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User:Remi/Concordance of A Course in Miracles

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This is the start of a concordance of A Course in Miracles. It resides in userspace for the time being, until it is developed to a greater degree.
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 * A Course in Miracles

Apocalypse
The first step toward freedom involves a sorting out of the false from the true. This is a process of separation in the constructive sense, and reflects the true meaning of the Apocalypse. (C2S9¶4)

Atonement
Atonement is not welcomed by those who prefer pain and destruction. c18 - s7 - p1

Attack
In the "dynamics" of attack is sacrifice a key idea. 26, 1, 1

Blessedness
You are being blessed by every beneficent thought of any of your brothers anywhere. You should want to bless them in return, out of gratitude. You need not know them individually, or they you. (C5S1¶3)

Body
The body cannot heal, because it cannot make itself sick. It needs no healing. Its health or sickness depends entirely on how the mind perceives it, and the purpose that the mind would use it for. It is obvious that a segment of the mind can see itself as separated from the Universal Purpose. When this occurs the body becomes its weapon, used against this Purpose, to demonstrate the "fact" that separation has occurred. The body thus becomes the instrument of illusion, acting accordingly; seeing what is not there, hearing what truth has never said and behaving insanely, being imprisoned by insanity. 19,1,3

Choice
When you come to the place where the branch in the road is quite apparent, you cannot go ahead. You must go either one way or the other. For now if you go straight ahead, the way you went before you reached the branch, you will go nowhere. The whole purpose of coming this far was to decide which branch you will take now. The way you came no longer matters. It can no longer serve. No one who reaches this far can make the wrong decision, although he can delay. And there is no part of the journey that seems more hopeless and futile than standing where the road branches, and not deciding on which way to go. 22-5-1

The Course
This course will be believed entirely or not at all. For it is wholly true or wholly false, and cannot be but partially believed. 22-3-7 The motivation for this course is not knowledge but peace. Peace is the prerequisite to knowledge.

Creation
In the creation, God extended himself to his creations and imbued them with the same loving will to create. You have not only been fully created, but have also been created perfect. 2-1-1

Creativity
Because of your likeness to your Creator you are creative. 2-1-1

Death
Death is the central dream from which all illusions stem. Is it not madness to think of life as being born, aging, losing vitality, and dying in the end? We have asked this question before, but now we need to consider it more carefully. It is the one fixed, unchangeable belief of the world that all things in it are born only to die. M-S27-P1

Denial
And if you accept denial, you can accept its undoing. 10-6-6

Earning
Miracles are a way of earning release from fear. C1S1

Empathy
To empathize does not mean to join in suffering, for that is what you must refuse to understand. That is the ego's interpretation of empathy, and is always used to form a special relationship in which the suffering is shared. The capacity to empathize is very useful to the Holy Spirit, provided you let Him use it in His way. He does not understand suffering, and would have you teach it is not understandable. When He relates through you, He does not relate through your ego to another ego. He does not join in pain, understanding that healing pain is not accomplished by delusional attempts to enter into it, and lighten it by sharing the delusion.

The clearest proof that empathy as the ego uses it is destructive lies in the fact that it is applied only to certain types of problems and in certain people. These it selects out, and joins with. And it never joins except to strengthen itself. Make no mistake about this maneuver; the ego always empathizes to weaken, and to weaken is always to attack. You do not know what empathizing means. Yet of this you may be sure; if you will merely sit quietly by and let the Holy Spirit relate through you, you will empathize with strength, and will gain in strength and not in weakness. 16 - 1 - 1&2

Ego
Let me repeat that the ego's qualifications as a guide are singularly unfortunate, and that it is a remarkably poor choice as a teacher of salvation. T-C9-S4-P8

As host to the ego, you believe that you can give all your guilt away whenever you want, and thereby purchase peace. And the payment does not seem to be yours. While it is obvious that the ego does demand payment it never seems to be demanding it of you. You are unwilling to recognize that the ego, which you invited, is treacherous only to those who think they are its host. The ego will never let you perceive this, since this recognition would make it homeless. For when the recognition dawns clearly, you will not be deceived by any form the ego takes to protect itself from your sight. Each form will be recognized as but a cover for the one idea that hides behind them all; that love demands sacrifice, and is therefore inseparable from attack and fear. And that guilt is the price of love, which must be paid by fear. 15 - 9 6

The ego does not want to teach everyone all it has learned, because that would defeat its purpose. Therefore it does not really learn at all. The Holy Spirit teaches you to use what the ego has made, to teach the opposite of what the ego has "learned". 7 - 4-3

Your ego and your spirit will never be co-creators, but your spirit and your creator will always be. Be confident that your creations are as safe as you are.

The kingdom is perfectly united and perfectly protected, and the ego will not prevail against it. Amen.

