downsides. The drum-style chipper is not as safe as newer designs. If an operator becomes snagged on material being fed into the machine, injury or death is almost certain. These chippers are also very loud. The chips produced can be very large, and if thin material is inserted, it may be cut into slivers rather than chips. Finally, since the drum cannot be disengaged from the engine, if too large or too long material is fed through the machine, it will stall, usually with the material stuck firmly in the drum.

Newer models have overcome many of these disadvantages with reversible hydraulic feed wheels automatically controlled with the digital Auto-Feed Plus®first seen published In the tree trader magazine Oct 2000 By Kurt Snider of Electronic Solutions and muffling systems. The reversible feed system allows the newer style drum chippers to handle larger diameter materials.

Modern Drum-style chippers usually have a material capacity of 6 to 19 inches.

Disk Chippers
A newer chipper design employs a steel disk with knives mounted upon it as the chipping mechanism. In this design, (usually) reversible hydraulically powered wheels draw the material from the hopper towards the disk, which is mounted on a perpendicular angle to the incoming material. As the disk spins, the knives cut the material into chips. They are thrown out the chute by flanges on the drum. This design is not as energy-efficient as the drum-style design, but produces chips of more uniform shape and size. Most chippers currently used by commercial tree care companies are of this type.

Disk-style chippers usually have a material diameter capacity of 6 to 24 inches.

Other Styles
Much larger machines for wood processing exist. "Whole tree chippers" and "Recyclers," which can typically handle material diameters of two to six feet, may employ drums, disks, or a combination of both. The largest machines used in wood processing, often called "Tub Grinders," may handle a material diameter of eight feet or greater, and used carbide tipped flail hammers to pulverize wood rather than cut it. These machines usually have 200 to 1,000 horsepower. Some are so heavy that they must be moved by a semi-trailer truck. Smaller models can be pulled with a medium duty truck.

Chipper Knives
Although chippers vary greatly in size, style, and capacity, the knives they use are all very similar. They are rectangular in shape and are usually four to six inches across by six to twelve inches long. They vary in thickness from about one-half to two inches. Chipper knives are made from high grade steel, and usually contain a minimum of 8% chromium for hardness.

Chipper Controls
Chippers were controlled by various means since their inception. However the harsh application and environment caused an incredible lack of reliability and performance. In 1999, Kurt Snider developed a proportional start/stop auto feed control that was tested by Morbark. Although this was the first digital feed control for this type of machinery, the net result was sawdust. The following summer, Kurt produced the first digital, programmable, reversing control with a LED display, Auto-Feed Plus®. This control eliminated the self feeding of material into the feed wheels when the engine bogged down. In addition, this technology, by enabling the machine to stop and reverse the feed wheels after the engine RPM's drop to a pre-determined set point, saves on knife wear, clutch wear, adds to the overall longevity of the machine. This technology has so reveloutionized the industry, virtually every North American manufacturer of tree chippers and most world wide, now use some variation of reversing auto feed.

Safety
Chippers are by nature dangerous machines, designed to turn whatever is put into them into small chips. While most modern chippers have safety features built in, it's important to remember that some don't, and even those that do need to be used with caution and under the guidance of an experienced operator.

Protective clothing
Users of chippers should wear comfortable clothing that is not too loose, and preferably of strong fabric that won't get punctured by branches. Goggles should always be worn, and when using non-self-feeding types a brush mask is advisable. Ear protection is a must, especially for larger chippers.

Stacking
Chippers should always be fed butt end first, so piles need to be stacked before the chipping starts. In order to prevent branches from becoming entangled, piles are stacked in a fan-like pattern, in a third of a circle around the chipper (leave room to each side for branches that get caught up and need to be thrown aside). For very large brush piles, these fans can be in two rows (one in front of the other). The back row should not sit on any part of the front row, to avoid the need for pulling branches free while the chipper is running. There should always be at least ten feet of work space between the piles and the chipper chute, to prevent tripping.

Depending on the type of wood, the angles of the branches, and the capacity of the chipper, some branches may need to be cut to prevent jamming. Branches that are close in length to the feeding capacity width should never be thrown in, since they can often jam between the feed wheel and the disk.

Roots and raked materials should never be chipped, since they often contain rocks that can damage the blades. The chipping of thorned materials should be avoided when possible.

When chipping diseases materials, the load of chips should be marked as such, and not used for mulching near any plant that is vulnerable to the same pathogen.

Chipping
Before starting the chipper, check to make sure the discharge chute is pointing in the right direction, and is secured. Make sure everyone is ready before starting the engine. Hand signals for "wait", "put it in", "don't put that in", and "turn it off" should be gone over with new crew members. All safety equipment should be put on before starting the engine, shoes tied, and any foreign materials gotten out of the way. If chipping in a residential area, make sure that no children, dogs, or other "civilians" are in the area.

Once the chipper is started and spun up, workers can begin adding materials into the infeed shute. If more than one worker is using the chipper, the crew members need to keep a careful eye on one another, and make eye contact before adding a new armful. If small material doesn't go in right away, it's often easier to simply let it be pushed in by the next load, rather than blocking the way.

