text:
Metal Gear Series/Outer Heaven Uprising

The following events take place in Metal Gear. This transcript is taken from the "Previous Operations" section of Metal Gear Solid.

The year is 1995. Deep in South Africa, 200km north of Garzburg, Outer Heaven- an armed fortress nation, established by the legendary mercenary. He was feared in combat by both his friends and foes as a hero and a lunatic. The "Western" nations have found that a weapon of mass destruction capable of rewritting war history is under development at Outer Heaven. They have called upon the high-tech special forces unit FOX-HOUND to take care of the situation. In response to this order, Big Boss, the commander-in-chief of FOX-HOUND, sent Gray Fox, the man with the code name "Fox" which is given to the best member of the unit "Operation intrude N313"

After a few days, his last message being "Metal Gear..." Gray Fox was missing in action. Taking the situation seriously, the top men of the "West" again called for FOX-HOUND. Big Boss selected Solid Snake, who had recently joined FOX-HOUND, as the agent and entrusted everything to him.

Successfully making a solo infiltration to Outer Heaven, Snake got in touch with local resistance members Schneider, Diane and Jennifer. With their co-operation, Snake suceeded in rescuing Gray Fox. Gray Fox laid out the terrifying facts about "Metal Gear" Metal Gear was the development name of a nuclear warhead-equipped two-legged walking tank. It can walk through over the toughtest terrains that would stop normal tanks. It can conduct local warfare by itself with unique weapons like its vulcan-cannon and anti-tank missiles. It was indeed a new type of weapon that can conduct a nuclear attack against any place on the face of the Earth from any land surface...

With Metal Gear, Outer Heaven was trying to establish its military superiority over the entire world. In order to destroy Metal Gear, Snake rescued Metal Gear's chief engineer Dr. Pettrovich and his daughter, Elen, who was taken hostage to force her father to continue with his development. Snake hears from Dr. Pettrovich how to destroy Metal Gear.

However, as Snake approached the heart of Outer Heaven and Metal Gear, well designed traps are set all around Snake- as if his actions are being leaked to the enemy...

In the midst of the escalating battle, the leader of the resistance, Schneider, fell into the hands of the enemy, and Snake himself was injured through the deadly battles with Outer Heaven's best mercenaries. But Snake's indomitable spirit lead him to the 100th floor basement of the secret base where Metal Gear was developed. Evading the powerful defense system that wipes out all intruders, Snake ultimately succeeded in destroying Metal Gear.

Snake tried to escape from Outer Heaven upon completing the mission. However, during the escape he was comfronted by one man- FOX-HOUND's commander-in-chief Big Boss. Big Boss laughed at the astounded Snake and told him the truth behind his mission. While serving as commander-in-chief of FOX-HOUND Big Boss also ran a mercenary dispatch company utilizing his connections and capitals from his own years as a merc. He was planning on to build this company a larger military establishment, and he built Outer Heaven as its base. His purpose for sending the rookie Snake was to cause information confusion amongst the west. However, Big Boss miscalculated. He never thought Solid Snake would make it this far...

Having lost Metal Gear, Big Boss activated the self-destruct system of the underground base. While the countdown to destruction continued, his screamed echoed in the emptiness "YOU HAVE GONE TOO FAR. TOO FAR!!!"

On the 100th floor basement, the battle between the two men commenced- free of ideology and politics. The armed fortress nation Outer Heaven collapsed. The impenetrable fortress made from the best military technology and occupied by the toughest mercenaries burned in flames. Behind him, the flames reached skyward, as Outer Heaven fell leaving Solid Snake all alone...

title: Metal Gear Series/Outer Heaven Uprising


text:
Metal Gear Series/Zanzibar Land Disturbance

The following events take place in Metal Gear 2: Solid Snake. This transcript is taken from the "Previous Story" section of Metal Gear Solid.

1999, the world was facing an energy crisis. It was obvious that the petroleum would run out faster than what was expected. However, the development of an alternative energy resource was far from completion. The price of petroleum has skyrocketed and the world economy in confusion. The 21st century was expected to be one of chaos. One man's invention changed the entire situation. A Czech genius and biologist, Dr. Kio Marv, invented OILIX, a microorganism that refines petroleum to product a highly purified form of petroleum. The world was filled with hope upon the discovery of this messiah to solve the energy crisis, but at the same time the world entered a time of tension regarding this new algae.

Just when the whole world's attention was drawn to OILIX and Dr. Marv, he was abducted by someone and disappeared. Nations immediately began to investigate and a name soon appeared...'Zanzibar Land'...

Zanzibar Land was a democratic, military regime that suddenly appeared in central Asia in 1997. When their uprising took place, the CIS Army, formed around Russia, sent in a suppressive unit immediately. Zanzibar Land resisted by gathering a band of mercenaries from nations around the world and fortifying most of its land. As a result, the CIS Army was repeatedly defeated, and Zanzibar Land declared its independence. Due to the active role mercenaries played, this war was called the 'Mercenaries War' and Zanzibar Land was referred to as an armed fortress nation. A military nation with a group of strong mercenaries, surrounded by a tough fortress.

According to the latest information, Zanzibar supposedly was armed with Nuclear Weapons. The whole scenario was crystal clear. By obtaining OILIX in addition to nuclear weapons, Zanzibar Land was trying to establish its economic and military superiority over the entire world. Concerned about the situation, the United States of America ordered Roy Campbell, Commander-in-Chief of high tech special forces unit FOX-HOUND, to rescue Dr. Marv. Campbell was a former member of FOX-HOUND. He brought back Solid Snake, the man who single-handedly brought down the armed fortress nation of Outer Heaven four years ago, and asked Snake to bring back Dr. Marv and OILIX.

Successfully infiltrating Zanzibar Land and with help from CIA agent Horry and others, Snake was able to go deep into the fortress and meet again with Dr. Pettrovich, the chief engineer of Metal Gear from Outer Heaven. He too was abducted to Zanzibar Land and forced to develop another Metal Gear. He told to surprised Snake an even more shocking fact. Big Boss, the man Snake had defeated at Outer Heaven, turned out to be the General Commander of Zanzibar Land.

Snake rescued Dr. Pettrovich in co-operation with Natasha, Dr. Marv's guard and former Czech International Secret Police agent, and then headed for the confinement facility deep in the fortress to save Dr. Marv. When Pettrovich and Natasha crossed the narrow suspension bridge over the deep valley, a missile blew the bridge away. Natasha flew into the air because of the explosion. While unable to do anything to save Natasha, Snake started hearing a well-known voice "Hey Snake, we're good buddies. I can let you go. Just leave this place at once!" Gray Fox. Snake saw Gray Fox controlling Metal Gear. The best soldier in FOX-HOUND who, after the fall of Outer Heaven, disappeared as if he followed BigBoss. Losing Natasha in front of his eyes and letting Pettrovich get taken away, Snake screamed "Fox! I will not give up!"

After a series of deadly battles with mercenaries, Snake finally made it to Dr. Marv's confinement facility. However, he arrived to late. He saw Dr. Marv's corpse and Pettrovich, who could do nothing but just stand there. Pettrovich told Snake that Dr. Marv could not withstand the repeated tortures because of heart problems. Snake then received an emergency call from Horry. The information she supplied was very shocking. Pettrovich had been voluntarily visiting Zanzibar Land to develop Metal Gear. The abduction of Dr. Marv was conducted under the directions of Pettrovich himself. After the truth came out, Pettrovich attacked Snake, but Snake easily put an end to him and obtained the structural plan of OILIX.

While trying to escape, Snake was confronted by Metal Gear again, controlled by Gray Fox. The tremendous battle took place in the underground base. Snake finally succeeded in destroying Metal Gear. However, Gray Fox did not submit and challenged Snake to the final battle. In the midst of a minefield, Snake and Fox fought without any weapons. A fist-to-fist duel involving no hatred or murderous intent. During that moment of purity the two were bound by forces transcending words and emotions. Snake won the tough but pure battle against Gray Fox. However, there was still someone else. Snake had to fight Big Boss. Just like four years ago at Outer Heaven Big Boss was waiting for Snake. "One who has experienced the tension of battle can never leave the battlefield. I'm the one giving you something to live for, and that is war" Snake was infuriated at the arrogant Big Boss "There is only one battle I have to fight. To free myself from you, to shatter the nightmare...Big Boss, I will kill you!"

With the structural plan of Oilix, Snake and Horry escaped from Zanzibar Land on a rescue helicopter. Snake once again saved the world. However, there was no smile on his face. Big Boss's last words kept ringing in his head "Whoever wins, our battle does not end. The loser is free from the battlefield, but the winner must remain there and the survivor must live his life as the warrior until he dies" Snake then disappeared into the whitelands of Alaska... alone...