This is written in the form of a prayer because it is useful in moments of temptation. It is a declaration of independence. You will find it very helpful if you understand it fully. The reason you need my help is because you have denied your own guide and therefore need guidance. My role is to separate the true from the false, so truth can break through the barriers the ego has set up and can shine into your mind. Against our united strength the ego cannot prevail. 4,4,1&2

Emptiness
There is no emptiness in you. 2-1-1

Extension
To extend is a fundamental aspect of God which he gave to his son. 2-1-1

Faith
Do not overlook our earlier statement that faithlessness leads straight to illusions. For faithlessness is the perception of a brother as a body, and the body cannot be used for purposes of union. If, then, you see your brother as a body, you have established a condition in which uniting with him becomes impossible. Your faithlessness to him has separated you from him, and kept you both apart from being healed. Your faithlessness has thus opposed the Holy Spirit's purpose, and brought illusions, centered on the body, to stand between you. And the body will seem to be sick, for you have made of it an "enemy" of healing and the opposite of truth.

It cannot be difficult to realize that faith must be the opposite of faithlessness. Yet the difference in how they operate is less apparent, though it follows directly from the fundamental difference in what they are. Faithlessness would always limit and attack; faith would remove all limitations and make whole. Faithlessness would interpose illusions between the Son of God and his Creator; faith would remove all obstacles that seem to rise between them. Faithlessness is wholly dedicated to illusions; faith wholly to truth. Partial dedication is impossible. 19,1,4-5

Fear
Fear is not of the present, but only of the past and future, which do not exist. There is no fear in the present when each instant stands clear and separated from the past, without its shadow reaching out into the future. 15,1,8

Forgiveness
Forgiveness is the key to happiness. (W121¶1)

Forgiveness is the end of specialness. (C24S4¶1)

Giving
The unforgiving mind does not believe that giving and receiving are the same. W121P10

Healing
To heal is to make happy. (C5S1¶1)

Those who attempt to heal without being wholly joyous themselves call forth different kinds of responses at the same time, and thus deprive others of the joy of responding wholeheartedly. (C5S1¶1)

Health is the witness unto health. As long as it is unattested, it remains without conviction. Only when it has been demonstrated is it proved, and must provide a witness that compels belief. (C27S5¶1)

You do not know what healing is. 16 - 1 - 3

Health
Health is inner peace. It enables you to remain unshaken by lack of love from without and capable, through your acceptance of miracles, of correcting the conditions proceeding from lack of love in others. (C2S1¶5)

Health is the witness unto health. (C27S5¶2)

Holy Spirit
The Holy Spirit communicates only what each one can give to all. He never takes anything back, because He wants you to keep it. Therefore, His teaching begins with the lesson:
 * ''To have, give all to all.
 * 6,7,5

Imagination
You can violate God's laws in your imagination, but you cannot escape from them. C10S1P1

Justice
Justice is the divine correction for injustice. Injustice is the basis for all the judgments of the world. Justice corrects the interpretations to which injustice gives rise, and cancels them out. Neither justice nor injustice exists in Heaven, for error is impossible and correction meaningless. (M19¶1)

Knowledge
True perception is the basis for knowledge, but knowing is the affirmation of truth and beyond all perceptions. (C3S3¶1)

Learning
There is no need to learn through pain. 21-2-3

Love
There is no difference between love and joy. (C5S1¶2)

Miracles
A miracle is a correction. It does not create, nor really change at all. It merely looks on devastation, and reminds the mind that what it sees is false. It undoes error, but does not attempt to go beyond perception, nor exceed the function of forgiveness. Thus it stays within time's limits. Yet it paves the way for the return of timelessness and love's awakening, for fear must slip away under the gentle remedy it brings.

A miracle contains the gift of grace, for it is given and received as one. And thus it illustrates the law of truth the world does not obey, because it fails entirely to understand its ways. A miracle inverts perception which was upside down before, and thus it ends the strange distortions that were manifest. Now is perception open to the truth. Now is forgiveness seen as justified.

Forgiveness is the home of miracles. The eyes of Christ deliver them to all they look upon in mercy and in love. Perception stands corrected in His sight, and what was meant to curse has come to bless. Each lily of forgiveness offers all the world the silent miracle of love. And each is laid before the Word of God, upon the universal altar to Creator and creation in the light of perfect purity and endless joy.

The miracle is taken first on faith, because to ask for it implies the mind has been made ready to conceive of what it cannot see and does not understand. Yet faith will bring its witnesses to show that what it rested on is really there. And thus the miracle will justify your faith in it, and show it rested on a world more real than what you saw before; a world redeemed from what you thought was there.

Miracles fall like drops of healing rain from Heaven on a dry and dusty world, where starved and thirsty creatures come to die. Now they have water. Now the world is green. And everywhere the signs of life spring up, to show that what is born can never die, for what has life has immortality. What Is a Miracle?

Principles of Miracles

1. There is no order of difficulty in miracles. One is not "harder" or "bigger" than another. They are all the same. All expressions of love are maximal.

2. Miracles as such do not matter. The only thing that matters is their source, which is far beyond evaluation.

3. Miracles occur naturally as expressions of love. The real miracle is the love that inspires them. In this sense everything that comes from love is a miracle.

4. All miracles mean life, and God is the giver of life. His voice will direct you very specifically. You will be told all you need to know.