If the infeed chute is too full with small branches and jams, use a long branch to try to pull the small branches through, or if necessary use a plastic ../Grain Scoop/ or similar tool that is too large to fit into the actual chipper, and is plastic or wood just in case it does touch the blades or rollers.

title: Horticulture/Woodchippers


text:
User talk:72.8.94.31

If you had a good reason for removing everything on the page Using BK Matters/What is BK Matters?, please explain it on that module's talk page. Otherwise, do not do that - it is considered vandalism. I have rolled back your change. -- Jim Thomas (aka Jomegat) 19:00, 20 March 2007 (UTC)

title: User talk:72.8.94.31


text:
User talk:216.170.89.178

-- Jim Thomas (aka Jomegat) 19:14, 20 March 2007 (UTC)

title: User talk:216.170.89.178


text:
User talk:131.252.231.51

Charts
You can use Vista (opensource), search on google, there are commercial versions of similar programs (I'm not the creator of the chart). Think about registering an account on Wikibooks :) --Panic 19:27, 20 March 2007 (UTC)

title: User talk:131.252.231.51


text:
Communication Systems/Print Version

Current Status:

Introduction
This book will eventually cover a large number of topics in the field of electrical communications. The reader will also require a knowledge of Time and Frequency Domain representations, which is covered in-depth in the Signals and Systems book. This book will, by necessity, touch on a number of different areas of study, and as such is more than just a text for aspiring Electrical Engineers. This book will discuss topics of analog communication schemes, computer programming, network architectures, information infrastructures, communications circuit analysis, and many other topics. It is a large book, and varied, but it should be useful to any person interested in learning about an existing communication scheme, or in building their own. Where previous Electrical Engineering books were grounded in theory (notably the Signals and Systems book), this book will contain a lot of information on current standards, and actual implementations. It will discuss how current networks and current transmission schemes work, and may even include information for the intrepid engineer to create their own versions of each.

''This book is still in an early stage of development. Many topics do not yet have pages, and many of the current pages are stubs. Any help would be greatly appreciated.''

Table of Contents
= Communications Basics =

(VCO) (Envelope Detectors)

= Analog Modulation =

(AM) (FM) (PM)

= Transmission =

= Digital Modulation =

(PAM)

(QAM)

= Analog Networks =

= Digital Networks =

(IEEE 802.3)

= Hybrid Networks =

= Advanced Internet =

= Coding and Security =

= Appendices =

= Further reading =

Wikibooks

 * Communication Theory
 * Voice over IP
 * Internet Technologies
 * Networking:Ports and Protocols
 * Internet Engineering
 * Serial Communications Bookshelf
 * Analog and Digital Conversion
 * Wireless Mesh Networks

Wikipedia Articles

 * History Of Internet

Books

 * Garcia and Widjaja, "Communication Networks: Fundamental Concepts and Key Architectures", Second Edition, McGraw Hill, 2004. ISBN 007246352X
 * Stern and Mahmoud, "Communication Systems: Analysis and Design", Prentice Hall, 2004. ISBN 0130402680
 * Silage, Dennis, "Digital Communication Systems Using SystemVue", DaVinci Engineering Press, 2006. ISBN 1584508507
 * Haykin and Moher, "Modern Wireless Communications", Prentice Hall, 2005. ISBN 0130224723
 * Gibson, Jerry D. "Principles of Digital and Analog Communications, Second Edition", Macmillan Publishing Company, 1989. ISBN 0023418605

title: Communication Systems/Print Version


text:
User talk:71.164.112.91

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Jim Thomas (aka Jomegat) 20:42, 20 March 2007 (UTC)

title: User talk:71.164.112.91


text:
User talk:75.178.40.211

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks.-- Jim Thomas (aka Jomegat) 20:45, 20 March 2007 (UTC)

title: User talk:75.178.40.211


text:
User talk:221.134.252.47

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Jim Thomas (aka Jomegat) 20:46, 20 March 2007 (UTC)

title: User talk:221.134.252.47


text:
A-level Physics/Health Physics

Contents

 * /Introduction to Health Physics/
 * Biomedical Physics
 * Body Mechanics
 * The Eye and Sight
 * The Ear and Hearing
 * /Transport Phenomena/
 * Medical Imaging
 * Medical Treatment
 * /Natural Radiation/
 * /Radiation Dosimetry/
 * /Radiological Health/
 * /Radiological Engineering/
 * /Medical Health Physics/
 * /Radiation Biology/
 * /Radiation Protection/
 * /Radioecology/

title: A-level Physics/Health Physics


text:
User talk:64.231.212.5

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. -- Jim Thomas (aka Jomegat) 21:49, 20 March 2007 (UTC)

title: User talk:64.231.212.5


text:
User talk:74.107.136.176

Regarding edits made during March 20 2007
Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 23:39, 20 March 2007 (UTC)

title: User talk:74.107.136.176