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


text:
User talk:Melinda~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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 Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * 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 Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Mateo1983 16:33, 10 November 2006 (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 Melinda. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Melinda~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 23:27, 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) 05:15, 19 April 2015 (UTC)

title: User talk:Melinda~enwikibooks


text:
User talk:71.94.8.39

Please do not add commercial links to Wikibooks. Wikibooks is not a vehicle for advertising or a mere collection of external links. Note that books may be collections of external links for educational purposes only. See the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 16:36, 10 November 2006 (UTC)

title: User talk:71.94.8.39


text:
User:Blacken~enwikibooks/C++ Concepts and Programming/Introduction to Programming

= Introduction to Programming =

 * ''Some people may not feel comfortable jumping feet-first into programming without a little understanding of the background material. Others may want to see "the big picture" before they delve into the minutiae. The first part of this chapter is optional; the second, Setting Up Your Work Environment, can be safely ignored if you already have a working toolchain on your computer.

At its most basic level, a computer understands machine code. This is raw data, zeroes and ones, that correspond with circuits in the computer's CPU (a generalization, but not an unfair one). Machine code is hard to read--not impossible, but you wouldn't want to spend your day doing it. A computer cannot understand source code, the lines of mostly-English text that you write in Notepad or some other text editor. The toolchain mentioned above--the compiler and linker, about which we will go into detail later, is the mechanism for translating this source code into machine code.

When we use computers, we deal with them in abstractions. Our working knowledge of a computer is based upon abstractions that hide the deepest complexities from us. The computer contains interpreting layers that turn human-readable code into computer-readable machine language. The computer handles the ugly process of taking many different sources of memory and presenting them to you, the programmer and the user, in a unified fashion that is easy to work with.

These are not, however, the abstractions you'll see most directly as a programmer; you'll have to deal with memory, but unless you're doing something that's probably ill-advised you will rarely ever have to muck about with direct memory addresses--that's one of the abstractions your programming language handles for you (at least if you use C or C++). Each programming language is different in that it tailors its abstractions to a particular mode of thought, a particular kind of abstraction.

Assembly language, also known as assembler or ASM, is a very basic abstraction of the underlying computer hardware--an abstract. Its saving grace is that it allows the use of human-readable names and instructions; the assembly language instructions directly correspond with a machine code instruction, but is named in such a way that people can remember them and use them. The use of assembly is not cross-platform--it is restricted to the kind of computer on which it was created, because the dialects of assembly language used on different computer architectures (such as i386, PowerPC, or SPARC) differs. If a program written in i386 assembly must be ported, or made to run on, a PowerPC architecture, the program itself must be entirely rewritten. The upside of such a limited, localized programming language is that it is generally faster and more efficient than the corresponding program written in a more abstracted language. This is less and less the case, however, as optimizers built into compilers keep improving.

The next step up from assembly language are imperative languages. These include BASIC (Beginner's All-purpose Symbolic Instruction Code), a simplistic programming language included on many older computers, and C, the language you will shortly be acclimatized to. Imperative languages are like assembly language in that they are used to tell the computer what to do directly--"do this, then this, then this." They are a significant step up from assembly language, as they typically are written in a format more approximating a human language. The abstractions an imperative language provides are still limited in that they require the programmer to think in terms of the computer. There is a metaphor shear, a disjunction between the computer you are using to model the situation or problem and the problem itself. Many problems do not lend themselves well to this kind of metaphor translation.

From here, the path diverges a bit. There are many programming paradigms for higher-level languages; the applicability of a higher-level language to any given task depends largely upon its design, its "outlook on life." This makes some higher-level languages more suited to certain tasks than others, based on how they view problems. For example, the Lisp programming language and its derivatives reduce everything to binary pairs, with which lists are made and used. Declarative languages, such as Prolog, turn programming on its head by declaring something to be true and letting the computer figure out how to get there.

Object-Oriented Programming
Languages such as Lisp or Prolog are good for problem sets with definitions that are not always exact. Both have a home in artificial intelligence research. But they, like all programming languages, are built on metaphors, and their metaphors tend to break down when they are presented with problems that are outside of the class of problem they are designed to solve. On the other hand, object-oriented programming, or OOP, in languages such as C++, results in a generalized higher-level language. Instead of limiting a user to a certain set of tools and a certain "view of the world," they provide the tools for the programmer to represent elements of the problem itself. Objects in the problem space, or section of the program that represents the problem or task itself, directly represent elements of the problem.

A trivial example might be that of a car. A car can drive, of course, barring many hundreds of repairs that it could need (that, much like some kinds of bugs in computer programs, remain very well hidden until they explode). If you need, for some reason, to include a car in a problem space, the method of actually using the car changes from language to language. In BASIC or C you would have to say drive the car. This is not to mean some imaginary person jumps in the car and begins to drive it--the program must externally drive the car, must model the firing of cylinders and turning of the wheels outside of the car itself.. A special procedure or section of code that is not part of the car itself would have to drive it. In an object-oriented language, such as C++, you say something subtly different: the car drives. The car models itself. This allows for a metaphor that has less chance of shearing and looks more like the real world.

C++, while directly derived from C, inherits its ideas of classes from Smalltalk, an older language still in sporadic use and the first successful one to support object-oriented programming. Smalltalk espoused a "pure" object-oriented programming paradigm. C++ does not. There is nothing saying that you cannot write C++ like you would write C, in an imperative fashion. This is perfectly legal, and is not a "bad" thing to do. But the flexibility of object-oriented programming always remains available to you. C++ is not a strictly object-oriented language; that's why it is referred to as multi-paradigm. Standard C++ has an eye toward pragmatism, not an academic ideal. Despite this, the central ideas of Smalltalk are good ones and make it easier to understand why object-oriented programming is so powerful.

 * 1) Everything is an object. In this case, an object is a variable--a spot in memory that stores data. An object is a special kind of variable, though, that can also hold functions (subprograms). Essentially, it's a variable that can do things to itself (you'll pardon the lewd implications).
 * 2) Every program is a group of objects that tell each other to do things. In C++, an object is told what to do by way of a public method, which is a special type of function tied to that object that is also available to other objects. An object can have private methods that only it can access, as well.
 * 3) Every object is made up of other objects. For those with experience in BASIC or C, this may seem difficult to understand. In those languages, you do not see the basic variables--integers, floating-point numbers, strings of text--as objects. In Smalltalk, all of those, and every object a programmer creates, is derived from the Object object. This provides every object with a basic interface, in the event (one might call it a certainty) that another object needs to talk to it. In C++, this is not quite the case. Primitive data types such as integers are not objects, but that is an artifact of being originally from the procedural, imperative C language. There are a number of workarounds and methods used to abstract away the difference between these primitive data types and the objects of an object-oriented C++ program.
 * 4) Every object has a defined type. In C++, this would usually be written as "every object is an instance of a class," but that is just a question of terminology. This matters because the type of the object determines what methods the object "knows" how to do.
 * 5) Every object of a particular type has the same interface. In this case, interface is defined as "the set of public methods that may be used with an object." The implications of this statement may not be immediately apparent, but will become clear in time. For now, understand that an object of type  is also an object of type   (in the jargon of C++,   inherits or derives from  ), any messages that you can send to an object of type   can also be sent to any object of type  --or a , or a  , or perhaps a   if necessary. This concept results in extremely flexible code, as we will see later.

A further discussion of objects, as well as object-oriented programming, will continue later. For now, we need to get you started with the tools you need to make programs in C and C++.


text:
Talk:Metal Gear Series

I have created this book for the purpose of presenting detailed facts and information on the fictional universe of the Metal Gear series that would not usually be allowed on Wikipedia (such as writing detailed plot summary, fiction from an in-universe perspective, original research, etc.). The Wikipedia article Metal Gear timeline which I wrote on 26th May 2006, and the Metal Gear timeline compared to reality article, were later deleted due to not meeting these guidelines, so I've added them to this book instead. This book is not intended to be a strategy guide, so please avoid adding such information. Feel free to contribute to this book or perhaps discuss any improvements this book may need. Jagged 85 17:13, 10 November 2006 (UTC)

 * This book badly needs to be updated. I'd do it if I had the time. - 24.125.13.226 23:15, 6 February 2007 (UTC)

title: Talk:Metal Gear Series


text:
User:Blacken~enwikibooks/C++ Concepts and Programming/Internal Templates/SideNote

To include shortcut(s), pass a parameter:


text:
Engineering Analysis/Random Variables

Random Variables
A random variable is a variable that takes a random value at any particular point t in time. The properties of the random variable are known as the distribution of the random variable. We will denote random variables by the abbreviation "r.v.", or simply "rv". This is a common convention used in the literature concerning this subject.

Probability Function
The probability function, P[], will denote the probability of a particular occurrence happening. Here are some examples:

 * $$P[X < x]$$, the probability that the random variable X has a value less than some variable x.
 * $$P[X = x]$$, the probability that the random variable X has a value equal to some variable x.
 * $$P[X < x, Y > y]$$, the probability that the random variable X has a value less than x, and the random variable Y has a value greater than y.