5. Miracles are habits, and should be involuntary. They should not be under conscious control. Consciously selected miracles can be misguided.

6. Miracles are natural. When they do not occur something has gone wrong.

7. Miracles are everyone's right, but purification is necessary first.

8. Miracles are healing because they supply a lack; they are performed by those who temporarily have more for those who temporarily have less.

9. Miracles are a kind of exchange. Like all expressions of love, which are always miraculous in the true sense, the exchange reverses the physical laws. They bring more love both to the giver and the receiver.

10. The use of miracles as spectacles to induce belief is a misunderstanding of their purpose.

11. Prayer is the medium of miracles. It is a means of communication of the created with the Creator. Through prayer love is received, and through miracles love is expressed.

12. Miracles are thoughts. Thoughts can represent the lower or bodily level of experience, or the higher or spiritual level of experience. One makes the physical, and the other creates the spiritual.

13. Miracles are both beginnings and endings, and so they alter the temporal order. They are always affirmations of rebirth, which seem to go back but really go forward. They undo the past in the present, and thus release the future.

14. Miracles bear witness to truth. They are convincing because they arise from conviction. Without conviction they deteriorate into magic, which is mindless and therefore destructive; or rather, the uncreative use of mind.

15. Each day should be devoted to miracles. The purpose of time is to enable you to learn how to use time constructively. It is thus a teaching device and a means to an end. Time will cease when it is no longer useful in facilitating learning.

16. Miracles are teaching devices for demonstrating it is as blessed to give as to receive. They simultaneously increase the strength of the giver and supply strength to the receiver.

17. Miracles transcend the body. They are sudden shifts into invisibility, away from the bodily level. That is why they heal.

18. A miracle is a service. It is the maximal service you can render to another. It is a way of loving your neighbor as yourself. You recognize your own and your neighbor's worth simultaneously.

19. Miracles make minds one in God. They depend on cooperation because the Sonship is the sum of all that God created. Miracles therefore reflect the laws of eternity, not of time.

20. Miracles reawaken the awareness that the spirit, not the body, is the altar of truth. This is the recognition that leads to the healing power of the miracle.

21. Miracles are natural signs of forgiveness. Through miracles you accept God's forgiveness by extending it to others.

22. Miracles are associated with fear only because of the belief that darkness can hide. You believe that what your physical eyes cannot see does not exist. This leads to a denial of spiritual sight.

23. Miracles rearrange perception and place all levels in true perspective. This is healing because sickness comes from confusing the levels.

24. Miracles enable you to heal the sick and raise the dead because you made sickness and death yourself, and can therefore abolish both. You are a miracle, capable of creating in the likeness of your Creator. Everything else is your own nightmare, and does not exist. Only the creations of light are real.

25. Miracles are part of an interlocking chain of forgiveness which, when completed, is the Atonement. Atonement works all the time and in all the dimensions of time.

26. Miracles represent freedom from fear. "Atoning" means "undoing." The undoing of fear is an essential part of the Atonement value of miracles.

27. A miracle is a universal blessing from God through me to all my brothers. It is the privilege of the forgiven to forgive.

28. Miracles are a way of earning release from fear. Revelation induces a state in which fear has already been abolished. Miracles are thus a means and revelation is an end.

29. Miracles praise God through you. They praise him by honoring his creations, affirming their perfection. They heal because they deny body-identification and affirm spirit-identification.

30. By recognizing spirit, miracles adjust the levels of perception and show them in proper alignment. This places spirit at the center, where it can communicate directly.

31. Miracles should inspire gratitude, not awe. You should thank God for what you really are. The children of God are holy and the miracle honors their holiness, which can be hidden but never lost.

32. I inspire all miracles, which are really intercessions. They intercede for your holiness and make your perceptions holy. By placing you beyond the physical laws they raise you into the sphere of celestial order. In this order you are perfect.

33. Miracles honor you because you are lovable. They dispel illusions about yourself and perceive the light in you. They thus atone for your errors by freeing you from your nightmares. By releasing your mind from the imprisonment of your illusions, they restore your sanity.

34. Miracles restore the mind to its fullness. By atoning for lack they establish perfect protection. The spirit's strength leaves no room for intrusions.

35. Miracles are expressions of love, but they may not always have observable effects.

36. Miracles are examples of right thinking, aligning your perceptions with truth as God created it.

37. A miracle is a correction introduced into false thinking by me. It acts as a catalyst, breaking up erroneous perception and reorganizing it properly. This places you under the Atonement principle, where perception is healed. Until this has occurred, knowledge of the Divine Order is impossible.

38. The Holy Spirit is the mechanism of miracles. He recognizes both God's creations and your illusions. He separates the true from the false by his ability to perceive totally rather than selectively.

39. The miracle dissolves error because the Holy Spirit identifies error as false or unreal. This is the same as saying that by perceiving light, darkness automatically disappears.

40. The miracle acknowledges everyone as your brother and mine. It is a way of perceiving the universal mark of God.

41. Wholeness is the perceptual content of miracles. They thus correct, or atone for, the faulty perception of lack.

42. A major contribution of miracles is their strength in releasing you from your false sense of isolation, deprivation and lack.

43. Miracles arise from a miraculous state of mind, or a state of miracle-readiness.

44. The miracle is an expression of an inner awareness of Christ and the acceptance of his Atonement.

45. A miracle is never lost. It may touch many people you have not even met, and produce undreamed of changes in situations of which you are not even aware.

46. The Holy Spirit is the highest communication medium. Miracles do not involve this type of communication, because they are temporary communication devices. When you return to your original form of communication with God by direct revelation, the need for miracles is over.

47. The miracle is a learning device that lessens the need for time. It establishes an out-of-pattern time interval not under the usual laws of time. In this sense it is timeless.

48. The miracle is the only device at your immediate disposal for controlling time. Only revelation transcends it, having nothing to do with time at all.

49. The miracle makes no distinction among degrees of misperception. It is a device for perception correction, effective quite apart from either the degree or the direction of the error. This is its true indiscriminateness.

50. The miracle compares what you have made with creation, accepting what is in accord with it as true, and rejecting what is out of accord as false. (C1S1)

Needs
No learning is acquired by anyone unless he wants to learn it and believes in some way that he needs it. C1S6P1

Ownership
If you share a physical possession, you do divide its ownership. If you share an idea, however, you do not lessen it. C5S2P1

Pain
You no more recognize what is painful than you know what is joyful, and are, in fact, very apt to confuse the two. 7-10-3

Peace
You who want peace can find it only by complete forgiveness. C1S6P1

If you want peace you must abandon the teacher of attack. The Teacher of Peace will never abandon you. You can desert him but he will never reciprocate, for his faith in you is his understanding. It is as firm as is his faith in his Creator, and he knows that faith in his Creator must encompass faith in his creation. In this consistency lies his holiness which he cannot abandon, for it is not his will to do so. With your perfection ever in his sight, he gives the gift of peace to everyone who perceives the need for peace, and who would have it. Make way for peace, and it will come. For understanding is in you, and from it peace must come. 14 - 11 - second to last

Problems
Problems are not specific but they take specific forms, and these specific shapes make up the world. And no one understands the nature of his problem. If he did, it would be there no more for him to see. Its very nature is that it is not. And thus, while he perceives it he can not perceive it as it is. (C27S5¶8)

Promises
Whoever says, "There is no gap between my mind and yours" has kept God's promise, not his tiny oath to be forever faithful unto death. And by his healing is his brother healed. 28 - 6 - 5

Questions
Your question is whether the means by which this course is learned will bring to you the joy it promises. 21-2-3

Redemption
In the extreme, you are afraid of redemption and you believe it will kill you. 13,3,8

Relationships
Time is indeed unkind to the unholy relationship. For time is cruel in the ego's hands, as it is kind when used for gentleness. The attraction of the unholy relationship begins to fade and to be questioned almost at once. Once it is formed, doubt must enter in, because its purpose is impossible. The "ideal" of the unholy relationship thus becomes one in which the reality of the other does not enter at all to "spoil" the dream. And the less the other really brings to the relationship, the "better" it becomes. Thus, the attempt at union becomes a way of excluding even the one with whom the union was sought. For it was formed to get him out of it, and join with fantasies in uninterrupted "bliss." 17,3,4

Religion
Allegiance to the denial of God is the ego's religion. 10-6-3

Salvation
Salvation is undoing. 31 - 6 - 1

Salvation does not ask that you behold the spirit and perceive the body not. It merely asks that this should be your choice. 31 - 6 - 3

Say only this, but mean it with no reservations, for here the power of salvation lies:
 * I am responsible for what I see. 21 -2 - 12

Shoulds
Yet I have said already that only constructive acts should be involuntary. (C2S7¶1)

Ask me which miracles you should perform. (C1S3¶4)

Your words should reflect only mercy, because that is what you have received and that is what you should give. (C3S6¶6)

I can tell you what to do, but you must collaborate by believing that I know what you should do. (C8S4¶4)

Sickness
Sickness is isolation. For it seems to keep one self apart from all the rest, to suffer what the others do not feel. It gives the body final power to make the separation real, and keep the mind in solitary prison, split apart and held in pieces by a solid wall of sickened flesh, which it can not surmount. (W137¶3)

When a brother is sick it is because he is not asking for peace, and therefore does not know he has it. The acceptance of peace is the denial of illusion, and sickness is an illusion. Yet every Son of God has the power to deny illusions anywhere in the Kingdom, merely by denying them completely in himself. 10,4,7

Sight
Never forget the world the sightless "see" must be imagined, for what it really looks like is unknown to them. They must infer what could be seen from evidence forever indirect; and reconstruct their inferences as they stumble and fall because of what they did not recognize, or walk unharmed through open doorways that they thought were closed. And so it is with you. You do not see. Your cues for inference are wrong, and so you stumble and fall down upon the stones you did not recognize, but fail to be aware you can go through the doors you thought were closed, but which stand open before unseeing eyes, waiting to welcome you. 21,2,1