Example: Fair Coin
Consider the example that a fair coin is flipped. We will define X to be the random variable, and we will define "head" to be 1, and "tail" to be 0. What is the probability that the coin is a head?

 * $$P[X = 1] = 0.5$$

Example: Fair Dice
Consider now a fair 6-sided dice. X is the r.v., and the numerical value on the face of the die is the value that X can take. What is the probability that when the dice is rolled, the value is less than 4?

 * $$P[X < 4] = 0.5$$

What is the probability that the value will be even?

 * $$P[X\mbox{ is even}] = 0.5$$

Notation
We will typically write random variables as upper-case letters, such as Z, X, Y, etc. Lower-case letters will be used to denote variables that are related with the random variables. For instance, we will use "x" as a variable that is related to "X", the random variable.

When we are using random variables in conjunction with matrices, we will use the following conventions:

 * 1) Random variables, and random vectors or matrices will be denoted with letters from the end of the alphabet, such as W, X, Y, and Z. Also, Θ and Ω will be used as a random variables, especially when we talk about random frequencies.
 * 2) A random matrix or vector, will be denoted with a capital letter. The entries in that random vector or matrix will be denoted with capital letters and subscripts. These matrices will also use letters from the end of the alphabet, or the Greek letters Θ and Ω.
 * 3) A regular coefficient vector or matrix that is not random will use a capital matrix from the beginning of the alphabet, such as A, B, C, or D.
 * 4) Special vectors or matrices that are derived from random variables, such as correlation matrices, or covariance matrices, will use capital letters from the middle of the alphabet, such as K, M, N, P, or Q.

Any other variables or notations will be explained in the context of the page where it appears.

Conditional Probability
A conditional probability is the probability measure of one event happening given that another event already has happened. For instance, what are the odds that your computer system will suddenly break while you are reading this page?

 * $$P[\mbox{computer breaks}] = \mbox{small}$$

The odds that your computer will suddenly stop working is very small. However, what are the odds that your computer will break given that it just got struck by lightning?

 * $$P[\mbox{computer breaks}|\mbox{struck by lightning}] = \mbox{large}$$

The vertical bar separates the things that haven't happened yet (the a priori probabilities, on the left) from the things that have already happened and might affect our outcome (the a posteriori probabilities, on the right). As another example, what are the odds that a dice rolled will be a 2, assuming that we know the number is less than 4?

 * $$P[X = 2|X < 4] = 0.33$$

If X is less than 4, we know it can only be one of the values 1, 2, or 3. Or another example, what if a person asks you "I'm thinking of a number between 1 and 10", what are your odds of guessing the right number?

 * $$P[X = x|0 < X < 10] = 0.1$$

Where x is the correct number that you are trying to guess.

title: Engineering Analysis/Random Variables


text:
Engineering Analysis/Probability Functions

Probability Density Function
The probability density function, or pdf of a random variable is the function defined by:

 * $$f_X(x) = P[X = x]$$

Remember here that X is the random variable, and x is a related variable (but is not random). The subscript X on $$f_X$$ denotes that this is the pdf for the X variable.

pdf's follow a few simple rules:

 * 1) The pdf is always non-negative.
 * 2) The area under the pdf curve is 1.
 * $$\int_{-\infty}^\infty f_X(x) dx = 1$$

Cumulative Distribution Function
The cumulative distribution function, (CDF), is also known as the Probability Distribution Function, (PDF). to reduce confusion with the pdf of a random variable, we will use the acronym CDF to denote this function. The CDF of a random variable is the function defined by:

 * $$F_X(x) = P[X \le x]$$

The CDF and the pdf of a random variable are related:

 * $$f_X(x) = \frac{dF_X(x)}{dx}$$

 * $$F_X(x) = \int f_X(x)dx$$

The CDF is the function corresponding to the probability that a given value x is less than the value of the random variable X. The CDF is a non-decreasing function, and is always non-negative.

Example: X between two bounds
To determine whether our random variable X lies between two bounds, [a, b], we can take the CDF functions:

 * $$P[a \le X \le b] = F_X(b) - F_X(a)$$


text:
Free Direct Instruction Curriculum and Training/Approach Specifications

Created 2006 11 10 | Percent completed:

Parts of instruction

 * A presentation is giving information and a task is a student response to show the information has been learned.
 * A lesson is the day's worth of presentation (scripted teaching) that takes anywhere from 20 to 60 minutes.
 * Each lesson has 4 to 10 exercises (topics).
 * Each exercise (topic) is from a different track.
 * Tracks are sequences of an exercise (topic) that appear throughout lessons.

Overall: Does the program ensure efficacy and high results

 * 1) Mastery comes at a good rate because you only introduce about 10% new items but keep 90% as review
 * 2) Write so that there are 4 or more exercise or topics per lesson. Each section is designed to be covered in 3–12 minutes
 * 3) Teach with multiple exemplars. Ensure examples show "ness" - "pencilness", "cupness".
 * 4) Ensure you carefully select your examples so that the skill can be learned in the most efficient manner. Analyze, organize be careful.

Lessons need to

 * 1) Be clear and concise
 * 2) Only include necessary vocabulary
 * 3) Ensure the lesson includes sub skills you know has been taught earlier
 * 4) Information is true and doesn't mislead
 * 5) Only include enough examples to get the idea across, no busy work or too many examples but ensure a wide enough range of exemplars
 * 6) Use rules when needed
 * 7) Ensure rules are simple enough for students to remember after repeating it a few times. Avoid abstract or complicated terms
 * 8) When available, use examples without a rule or lots of verbal definition
 * 9) Ensure you use enough examples to show "ness" in the universe of examples
 * 10) No extraneous prompts in examples (color, specific picture)
 * 11) Information given has only one interpretation
 * 12) Ensure amount of new information can be mastered within a few minutes
 * 13) Information doesn't require student to have great memory (maybe avg or just below avg)
 * 14) Don't use a rule and then contradict it later
 * 15) Give like examples and then dislike examples: "This is xyz, this is NOT xyz"
 * 16) Teach differences use examples that are slightly different and focus on the difference

Ensure students show understanding of information

 * 1) Teacher does testing on skill or information presented and taugh (sp) just before the test or present at an earlier time. Do not test information that will be presented in the future in hopes of seeing which students happen to know the information
 * 2) Lesson should link sections to previous lessons and sections
 * 3) Rules presented in sections within the lesson need to be simple enough to repeat and master within a few trials (each time you ask for the rule is a trial - multiple trials can happen within a lesson)
 * 4) The section is efficient and simplified
 * 5) The section has no inadvertent prompting (specific picture, color, font, etc.)
 * 6) Ask questions or do fill in the blanks with only one correct answer to the group, if more than one correct answer ask individual students.
 * 7) Wording of the section and examples used to test understanding and mastery are consistent with previous sections and lessons
 * 8) Elicit 9-20 responses per minute with question and fill in the blanks while teaching a section
 * 9) If teaching new vocabulary, ensure you use the vocabulary in the section of the lesson and ensure students use the vocabulary in their oral responding
 * 10) Only prompt the student if the student can not produce the right answer
 * 11) Sections should teach the basic content, not peripheral items to the content

Chaining Sections

 * 1) Examples in a series of sections should be basically the same but with different wording to help generalize
 * 2) Give enough examples to provide "ness" of the example within the universe - "cupness", "pencilness"
 * 3) Examples also help test student mastery of information or understanding of the rule already presented
 * 4) Ensure student apply the rule in the section using careful wording
 * 5) Section has new vocabulary or has the students responding with the new vocabulary
 * 6) Student responses show the students have understanding or show what they don't understand
 * 7) Examples in section don't have a pattern of answers or unintended cues

You know it's DI when...
The lessons go so smoothly and learning takes place so easily that it seems too simple for the student. This is an often voiced concern. The overall goal of DI is to ensure success. If the lessons are too hard then they were not designed correctly (missing steps, not stranded, too much information to memorize at once, etc.).

 * 1) Review 1 or 2 lessons. Is the program missing less than 5 areas/features of DI?


text:
Engineering Analysis/Distributions

Distributions
There are a number of common distributions, that are used in conjunction with random variables.

Uniform Distribution
The uniform distribution is one of the easiest distributions to analyze. Also, uniform distributions of random numbers are easy to generate on computers, so they are typically used in computer software.

 * $$f_X(x) = \left\{ \begin{matrix}\frac{1}{b - a} & \mbox{ if } a < x < b \\0 & \mbox{ otherwise}\end{matrix}\right.$$

 * $$F_X(x) = \left\{ \begin{matrix}0 & \mbox{ if } x < a \\ \frac{x}{b - a} & \mbox{ if } a < x < b \\1 & \mbox{ if } x \ge b\end{matrix}\right.$$

Gaussian Distribution
The gaussian distribution, or the "normal distribution" is one of the most common random distributions. A gaussian random variable is typically called a "normal" random variable.