Sin
Sins are in bodies. They are not perceived in minds. They are not seen as purposes, but actions. Bodies act, and minds do not. And therefore must the body be at fault for what it does. It is not seen to be a passive thing, obeying your commands, and doing nothing of itself at all. If you are sin you are a body, for the mind acts not. And purpose must be in the body, not the mind. The body must act on its own, and motivate itself. If you are sin you lock the mind within the body, and you give its purpose to its prison house, which acts instead of it. A jailer does not follow orders, but enforces orders on the prisoner. 31, 3, 3

Yet if the Holy Spirit can commute each sentence that you laid upon yourself into a blessing, then it cannot be a sin. Sin is the only thing in all the world that cannot change. It is immutable. And on its changelessness the world depends. The magic of the world can seem to hide the pain of sin from sinners, and deceive with glitter and with guile. Yet each one knows the cost of sin is death. And so it is. For sin is a request for death, a wish to make this world's foundation sure as love, dependable as Heaven, and as strong as God Himself. The world is safe from love to everyone who thinks sin possible. Nor will it change. 25, 8, 1

Solitude
Lead not your little life in solitude, with one illusion as your only friend. 26-6-2

Suffering
No one can suffer if he does not see himself attacked, and losing by attack. 28 - 6 - 4

Teaching
A good teacher clarifies his own ideas and strengthens them by teaching them. Teacher and pupil are alike in the learning process. They are in the same order of learning, and unless they share their lessons conviction will be lacking. A good teacher must believe in the ideas he teaches, but he must meet another condition; he must believe in the students to whom he offers the ideas. 4, 2, 1

Thought
You are being blessed by every beneficent thought of any of your brothers anywhere. (C5S1¶3)

Every loving thought held in any part of the Sonship belongs to every part. (C5S5¶3)

Time
The purpose of time is to enable you to learn how to use time constructively. It is thus a teaching device and a means to an end. Time will cease when it is no longer useful in facilitating learning. (C1S1¶1)

Truth
It is not necessary to seek for what is true, but it is necessary to seek for what is false. 16,4,6

Uncertainty
Uncertainty brought to certainty does not retain any conviction of reality. 14-8-3

Vision
True vision is the natural perception of spiritual sight, but it is still a correction rather than a fact. Spiritual sight is symbolic, and therefore not a device for knowing. It is, however, a means of right perception, which brings it into the proper domain of the miracle. A "vision of God" would be a miracle rather than a revelation. The fact that perception is involved at all removes the experience from the realm of knowledge. That is why visions, however holy, do not last. 3 - 3 - 4

Spiritual vision literally cannot see error, and merely looks for Atonement. All solutions the physical eye seeks dissolve. Spiritual vision looks within and recognizes immediately that the altar has been defiled and needs to be repaired and protected. Perfectly aware of the right defense it passes over all others, looking past error to truth. Because of the strength of its vision, it brings the mind into its service. This re-establishes the power of the mind and makes it increasingly unable to tolerate delay, realizing that it only adds unnecessary pain. As a result, the mind becomes increasingly sensitive to what it would once have regarded as very minor intrusions of discomfort. 2- 3-4

War
Peace is impossible to those who look on war. MfTS11P4

Yoke
Remember that "yoke" means "join together," and "burden" means "message. "Let us restate "My yoke is easy and my burden light" in this way; "Let us join together, for my message is light. " 5,3,11

You
You have no idea of the tremendous release and deep peace that comes from meeting yourself and your brothers totally without judgment. 3,6,3

When you feel tired, it is because you have judged yourself as capable of being tired. 3,6,5


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User talk:Evonx002

(Red4tribe (talk) 23:30, 19 May 2008 (UTC))

Hi,

I have a knack for math too. Even though I am a writer, and have had things published, I think English has always been my weakest subject. I would like to be a creative writing teacher, but I have been looking math as a more realistic first step. I think it is very important to get some good math teachers out there. At one point I wouldn't have thought twice about becoming a math teacher because I loved math, but during high school I had a teacher who made me hate it and I am just getting over that horrible influance.

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SQL Exercises/Planet Express

Relational Schema

PK and FK stand for primary key and foreign key respectively.

Exercises
The first several exercises build on each other and illustrate the use of subqueries.

Who received a 1.5kg package?

What is the total weight of all the packages that he sent?

Which pilots transported those packages?

Table creation code
Please note the syntax presented here is for the SQLite system. It has been tested by the authors on  specifically.

Also note that the  constraint on the primary key fields is semantically redundant, but a syntactic necessity in SQLite.

Sample dataset
INSERT INTO Client VALUES(1, 'Zapp Brannigan'); INSERT INTO Client VALUES(2, "Al Gore's Head"); INSERT INTO Client VALUES(3, 'Barbados Slim'); INSERT INTO Client VALUES(4, 'Ogden Wernstrom'); INSERT INTO Client VALUES(5, 'Leo Wong'); INSERT INTO Client VALUES(6, 'Lrrr'); INSERT INTO Client VALUES(7, 'John Zoidberg'); INSERT INTO Client VALUES(8, 'John Zoidfarb'); INSERT INTO Client VALUES(9, 'Morbo'); INSERT INTO Client VALUES(10, 'Judge John Whitey'); INSERT INTO Client VALUES(11, 'Calculon'); INSERT INTO Employee VALUES(1, 'Phillip J. Fry', 'Delivery boy', 7500.0, 'Not to be confused with the Philip J. Fry from Hovering Squid World 97a'); INSERT INTO Employee VALUES(2, 'Turanga Leela', 'Captain', 10000.0, NULL); INSERT INTO Employee VALUES(3, 'Bender Bending Rodriguez', 'Robot', 7500.0, NULL); INSERT INTO Employee VALUES(4, 'Hubert J. Farnsworth', 'CEO', 20000.0, NULL); INSERT INTO Employee VALUES(5, 'John A. Zoidberg', 'Physician', 25.0, NULL); INSERT INTO Employee VALUES(6, 'Amy Wong', 'Intern', 5000.0, NULL); INSERT INTO Employee VALUES(7, 'Hermes Conrad', 'Bureaucrat', 10000.0, NULL); INSERT INTO Employee VALUES(8, 'Scruffy Scruffington', 'Janitor', 5000.0, NULL); INSERT INTO Planet VALUES(1, 'Omicron Persei 8', 89475345.3545); INSERT INTO Planet VALUES(2, 'Decapod X', 65498463216.3466); INSERT INTO Planet VALUES(3, 'Mars', 32435021.65468); INSERT INTO Planet VALUES(4, 'Omega III', 98432121.5464); INSERT INTO Planet VALUES(5, 'Tarantulon VI', 849842198.354654); INSERT INTO Planet VALUES(6, 'Cannibalon', 654321987.21654); INSERT INTO Planet VALUES(7, 'DogDoo VII', 65498721354.688); INSERT INTO Planet VALUES(8, 'Nintenduu 64', 6543219894.1654); INSERT INTO Planet VALUES(9, 'Amazonia', 65432135979.6547); INSERT INTO Has_Clearance VALUES(1, 1, 2); INSERT INTO Has_Clearance VALUES(1, 2, 3); INSERT INTO Has_Clearance VALUES(2, 3, 2); INSERT INTO Has_Clearance VALUES(2, 4, 4); INSERT INTO Has_Clearance VALUES(3, 5, 2); INSERT INTO Has_Clearance VALUES(3, 6, 4); INSERT INTO Has_Clearance VALUES(4, 7, 1); INSERT INTO Shipment VALUES(1, '3004/05/11', 1, 1); INSERT INTO Shipment VALUES(2, '3004/05/11', 1, 2); INSERT INTO Shipment VALUES(3, NULL, 2, 3); INSERT INTO Shipment VALUES(4, NULL, 2, 4); INSERT INTO Shipment VALUES(5, NULL, 7, 5); INSERT INTO Package VALUES(1, 1, 'Undeclared', 1.5, 1, 2); INSERT INTO Package VALUES(2, 1, 'Undeclared', 10.0, 2, 3); INSERT INTO Package VALUES(2, 2, 'A bucket of krill', 2.0, 8, 7); INSERT INTO Package VALUES(3, 1, 'Undeclared', 15.0, 3, 4); INSERT INTO Package VALUES(3, 2, 'Undeclared', 3.0, 5, 1); INSERT INTO Package VALUES(3, 3, 'Undeclared', 7.0, 2, 3); INSERT INTO Package VALUES(4, 1, 'Undeclared', 5.0, 4, 5); INSERT INTO Package VALUES(4, 2, 'Undeclared', 27.0, 1, 2); INSERT INTO Package VALUES(5, 1, 'Undeclared', 100.0, 5, 1);

title: SQL Exercises/Planet Express


text:
User talk:130.217.76.77

(Red4tribe (talk) 23:33, 19 May 2008 (UTC))

title: User talk:130.217.76.77


text:
User talk:67.171.229.37

(Red4tribe (talk) 23:37, 19 May 2008 (UTC))

title: User talk:67.171.229.37


text:
Trainz/Taking Videos

In the last decade, online media has become increasingly accessible and plentiful. With free video hosting sites the potential for creating and sharing videos has become huge.

It has been suggested by a number of Trainz users that the developers incorporate a motion recorder into future versions of Trainz. This may well happen one day, but for now the alternative is external applications.

Many users choose to use Fraps, a real time video capture application. Fraps is capable of more than adequate frame rates and screen resolutions for Trainz videos.

title: Trainz/Taking Videos


text:
User:Robbiemuffin/L2 Presentation Patterns/Sounds and Writing

 Sounds and Writing

Introduction
Given that there are nearly 7,000 languages in the world today, there are surprisingly few writing systems:  '' * each of the writing systems in the above represent a family of writing systems (and perhaps each color is a type or a prototypical family for a type) used by one or more languages. Each language may add or exclude characters, diacritics, prescriptive use and may change the sounds: additionally within many languages there are regional accents that change the actual sounds represented and their prescriptive use. ''

And of those few, all of them fit into six types: The three main types, logographic, syllabic, and segmental (e.g., an alphabet); along with the three in between types, abugidas, abjads, and featural.