 * $$f_X(x) = \mathcal{N}(\mu, \sigma^2) = \frac{1}{\sqrt{2 \pi \sigma^2}} e^{-\frac{(x - \mu)^2}{\sigma^2}}$$

Where μ is the mean of the function, and σ2 is the variance of the function. we will discuss both these terms later.

title: Engineering Analysis/Distributions


text:
Engineering Analysis/Expectation and Entropy

Expectation
The expectation operator of a random variable is defined as:

 * $$E[x] = \int_{-\infty}^\infty x f_X(x)dx$$

This operator is very useful, and we can use it to derive the moments of the random variable.

Moments
A moment is a value that contains some information about the random variable. The n-moment of a random variable is defined as:

 * $$E[x^n] = \int_{-\infty}^\infty x^n f_X(x)dx$$

Mean
The mean value, or the "average value" of a random variable is defined as the first moment of the random variable:

 * $$E[x] = \mu_X = \int_{-\infty}^\infty x f_X(x)dx$$

We will use the Greek letter μ to denote the mean of a random variable.

Central Moments
A central moment is similar to a moment, but it is also dependent on the mean of the random variable:

 * $$E[(x - \mu_X)^n] = \int_{-\infty}^\infty (x - \mu_X)^n f_X(x)dx$$

The first central moment is always zero.

Variance
The variance of a random variable is defined as the second central moment:

 * $$E[(x - \mu_X)^2] = \sigma^2$$

The square-root of the variance, σ, is known as the standard-deviation of the random variable

Mean and Variance
the mean and variance of a random variable can be related by:

 * $$\sigma^2 = \mu^2 + E[x^2]$$

This is an important function, and we will use it later.

Entropy
the entropy of a random variable $$ X $$ is defined as:

 * $$H[X]= E \left[ \frac{1}{p(X)} \right]$$


text:
User talk:65.2.93.100

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 19:38, 10 November 2006 (UTC)

title: User talk:65.2.93.100


text:
User talk:65.79.16.73

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 19:43, 10 November 2006 (UTC)

title: User talk:65.79.16.73


text:
User talk:Whiteknight/Algebra

Support or Decline.
[Support]I am in favour of this proposition.

[Support]I feel the order of chapters you have propsed is slightly odd in places but the combining of these materials is a good move--SuperJ587 12:20, 31 January 2007 (UTC)

[Support] This sounds like a great idea... the algebra books say that the change was going to be made approx. September 2006... is that no longer the plan?

 * Yeah, i had alot more time in september for starting this sort of project then I have now. However, there seems to still be plenty of support for the project, so I might need to take some time out to actually complete it. --Whiteknight (talk) (projects) 13:59, 8 February 2007 (UTC)

[Support] I agree with most of your restructuring ideas. Indented is a post I made on the Algebra talk page;

 * It's a good idea for anything beyond a highschool level to be broken down by subject. A number of these subjects can be treated independently of each other, though they require a lot of internal cohesion. However, I'd like to think that the elementary algebra and highschool algebra follow a natural linear progression and would be well suited to fit in the same book. However, there is a question of reading level; early work on arithmetic should be done in a basic english tone while I think it's too tedious to keep such a tone for teaching highschool math. For that reason, perhaps there should be a difference between elementary algebra and intermediate algebra. I think the basic english introduction to algebra --- which is a part of the one laptop for every child program --- should be sufficient for the elementary algebra. I think the rest should be reworked into a single algebra book as Whiteknight proposes: that means role intermediate algebra and the verbose algebra into one algebra book. Also, I'm of the impression that all wikibooks should be verbose to distinguish them from wikipedia articles; they should be linear, provide motivation and assume background. Thus, any articles that don't meet this standard should be assumed broken, as opposed to being the model (this is my argument against the verbose book as a separate book).

It's good to have some detailed outlines and I think its best to keep the main book page, for such a large project, very heirarchical. I've written a little on module theory, but it would be an eyesore if everything continued to appear in the same page. So, subsections from the main would be better than the course TOC. Also, as I've said above, I think the books have suffered from bad precedents on verbosity --- we need to establish a clear voice. Hopefully a reorganization will remove some of the staleness of these projects --- it's intimidating to start writing when there are too many places to put things and no structure to fall into. We should also try and drum up some support for the elementary algebra pages --- poke your local highschool teacher to make some contributions. Let know what you think and how the module theory pages sound. Thanks for your work. Ahhoefel 02:26, 13 March 2007 (UTC)

Oh, btw, I think some of the theoretical linear algebra should be a part of the core material. It's really hard to explain spans, bases, dimension without saying what a vector space actually is. Ahhoefel 02:32, 13 March 2007 (UTC)

title: User talk:Whiteknight/Algebra


text:
User:Blacken~enwikibooks/C++ Concepts and Programming/Introduction to C

= An Introduction to C =

This chapter will begin a brief explanation of the C programming language (the most direct precursor to C++). You'll write your first code in this chapter and learn about compiling your code so that it will run.

A Brief History of C

 * ''...the history of Time just happened to wander in by accident. Still hasn't found its way out.

ALGOL

 * "Here is a language so far ahead of its time, that it was not only an improvement on its predecessors, but also on nearly all its successors."
 * -Sir C. A. R. Hoare

In the beginning, far back in the mists of computer history (about fifty years or so) there was ALGOL, short for ALGOrithmic Language. ALGOL is a family of imperative computer languages that were originally designed to avoid the pitfalls of another language of the time, FORTRAN (which finds some very limited use still today). The language was designed and developed by a committee of American and European computer scientists. The most well-known version, the one referred to by the above quote by Sir C. A. R. Hoare, was ALGOL 60, a specification for which was released in 1960. ALGOL was designed to be as minimalistic as possible; the standard did not even specify a way for programs to accept user input. (Oops.)

A later version of ALGOL, termed ALGOL 68 (released in 1968--I see a pattern here!), expanded on the language extensively, earning the ire of the aforementioned Hoare and the computer science luminary Edsger Djikstra for losing the simplicity that made ALGOL 60 a good language to use. ALGOL 68 found some use in European military technology and, if not for the Department of Defense's Ada, might have found use in the United States. As it happened, ALGOL 68 had few fans in the United States.

CPL, BCPL, and B
The CPL, or Combined Programming Language, came out of a partnership between Cambridge University and the University of London in the 1960s. (Hence the "combined" in the name; previously it was the Cambridge Programming Language.) CPL showed heavy influences from the ALGOL series of languages, but lacked the simplicity and elegance of ALGOL 60. Unlike its illustrious predecessor, CPL was too complex and heavy for computers of the time and never had much of a following. By the time computers could reliably handle the language, its time had passed entirely.

The BCPL, or Basic CPL, grew out of the ashes of the CPL. BCPL came with an interesting idea--the CPL was a good language, but had many parts that made writing a compiler difficult but did not provide any real benefit to the programmers. Where CPL never found a niche where it could be used, BCPL quickly found a home in systems programming. BCPL had a curious feature (some might argue "misfeature"): there were no primitive data types--no, no strings (though that same variable could be used as a character, allowing you to build strings of text out of many of these variables). From BCPL came B, written by Ken Thompson of Bell Labs. Thompson took out any component that he thought he could do without--otherwise the language would not fit into the memory-constrained minicomputers of the time.

C

 * Oooooooh, aaaah.

There are a lot of urban legends around the creation of C. The language was based at least in large part on Thompson's B programming language. It was called "C" because it was derived from Thompson's earlier B; programmers really are logical folks (some of the time). It began with the creation of the Unix operating system.

Unix was originally designed by a number of AT&T employees at Bell Labs; some of the culprits include Dennis Ritchie, Ken Thompson, Brian Kernighan, and Douglas McIlroy. During the 1960s, AT&T, General Electric, and the Massachusetts Institute of Technology used an operating system called Multics on GE-645 mainframe computers. Eventually AT&T pulled out, but Thompson continued to develop for the GE-645. He wrote a game called Space Travel on it, but discovered (no doubt to his chagrin) that each play of the game cost almost $75 in computer time. So Thompson rewrote the game for the state-of-the-art DEC PDP-7. This pushed him to lead a team at Bell Labs to write the Unix operating system (its name a pun on Multics), but in assembly language--C had not been invented yet, after all.

The state-of-the-art PDP-7 was soon no longer state-of-the-art, supplanted by the PDP-11. The Unix operating system that the Bell Labs engineers had coded in assembly language was not portable, so the team at Bell Labs decided to rewrite Unix in a high-level language so they could use it on multiple computer systems without having to rewrite it every time. Instead, all that would need to be written is the compiler to take the high-level language's source code and turn it into machine code. They looked at Thompson's B programming language, but it lacked needed functionality. Thus, the project to write the language that became C was born. By 1973, C had matured to the point that most of the Unix kernel had been rewritten in C.

By the late 1970s, C was the leading programming language for microcomputers. Until 1989, though, every compiler acted slightly different; the same code might not compile with two different companies' compilers. The ANSI C standard was ratified in 1989 (and became an ISO standard in 1990), though, and compiler writers slowly began the process of standardizing their compilers.

The updated ISO C99 standard was published in 1999 and, in a fitting turnabout, was ratified by the ANSI a year later. It actually contained a number of inclusions that actually stemmed from C++ (whose history branching from C will be covered later).


text:
Cookbook:Pork and Carrots in Sauce

Ingredients

 * 5 lbs pork
 * 2 tsp salt
 * 2 tsp sugar
 * A touch of rosemary
 * Sage
 * About 1 dozen bay leaves
 * Dried orange peels (optional)
 * ½ lb carrots
 * Oil (any kind is fine, but corn oil works best)
 * Fat
 * Flour
 * ½ onion, chopped

Preparing the meat

 * 1) Cube the meat. The more finely you cube the meat, the more deeply the spices will penetrate the mixture. However, it should not be ground.
 * 2) Mix the meat with salt, sugar, rosemary, sage, bay leaves, and orange peel.
 * 3) Begin to boil the carrots.
 * 4) When the carrots are nearly done, fry the meat, but be careful so that it does not brown. It needs only be just cooked.

Preparing the sauce

 * 1) Heat the fat in a frying pan. When hot, add the flour, and stir constantly until a nice brown.
 * 2) Add the chopped onion, and continue to stir for a few minutes; then stir for about 5 minutes, or until the liquid is mostly evaporated.
 * 3) Add one third of the liquid, and stir until smooth and free from lumps.
 * 4) Add the rest of the liquid, and let boil slowly for 10 minutes; then strain and serve.

Finishing it off

 * 1) Add the meat and the carrots to the sauce. Add extra flavouring as necessary. Do not let the dish sit unrefrigerated for extended periods of time.

Notes, tips, and variations

 * Note that not all the spices are necessary, but each adds to the dish's distinctive flavour.

title: Cookbook:Pork and Carrots in Sauce


text:
Adventist Youth Honors Answer Book/First aid/Stroke

A stroke is caused by an interruption of the arterial blood supply to a portion of the  brain. This interruption may be caused by hardening of the arteries or by a clot forming in the brain. Tissue damage and loss of function result. Onset of a stroke is sudden, with little or no warning. The first signs include weakness or paralysis, especially on one side of the body. Muscles of the face may be particularly affected. The victim’s level of consciousness varies from alert to unresponsive. Difficulty speaking or understanding language; dizziness; sudden, severe headache; distorted, dim or patchy vision are all symptoms of stroke.

If the victim has sudden onset of any 2 or more of these signs and symptoms, call an ambulance immediately. First aid for a stroke is mainly supportive. Special attention must be paid to the victim’s airway, since he may not be able to keep it clear.

/Transcluded Modules
 * Call an ambulance
 * Place the victim in on their side, with the affected side down
 * Act in a calm, reassuring manner, and keep any onlookers quiet since the victim may be able to hear what is going on.
 * Carefully monitor the victim’s vital signs and keep a log. Pay special attention to respirations, and pulse strength and rate (take the pulse in the neck).


text:
User talk:210.15.196.231

Hi, I've moved your cookbook recipe to Cookbook:Schunn so that it's easier for people to find. Xania 00:31, 11 November 2006 (UTC)

title: User talk:210.15.196.231


text:
User:HGatta

General
My name is Hernan, I'm a 15 years old .NET developer from Montreal. I program in VB, VB.NET, C#, C++.NET and I know some basic SQL. I like writing about programming, so here's the best place to be. I also like languages, I'll be taking some Italian courses soon (it's in my TODO list).

title: User:HGatta


text:
Adventist Youth Honors Answer Book/First aid/Epilepsy

Epilepsy, also known as seizures or fits, is a condition characterized by an abnormal focus of activity in the brain that produces severe motor responses or changes in consciousness. Fortunately, epilepsy can often be controlled by medications. Grand mal (tonic-clonic) seizure is the more serious type of seizure. Grand mal seizures may be - but are not always - preceded by an aura. The victim soon comes to recognize these auras, which allows him time to lie down and prepare for the seizure’s onset. A burst of nerve impulses from the brain causes unconsciousness and generalized muscular contractions, often with loss of bladder and bowel control. The primary dangers in a grand mal seizure are injuries resulting from falls and the convulsions as well as a cessation of breathing. A period of unconsciousness or mental confusion follows this type of seizure. When full consciousness returns, the victim will have little or no recollection of the seizure.

First aid is aimed at preventing the patient from injuring himself or herself. Nothing should be placed between the patient’s teeth for any reason. Never try to restrain a victim during convulsions; however, do not leave them alone.

|


text:
Talk:Training and Assessment

what assessment method could you use to determine if a student may be at risk of not coping within the course?

title: Talk:Training and Assessment


text:
Adventist Youth Honors Answer Book/Health and Science/CPR

==1. Successfully complete a class sponsored by either the American Heart Association, the American Red Cross, or an equivalent under a certified instructor in order to properly learn and demonstrate one-person CPR. This must be within the past 12 months. ==

You can find a class near you using one of the following web sites:
 * http://www.americanheart.org
 * http://www.redcross.org/

These organizations both provide excellent training, but they do charge fees. It is possible to find people who are certified to teach CPR and who charge lower fees. Contact your Pathfinder Area Coordinator to see if they know of any Pathfinder staff within your conference who are qualified to offer this class.

2. Know and understand the location and function of the heart and lungs.

The heart and lungs fill the upper chest cavity. The ribs and sternum form a cage that protects these vital organs. The heart is fairly central, with a lung on either side of it.

The lungs extract oxygen from inhaled air and inject it into the blood. The heart then pumps the oxygenated blood to the rest of the body. When a person performs CPR, the first task is to artificially fill the lungs with oxygen. This is done by rescue breathing. The second task is to move the oxygenated blood to the rest of the body - especially to the brain. This is accomplished by chest compressions (which squeeze the heart).

3. Define CPR and tell five conditions under which it would be used.
The chest compressions of CPR should only be performed if there is no pulse, but it is often difficult for non-professionals to sense the pulse. For this reason the current recommendations are that the non-professional should look for signs such as coughing, normal breathing, or movement. Checking for a pulse would waste valuable time in some circumstances. $_1$

This may occur in:
 * Electrocution
 * Drowning
 * Heart Attack
 * Choking
 * Shock

4. Understand Prudent Heart Living. List five things a person can do to maintain a healthy heart.
There are a number of factors that can affect a person's heart health.

 * Smoking: Smoking raises your risk of a heart attack by two to six times. In the United states 20% of all cardiovascular disease is related to smoking. The best advice is don't smoke.
 * Diet:
 * Heart healthy diet- A well balanced diet can improve your heart health. You should eat more fruits (especially those high in vitamin C), nuts, and vegetables (especially leafy vegetables). Increase your intake of omega 3 fatty acids by eating flax, leafy vegetables, or fish and use olive oil rather than other "bad fats".

 * Heart damaging diet- A diet rich in saturated fat, trans-fats, cholesterol, sugar and salt can damage your heart and blood vessels. Cholesterol is found only in animal products, and saturated fat is found in great quantities in meat, milk products, and eggs. Greasy or fried foods - especially the modern "Fast Food" diet - are very bad for your health.

 * In Britain 50% of all deaths are from heart disease, but death from heart disease was found to be 28% less in vegetarians. Adventist's are known for their health message, but over the years, fewer and fewer people have adopted the health principles of the church, and there has been a noticeable increase in heart disease within the church. $_4$

 * Exercise
 * Regular aerobic exercise keeps your heart (which is a large muscle) in good condition.

 * Drink plenty of water
 * To determine how much water you should drink to stay hydrated, take your body weight in pounds, and divide it by two. This is the number of ounces of water you should drink each day.  The Adventist Health study found that those who drank 2 glasses a water per day had about 3 times more deaths from heart disease than those who drank 5 or more glasses per day.$_5$

 * Stress
 * Stress raises your risk of heart problems.

 * Heredity
 * There is nothing you can do about your genetics - you may have inherited heart properties that are good or bad. If heart problems run in your family, it is even more important for you to address the risk factors you can control.

 * Gender
 * Men tend to have more heart disease than women although there has been some equalization in recent years as more women have started smoking.

5. Develop, maintain, and keep a record of a personalized program in exercise, health, and diet habits for one month.
See the Physical Fitness honor for setting up a personalized exercise program. If you opt for aerobic exercise and stick with it for one month, you may as well stick with the program for two more months and earn the Physical Fitness honor too.

The diet can be tracked with pencil and paper or with an online tool such as the one provided by the USDA at www.mypyramidtracker.gov. This would also be a good opportunity to earn the Nutrition - Advanced honor (it requires that you track your diet for one week) and the Digestion honor (it requires that you track your diet for two weeks).