The difference between a syllabic and a segmental system is that the syllabic system demarks entire syllables. The main thing to notice is how syllabic and segmental are so similar. They break words up into their basic constituent sounds (segmental systems are more of an abstraction of the concept).

Indistinctly Alphabetic and Syllabic
Hangul (Korean) uses a writing system that perhaps appears logographic, but is actually approximate to an syllabary: many Jamo (strokes) for each feature of a sound are combined into a syllablic character using a set prescription. About half of the Jamo are direct equivalents of latin alphabet letters, with the others representing consonant sounds, consonant sounds with vowels, dipthongs, and consonant sounds with dipthongs. The result is a system that gives all the information of an alphabet, abstracting to the level of phonetic features, but whose prescriptive use imparts further information:

Approximately Syllabic or Segmental
Chinese is an isolating, analytic language, such that there are many effectively modifying lexemes and the lemma of many words are bare in sentences. For that matter, Chinese and all other living logogramatic languages have only one syllable per character, while most modern chinese words are of course polysyllabic.

Of the segmentals, there are systems that demark only consonants because the vowel sound can be inferred or is allowed to vary. The Latin alphabet comes from an older abjad, the name for this type of system. An abugida necessarily adds the vowels.

At a glance
For living languages, this makes exchanging between the writing systems relatively easy, because one is always fundamentally familiar with the model of abstraction.

Despite this (which some learners might think of as a veritable holy grail of a mapping, because of the simplicity it implies), most languages only partially support this analogy. According to the phonemic orthography wikipedia entry:

Languages with a good grapheme-to-phoneme [sic] correspondence include Bulgarian, Basque, Estonian, Finnish, Georgian, Hungarian, Macedonian, Mongolian in Cyrillic, Korean, Romanian, Sanskrit, Turkish, Croatian, Serbian and Spanish. Most constructed languages such as Esperanto and Lojban have phonemic orthographies.

Other languages generally map one or more sounds to one or more glyphs or sequences of glyphs, and even the natural languages above usually do not approach true one-to-one correspondence, having a healthy selection of contextual differences. What they do offer, however, is the ability to know, at a glance, what are the phonemes of the written word.

One can think of this presentational model as: Essentially correct (some exclusions apply). Those exclusions are almost always more complex than the writing system; the sounds of the language module will delve into the exclusions.

The Pattern
We're going to present two tables for the raw data for our writing system. One table to show the alphabet or syllabary (for large syllabaries, a selection of glyphs required for procifiency, likely on the order of 1,000) in the majescule and miniscule, and on a second table a much smaller list of the "essential" characters. We will map from the essentials to the others on the basis of whatever similarity presents itself. When presenting this information, the large table is the reference, and the small table is the associative, teaching tool.

Writing System Module
 * transcluded from the Writing System Module: visit it on that page for the recap section of the module.

Sounds of the language
Whereas Japanese may be the most complicated writing system (when taken as a whole), English itself may be the least regular in terms of mapping its sounds to its words. Differences in dialect, differences accounted for by the huge surplus of its users as a lingua franca, as well as a profound set of rules and long lists of exceptions, push English to the verge of offering no phonetic clues at all in the morphology of its written language. In some places such as Guyana and the Caribbean, the meter of spoken language becomes consonant-vowel dominated and loses quite a bit of stress-timing (features wholly foreign to English but in keeping with Spanish and many african cultures), and in general English adopts itself in predictable ways to it's regional, cultural context. However, English only stands out as an extreme example of these features, and generally all languages have wide variation in pronunciation both diachronically and synchronically from dialect to dialect.

IPA Chart
 Vowels See also: IPA, Consonants

Where symbols appear in pairs, the one to the right represents a rounded vowel.

Recap
Return to the Contents


text:
Cookbook:Sunflower Oil

| Basic Foodstuffs

Sunflower oil is an oil derived from sunflower seeds. It can be used in conditions with extremely high cooking temperatures. It may also help food stay fresher and healthier for longer periods of time.

title: Cookbook:Sunflower Oil


text:
User talk:68.36.235.127

(Red4tribe (talk) 00:19, 20 May 2008 (UTC))

title: User talk:68.36.235.127


text:
User talk:98.28.125.218

(Red4tribe (talk) 00:22, 20 May 2008 (UTC))

title: User talk:98.28.125.218


text:
Talk:Maple/Using Maple in Analysis

Look at the package MultiSeries
Note that exp(1/x^2) is not analytic at x=0. Anyways, more general asymptotic scales can be used with the commands of the MultiSeries package. In particular,

with(MultiSeries); series(exp(1/x^2), x); exp(1/x^2)