6. Learn the significance of the colors and design used on the honor token for this honor as follows

 * a. The person needing CPR is white, signifying no circulation.
 * b. The person giving CPR is red, signifying a very alive person.
 * c. The background of purple signifies loyalty or commitment.
 * d. The border of gold speaks to the value of the human life.
 * e. A heart is formed by the head, shoulders, and arms of the person performing the CPR, signifying compassion for another individual.


text:
Adventist Youth Honors Answer Book/First aid/Non-swimming rescue

Unless you have been trained to properly do so, avoid swimming to the assistance of a person who is drowning. A drowning non-swimmer is typically in a panic, and may grab onto anyone or anything he can reach in an effort to support their airway above the surface of the water. If the victim submerges the rescuer, the rescuer's life is endangered and the original victim has nobody to assist them.

Instead of entering the water, do one of the following:
 * Talk the victim in; coach them to kick their legs
 * Throw life ring, life jacket, or some other flotation device to the victim
 * Reach an item such as a rope, pole, oar, or paddle to the victim, and once the victim grabs it, pull them in
 * Wade into shallow water attempt the above
 * Row out to the victim in a boat, or use powered craft if possible; try the above from in the boat

|


text:
Adventist Youth Honors Answer Book/First aid/Fainting

Fainting is a self-correcting, temporary form of shock. It often is the result of a temporary gravitational pooling of the blood as a person stands up. As the person falls, blood again rushes to the head, and the problem is solved. Usually, the serious problems related to fainting are injuries that occur when falling down from the temporary loss of consciousness. Fainting may be caused by  stressful  situations.

If a person faints (is feels he is about to faint) do the following:
 * Lay victim down
 * Elevate feet
 * Loosen tight clothing
 * Maintain an open airway

|


text: User:Rodneyeast

title: User:Rodneyeast


text:
Adventist Youth Honors Answer Book/First aid/Internal injuries

Internal soft-tissue injuries may result from deep wounds, blunt trauma, blast exposure, crushing accidents, bone fracture, poison, or sickness. They may range in seriousness from a simple bruise to life-threatening hemorrhage and shock.

Visible indications of internal soft-tissue injury include the following:
 * Vomiting or coughing up bright red blood.
 * Excretion of tarry black stools.
 * Excretion of bright red blood from the rectum.
 * Passing of blood in the urine.
 * Nonmenstrual vaginal bleeding.
 * Nosebleed.
 * Pooling of the blood near the skin surface.

More often than not, however, there will be no visible signs of injury, and you will have to infer the probability of internal soft-tissue injury from other symptoms such as the following:
 * Pale, moist, clammy skin.
 * Subnormal temperature.
 * Rapid, feeble pulse.
 * Falling blood pressure.
 * Tinnitus (ringing in the ears).
 * Fainting.
 * Dehydration and thirst.
 * Yawning and air hunger.

First aid’s goal must be to obtain the greatest benefit from the victim’s remaining blood supply. The following steps should be taken:
 * 1) Treat for shock.
 * 2) Keep the victim warm and at rest.
 * 3) DO NOT give the victim anything to drink
 * 4) Splint injured extremities.
 * 5) Apply cold compresses (ice packs) to identifiable injured areas.
 * 6) Transport the victim to a medical treatment facility as soon as possible.

|


text:
Adventist Youth Honors Answer Book/First aid/Insect bites

Though ticks and leeches are not technically insects, we will deal with them here as if they are. Most of the time insect bites and stings will not require first aid. However, you should be aware that there are many insect-borne diseases including Lyme's disease, Rocky Mountain spotted fever, malaria, yellow fever, bubonic plague, etc. Be on the alert for any sickness following an insect bite, and contact a doctor if you suspect transmission of an insect-borne disease.

First aid is aimed at reducing the discomfort caused by an insect bite or sting and preventing infection:
 * Get away from the insects to avoid additional bites or stings.
 * For stings, scrape the stinger away - do not use tweezers or otherwise pinch a stinger, as this will cause more venom to be injected into the wound.
 * Place an ice pack over the affected area to reduce pain and swelling.
 * Apply hydrocortizone, calamine lotion, or make a paste from three parts baking soda and one part water and apply that to the affected area.
 * Give the patient an antihistamine such as Benadryl.
 * Remove ticks by pulling them straight out with a pair of tweezers. Be careful not to break a tick's mouth parts off beneath the skin.  Contact the child's doctor who may ask you to save the tick and bring it in for testing.  Do not try to remove a tick by touching it with a hot match head or by covering it with petroleum jelly.
 * Do not scratch
 * Wash the affected area with soap and water.

|


text:
User:Tannertsf/Historical Documents/19th Century

 * /An Act to Provide for Surveying the Coasts of the United States: February 1807/
 * /Additional Article to the Treaty for the Suppression of the African Slave Trade Between the U.S. and Great Britain: February 1863/
 * /Address of the Honorable S.F. Austin, Delivered at Louisville, Kentucky: March 1836/
 * /Agreement Concerning Trade-Marks Between Brazil and the United States: September 1878/
 * /Algeria: Treaty of Peace with the United States: June-July 1815/
 * /Algeria: Treaty of Peace and Amity with the United States: December 1816/
 * /Amendments Proposed by the Peace Conference: February 1861/
 * /Amendments Proposed in Congress by Senator John J. Crittenden: December 1860/
 * /Amendments to the Constitution Proposed by the Hartford Convention: 1814/
 * /Ancient Law by Henry Maine: 1861/
 * /Andrew Jackson's Proclamation on Nullification: December 1832/
 * /Annual Messages of the Presidents of the United States/
 * /Argentina: Extradition Convention With the United States: September 1896/
 * /Argentina: Treaty for the Free Navigation of the Rivers Parana and Uruguay With the United States: July 1853/
 * /Argument of John Quincy Adams, Before the Supreme Court of the United States; in the Case of the United States, Appellants vs. Cinque, and Others, Africans, Captured in the schooner Amistad, by Lieut. Gedney: 1841/
 * /Argument of Roger S. Baldwin Before the Supreme Court in the Case of U.S. Appellants vs. Cinque, and Others, Africans of the Amistad: 1841/
 * /Austria-Hungary: Agreement Concerning Admission of Tobacco with the United States: December 1863/
 * /Austria-Hungary: Consular Convention with the United States: July 1870/
 * /Austria-Hungary: Convention Relative to Disposal of Property and Consular Jurisdiction With the United States: May 1848/
 * /Austria-Hungary: Extradition Convention With the United States: July 1856/
 * /Austria-Hungary: Naturalization Convention with the United States: September 1870/
 * /Austria-Hungary: Trade-Mark Convention with the United States: November 1871/
 * /Austria-Hungary: Treaty of Commerce and Navigation with The United States: August 1829/
 * /The Barbary Treaties 1786-1836/
 * /Bill of Rights for the Territory of New Mexico: September 1846/
 * /British-American Diplomacy/
 * /Cape Spartel Lighthouse: May 1865/
 * /Cartel for the exchange of prisoners of war between Great Britain and the United States of America: May 1813/
 * /Cemetery in Algiers: March 1826/
 * /Chinese Exclusion Act: May 1882/
 * /Convention of 1824 Amending the Treaty of August 1797, and March 1799 with Tunis: February 1824/
 * /Chickasaw - Treaties Between the Chickasaw and the United States: 1805-present/
 * /Chronology of American History/
 * /Claims Convention Between the United States and Brazil: January 1849/
 * /Claims Convention Between the United States and Chile: August 1892/
 * /Clayton-Bulwer Treaty: April 1850/
 * /Communist Manifesto/
 * /Confederate States of America: Papers/
 * /Constitution of Alabama: December 1819/
 * /Constitution of Alabama: January 1861/
 * /Consular Convention Between the United States and Austria-Hungary: July 1870/
 * /Consular Convention Between the United States and Belgium: March 1880/


text:
User talk:74.128.83.201

Re: Blanking on
Microsoft Certified Professional Developer/Exam 70-528/Web-Based Client Development/Use device-specific rendering to display controls on a variety of devices

Microsoft Certified Professional Developer/Exam 70-528/Web-Based Client Development/Create a mobile Web application project

Microsoft Certified Professional Developer/Exam 70-528/Web-Based Client Development/Use adaptive rendering to modify the appearance of Web server controls

Microsoft Certified Professional Developer/Exam 70-528/Web-Based Client Development/Use the mobile Web controls to display content on a device

It might not have been your intention, but on 2 November 2006 you removed content from multiple pages. If they are duplicate pages, please redirect them to an appropriate existing page. If the pages has been vandalized, please revert them to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for these pages, please see the deletion policy on how to proceed. Thanks for contributing to Wikibooks!--Az1568 04:38, 11 November 2006 (UTC)

title: User talk:74.128.83.201


text:
User:Lord Mardicia

I am Lord Mardicia of the Gaians. If you wish to visit my developing website, then you may through here: http://gaianrevolution.mindflay.net

Pestis! Fames! Bellum! Mors! Ultio! Poena! Retributio!

title: User:Lord Mardicia


text:
User talk:128.135.107.67

Please do not add commercial links to Wikibooks. Wikibooks is not a vehicle for advertising or a mere collection of external links. Note that books may be collections of external links for educational purposes only. See the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 08:46, 11 November 2006 (UTC)

title: User talk:128.135.107.67


text:
Talk:Software Engineers Handbook/Language Dictionary/BASIC

This whole page is ridiculous, Basic has a lot of flavors, and there are lots of difference between them. There are a lot of features only available on specific set of IDE or compiler, but not marked as so. I think there should be a system that indicates what IDE have that feature and what IDE have them, but interpret it differently. -The Kid 09:01, 11 November 2006 (UTC)


text:
User talk:211.29.169.162

Thank you for experimenting with Wikibooks. Your test worked, and the page that you created has been or soon will be deleted. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing.--Az1568 09:09, 11 November 2006 (UTC)

title: User talk:211.29.169.162


text:
Talk:Programming Mac OS X with Cocoa for Beginners/First Cocoa program - Hello World

Trying to build this example fails, the program crashed.

I get these build warnings:

FLHelloView.m:27: warning: 'NSMutableDictionary' may not respond to '-SetObject:forKey:' FLHelloView.m:28: warning: 'NSMutableDictionary' may not respond to '-SetObject:forKey:'

Just before the code example, there's a note regarding initWithFrame

For this exercise, we don't need to worry about the initWithFrame: method; all of our code will go in the drawRect: method.

It would be nice to have a sentence or so about what initWithFrame is and why we don't need to worry about it.

Out of date versions 3 and 4
The instructions here cannot be followed using the latest version of Xcode(5).

This should be made clear, or updated so that it runs on the latest version.

It is very discouraging to new users wishing to learn otherwise.


text:
User talk:Priyankgandhi

Image copyright problem with Image:Mac.jpg
Thanks for uploading Image:Mac.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you.

Also. Thanks -- Herby talk thyme 10:28, 11 November 2006 (UTC)

title: User talk:Priyankgandhi


text:
This Quantum World/Cover

About this book
Since 1999 I have taught an introductory course of contemporary physics to high-school students (grades 11-12) and undergraduates at the Sri Aurobindo International Centre of Education (SAICE) in Pondicherry, India. The SAICE is not your typical high school or college. While the students enjoy an exceptional freedom to choose their projects and courses, the teachers are free to offer subjects of their own choosing and are encouraged to explore new methods of teaching. My course is therefore optional. It is suitable for anyone with an interest in what contemporary physics is trying to tell us about the "nature of Nature." To students of physics it offers a perspective that is complementary to those of many excellent textbooks.

Every year at the beginning of the new term I revise and try to improve the material I hand out to my students. These revisions are to a considerable extent based on student feedback. I am presently preparing the handouts for the next term and intend to simultaneously make them available in these pages, hoping for additional valuable feedback from the Wikibooks community.

Postscript: I have not been able to add chapters and sections as fast as I would have liked, but it's going to happen. I haven't given up on this project!--Koantum 03:05, 27 September 2007 (UTC)

title: This Quantum World/Cover


text:
This Quantum World/Atoms

=Atoms=

Or like this?
None of these images depicts an atom as it is. This is because it is impossible to even visualize an atom as it is. Whereas the best you can do with the images in the first row is to erase them from your memory—they represent a way of viewing the atom that is too simplified for the way we want to start thinking about it—the eight fuzzy images in the next row deserve scrutiny. Each represents an aspect of a stationary state of atomic hydrogen. You see neither the nucleus (a proton) nor the electron. What you see is a fuzzy position. To be precise, what you see are cloud-like blurs, which are symmetrical about the vertical and horizontal axes, and which represent the atom's internal relative position—the position of the electron relative to the proton or the position of the proton relative to the electron.

 * What is the state of an atom?
 * What is a stationary state?
 * What exactly is a fuzzy position?
 * How does such a blur represent the atom's internal relative position?
 * Why can we not describe the atom's internal relative position as it is?

Quantum states
In quantum mechanics, states are probability algorithms. We use them to calculate the probabilities of the possible outcomes of measurements on the basis of actual measurement outcomes. A quantum state takes as its input
 * one or several measurement outcomes,
 * a measurement M,
 * the time of M,

and it yields as its output the probabilities of the possible outcomes of M.

A quantum state is called stationary if the probabilities it assigns are independent of the time of the measurement.

From the mathematical point of view, each blur represents a density function $$\rho(\boldsymbol{r})$$. Imagine a small region $$R$$ like the little box inside the first blur. And suppose that this is a region of the (mathematical) space of positions relative to the proton. If you integrate $$\rho(\boldsymbol{r})$$ over $$R,$$ you obtain the probability $$p\,(R)$$ of finding the electron in $$R,$$ provided that the appropriate measurement is made:
 * $$p\,(R)=\int_R\rho(\boldsymbol{r})\,d^3\boldsymbol{r}.$$

"Appropriate" here means capable of ascertaining the truth value of the proposition "the electron is in $$R$$", the possible truth values being "true" or "false". What we see in each of the following images is a surface of constant probability density.

Now imagine that the appropriate measurement is made. Before the measurement, the electron is neither inside $$R$$ nor outside $$R$$. If it were inside, the probability of finding it outside would be zero, and if it were outside, the probability of finding it inside would be zero. After the measurement, on the other hand, the electron is either inside or outside $$R.$$

Conclusions:
 * Before the measurement, the proposition "the electron is in $$R$$" is neither true nor false; it lacks a (definite) truth value.
 * A measurement generally changes the state of the system on which it is performed.

As mentioned before, probabilities are assigned not only to measurement outcomes but also on the basis of measurement outcomes. Each density function $$\rho_{nlm}$$ serves to assign probabilities to the possible outcomes of a measurement of the electron's position relative to the proton. And in each case the assignment is based on the outcomes of a simultaneous measurement of three observables: the atom's energy (specified by the value of the principal quantum number $$n$$), its total angular momentum $$l$$ (specified by a letter, here p, d, or f), and the vertical component of its angular momentum $$m$$.

Fuzzy observables
We say that an observable $$Q$$ with a finite or countable number of possible values $$q_k$$ is fuzzy (or that it has a fuzzy value) if and only if at least one of the propositions "The value of $$Q$$ is $$q_k$$" lacks a truth value. This is equivalent to the following necessary and sufficient condition: the probability assigned to at least one of the values $$q_k$$ is neither 0 nor 1.

What about observables that are generally described as continuous, like a position?

The description of an observable as "continuous" is potentially misleading. For one thing, we cannot separate an observable and its possible values from a measurement and its possible outcomes, and a measurement with an uncountable set of possible outcomes is not even in principle possible. For another, there is not a single observable called "position". Different partitions of space define different position measurements with different sets of possible outcomes.

 * Corollary: The possible outcomes of a position measurement (or the possible values of a position observable) are defined by a partition of space. They make up a finite or countable set of regions of space. An exact position is therefore neither a possible measurement outcome nor a possible value of a position observable.

So how do those cloud-like blurs represent the electron's fuzzy position relative to the proton? Strictly speaking, they graphically represent probability densities in the mathematical space of exact relative positions, rather than fuzzy positions. It is these probability densities that represent fuzzy positions by allowing us to calculate the probability of every possible value of every position observable.

It should now be clear why we cannot describe the atom's internal relative position as it is. To describe a fuzzy observable is to assign probabilities to the possible outcomes of a measurement. But a description that rests on the assumption that a measurement is made, does not describe an observable as it is (by itself, regardless of measurements). NEXT >

title: This Quantum World/Atoms


text:
This Quantum World/Serious illnesses

< PREVIOUS

Planck
Quantum mechanics began as a desperate measure to get around some spectacular failures of what subsequently came to be known as classical physics.

In 1900 Max Planck discovered a law that perfectly describes the spectrum of a glowing hot object. Planck's radiation formula turned out to be irreconcilable with the physics of his time. (If classical physics were right, you would be blinded by ultraviolet light if you looked at the burner of a stove, aka the UV catastrophe.) At first, it was just a fit to the data, "a fortuitous guess at an interpolation formula" as Planck himself called it. Only weeks later did it turn out to imply the quantization of energy for the emission of electromagnetic radiation: the energy $$~E~$$ of a quantum of radiation is proportional to the frequency $$\nu$$ of the radiation, the constant of proportionality being Planck's constant $$~h~$$
 * $$~E = h\nu~$$.

We can of course use the angular frequency $$~\omega=2\pi\nu~$$ instead of $$\nu$$. Introducing the reduced Planck constant $$~\hbar=h/2\pi~$$, we then have
 * $$E = \hbar\omega$$.

This theory is valid at all temperatures and helpful in explaining radiation by black bodies.

Rutherford
In 1911 Ernest Rutherford proposed a model of the atom based on experiments by Geiger and Marsden. Geiger and Marsden had directed a beam of alpha particles at a thin gold foil. Most of the particles passed the foil more or less as expected, but about one in 8000 bounced back as if it had encountered a much heavier object. In Rutherford's own words this was as incredible as if you fired a 15 inch cannon ball at a piece of tissue paper and it came back and hit you. After analysing the data collected by Geiger and Marsden, Rutherford concluded that the diameter of the atomic nucleus (which contains over 99.9% of the atom's mass) was less than 0.01% of the diameter of the entire atom. He suggested that the atom is spherical in shape and the atomic electrons orbit the nucleus much like planets orbit a star. He calculated mass of electron as 1/7000th part of the mass of an alpha particle. Rutherford's atomic model is also called the Nuclear model.

The problem of having electrons orbit the nucleus the same way that a planet orbits a star is that classical electromagnetic theory demands that an orbiting electron will radiate away its energy and spiral into the nucleus in about 0.5×10-10 seconds. This was the worst quantitative failure in the history of physics, under-predicting the lifetime of hydrogen by at least forty orders of magnitude! (This figure is based on the experimentally established lower bound on the proton's lifetime.)

NEXT >

title: This Quantum World/Serious illnesses


text:
User talk:Saminathan~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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 Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * 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 Staff lounge, IRC channel or ask me personally on my talk page.

Good luck!Mirtone 11:20, 11 November 2006 (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 Saminathan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Saminathan~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 23:39, 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) 05:27, 19 April 2015 (UTC)

title: User talk:Saminathan~enwikibooks


text:
This Quantum World/Serious illnesses/Bohr

< PREVIOUS

Bohr
In 1913 Niels Bohr postulated that the angular momentum $$L$$ of an orbiting atomic electron was quantized: its "allowed" values are integral multiples of $$\hbar$$:
 * $$L=n\hbar$$ where $$n=1,2,3,\dots$$

Why quantize angular momentum, rather than any other quantity?
 * Radiation energy of a given frequency is quantized in multiples of Planck's constant.
 * Planck's constant is measured in the same units as angular momentum.

Bohr's postulate explained not only the stability of atoms but also why the emission and absorption of electromagnetic radiation by atoms is discrete. In addition it enabled him to calculate with remarkable accuracy the spectrum of atomic hydrogen — the frequencies at which it is able to emit and absorb light (visible as well as infrared and ultraviolet). The following image shows the visible emission spectrum of atomic hydrogen, which contains four lines of the Balmer series.

Apart from his quantization postulate, Bohr's reasoning at this point remained completely classical. Let's assume with Bohr that the electron's orbit is a circle of radius $$r.$$ The speed of the electron is then given by $$v=r\,d\beta/dt,$$ and the magnitude of its acceleration by $$a=dv/dt=v\,d\beta/dt.$$ Eliminating $$d\beta/dt$$ yields $$a=v^2/r.$$ In the cgs system of units, the magnitude of the Coulomb force is simply $$F=e^2/r^2,$$ where $$e$$ is the magnitude of the charge of both the electron and the proton. Via Newton's $$F=ma$$ the last two equations yield $$m_ev^2=e^2/r,$$ where $$m_e$$ is the electron's mass. If we take the proton to be at rest, we obtain $$T=m_ev^2/2=e^2/2r$$ for the electron's kinetic energy.

If the electron's potential energy at infinity is set to 0, then its potential energy $$V$$ at a distance $$r$$ from the proton is minus the work required to move it from $$r$$ to infinity,
 * $$V=-\int_r^\infty F(r')\,dr'=-\int_r^\infty\!{e^2\over(r')^2}\,dr'=

+\left[{e^2\over r'}\right]_r^\infty=0-{e^2\over r}.$$ The total energy of the electron thus is
 * $$E=T+V=e^2/2r-e^2/r= -e^2/2r.$$

We want to express this in terms of the electron's angular momentum $$L=m_evr.$$ Remembering that $$m_ev^2=e^2/r,$$ and hence $$rm_e^2v^2=m_ee^2,$$ and multiplying the numerator $$e^2\,$$ by $$m_ee^2$$ and the denominator $$2r$$ by $$rm_e^2v^2,$$ we obtain
 * $$E=-{e^2\over2r}=-{m_ee^4\over2m_e^2v^2r^2}=-{m_ee^4\over2L^2}.$$

Now comes Bohr's break with classical physics: he simply replaced $$L$$ by $$n\hbar$$. The "allowed" values for the angular momentum define a series of allowed values for the atom's energy:
 * $$E_n=-{1\over n^2}\left({m_ee^4\over2\hbar^2}\right),\quad n=1,2,3,\dots$$

As a result, the atom can emit or absorb energy only by amounts equal to the absolute values of the differences
 * $$\Delta E_{nm}=E_n-E_m=\left({1\over n^2}-{1\over m^2}\right)\,\hbox{Ry},$$

one Rydberg (Ry) being equal to $$m_e e^4/2\hbar^2 = 13.6056923(12)\,\hbox{eV.}$$ This is also the ionization energy $$\Delta E_{1\infty}$$ of atomic hydrogen — the energy needed to completely remove the electron from the proton. Bohr's predicted value was found to be in excellent agreement with the measured value.

Using two of the above expressions for the atom's energy and solving for $$r,$$ we obtain $$r = n^2\hbar^2/m_ee^2.$$ For the ground state $$(n=1)$$ this is the Bohr radius of the hydrogen atom, which equals $$\hbar^2/m_ee^2 = 5.291772108(18)\times10^{-11} m.$$ The mature theory yields the same figure but interprets it as the most likely distance from the proton at which the electron would be found if its distance from the proton were measured. NEXT >


text:
This Quantum World/Serious illnesses/de Broglie

< PREVIOUS

de Broglie
In 1923, ten years after Bohr had derived the spectrum of atomic hydrogen by postulating the quantization of angular momentum, Louis de Broglie hit on an explanation of why the atom's angular momentum comes in multiples of $$\hbar.$$ Since 1905, Einstein had argued that electromagnetic radiation itself was quantized (and not merely its emission and absorption, as Planck held). If electromagnetic waves can behave like particles (now known as photons), de Broglie reasoned, why cannot electrons behave like waves?

Suppose that the electron in a hydrogen atom is a standing wave on what has so far been thought of as the electron's circular orbit. (The crests, troughs, and nodes of a standing wave are stationary.) For such a wave to exist on a circle, the circumference of the latter must be an integral multiple of the wavelength $$\lambda$$ of the former: $$2\pi r = n\lambda.$$ Einstein had established not only that electromagnetic radiation of frequency $$\nu$$ comes in quanta of energy $$E=h\nu$$ but also that these quanta carry a momentum $$p=h/\lambda.$$ Using this formula to eliminate $$\lambda$$ from the condition $$2\pi r = n\lambda,$$ one obtains $$pr=n\hbar.$$ But $$pr=mvr$$ is just the angular momentum $$L$$ of a classical electron with an orbit of radius $$r.$$ In this way de Broglie derived the condition $$L=n\hbar$$ that Bohr had simply postulated. NEXT >


text: Talk:Understanding Noah's Classifieds/Multiple Image Submission


text:
Wikijunior:Languages/Sindhi

What writing system(s) does this language use?
Sindhi doesn't use Latin characters like the English you are reading now, but it uses a version of the Arabic script which is written from right to left. There are fifty two letters in Sindhi alphabet. The Sindhi alphabet includes traditional Arabic letters and modified and compound Arabic letters to represent typical Sindhi sounds not found in other languages. In India, along with the Arabic script, a Devanagari script is also used to write Sindhi.

How many people speak this language?
Approximately 41 million people in Pakistan, and 28 million in India speak Sindhi. it is the second most spoken language of Pakistan, a recognized official language in Pakistan and also an official language in India.

Where is this language spoken?
Primarily in Pakistan and India.

Who are some famous authors or poets in this language?
Shah Abdul Latif is a famous Sindhi-language poet.

What are some basic words in this language that I can learn?
munhinjo (my,mine) tunhinjo  (yours) aaoon (I) pani(water) nalo(name) aahay(is) bha(brother) bhen(sister)

title: Wikijunior:Languages/Sindhi


text:
Georgia Water/Statewide Plan/Statewide Advisory Committee

Overview
"How was the state advisory group formed? What is it charged to do?

When the advisory committees were formed, the major purposes of the Statewide Advisory Committee (SAC) were identified as follows:
 * 1) Provide early input to EPD and the Water Council on the description of Georgia’s over-arching goals for water management, water management objectives, and the array of new policy tools identified for development in the first water plan;
 * 2) Screen draft policy tool recommendations, for statewide applicability, before EPD submits them to the Water Council.

To accomplish these purposes, the SAC includes organizations with statewide perspectives and water-related interests that reflect Georgia’s geographic, economic, cultural, jurisdictional, and water resources realities. Governor Perdue and the Water Council identified such organizations and then, as Water Council Chair, the EPD Director formally asked each organization to name individuals from their ranks to represent the organization’s views on the SAC. ‘At-large’ individuals were also identified for their broad knowledge or expertise concerning water issues statewide." (quoted from: SAC Discussion Paper, 10-20-06, pg.7)