Jakubi (talk) 02:11, 20 May 2008 (UTC)

title: Talk:Maple/Using Maple in Analysis


text:
User talk:Subhajit~enwikibooks

about myself.
hi i am a bba student.i live in durgapur.i want to know more about statistics &psychology.as i love those subjects very much.any one give me some notes about those subjects?i want to doing mba so i need more about this subjects

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 Subhajit. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Subhajit~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 23:43, 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) 05:33, 19 April 2015 (UTC)

title: User talk:Subhajit~enwikibooks


text: User talk:203.62.10.3

title: User talk:203.62.10.3


text: Talk:Calculus/Infinite Limits

title: Talk:Calculus/Infinite Limits


text:
User:Magicchaos~enwikibooks

Author Biography

Name: '''Anthony L Young (Author) ''' Born: August 7, 1978

Birthplace: Winter Park, Florida Education: Gibbs College Livingston, NJ 	2005 University of Phoenix Phoenix, AZ

Past Work: First book written and published through PublishAmerica.com. “The Kingdom of Eternity: The Awakening” was his first novel Second Project: "The Angel’s Gospel" available through LuLu Publishing

Anthony Young grew up with his sister in his birthplace of Florida until the age of 10 years old with his aunt and her children. When he was 10 he and his sister were sent to live with another aunt in South Carolina to his dismay and after years of feeling isolated from everyone his mother passed away from a life long struggle with drug dependency and he grew up instantly! He lost all hope of ever regaining the missing piece to himself through her and had tough times dealing with life in general. After barely finishing high school after a very tumultuous and bad living situation he left that home to be on his own knowing he had no place to call home and no security. Anthony Young had no one to rely on and had to live without any support from that family and was told that growing up by them all the while. Through God’s help and a willingness to be successful Anthony went on to graduate from college with honors while writing his first book and years after he finished his second book and is continuing to write more. Anthony Young is the author of “The Kingdom of Eternity” and “The Angel’s Gospel” and accredits his ability to overcome to his past through faith in his purpose on earth and God alone.

title: User:Magicchaos~enwikibooks


text:
User talk:Adambro

Welcome!
Welcome, Adambro!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--AdRiley (talk) 07:56, 20 May 2008 (UTC)

title: User talk:Adambro


text:
User:Rajivzzz

[[Media:$$Example.ogg$$]]

title: User:Rajivzzz


text:
History of Literature/Literature of the Ancient Mediterranean

The written word has changed and shaped the history of the Ancient Mediterranean as history has changed and shaped it. Language first began in distant human evolution. The first words to be written down were simple, arising from cave art. These pictures became more advanced and capable of conveying more complex meanings. With trade and conquest, these alphabets spread and merged to form the recognisable systems of the ancient Mediterranean. Originally, they were used predominantly for recording commerce and deals that would otherwise risk being forgotten or manipulated. As empires grew larger and communication more difficult, writing was used to convey messages to large numbers of people or to give information to a distant party. Gradually, writing became more than just communication, but an art form, as literature developed. Writing has been a major influential force from the live of the common man to the success of empires.

Spoken Language
It is impossible to know when and where spoken language began, not least because of ambiguity as to what defines it. Speculation about the larynx and the tongue shape give some indication of which of our ancestors may have been able to produce the range of sounds necessary for speech. A tentative estimate places the advent of spoken language with the Neanderthal at around 300 000BC. This advanced ability to communicate would have greatly improved the structure and tasks of primitive society.

Writing
The first known pictures were discovered in caves at Lascaux from c. 14 000BC. These were probably the ancient scribbles of a culture seeking to express what they saw in a way clearer and more lasting than spoken words. Tablets from Mesopotamia in the 4th millennium BC engraved with images of livestock are thought to have been used as records of trade promises and deals. It is thought that writing grew from pictures, which became simplified and stylistic cuneiform with time and use. The letter A was originally symbolic of an ox or aleph in Phoenician. It was the first letter of the alphabet because to the ancients the ox symbolised strength and energy. Thus the symbol came to represent these abstract ideas as well as a physical animal. Originally, the letter was a picture of a whole ox but through metonymy it came to be represented by only the head of an ox. This simplified into the Greek Alpha and the Latin A. This process of picture, symbol, letter formed all of the Greek and Latin alphabets.

A major step from these pictographs was the Egyptian initiative to make them represent sounds, often in the form of syllables, rather than ideas. This developed from acrophony: symbols for ideas or objects coming to represent the initial sound of that word. This change eliminated much of the ambiguity of symbols and gave writing the full complexity of speech. In the Cratylus, Plato speaks about writing as a form of imitation, as a representation of the spoken alphabet rather than visual elements. The first alphabetical scripts were developed from hieroglyphs in Egypt and Cuneiform in Uruk. From these systems, close to all of the modern alphabets evolved.

The Ancient Greek historian Herodotus wrote in the 5th century BC that the Greek alphabet arrived with the Phoenician settlement in BC. Plato traced the Phoenician letters back to the Egyptians, who legend states received it as a divine gift. Plato discusses the origins and development in his works Cratylus and Phaedrus. The changes in the shapes of the letters came from a variety of sources. One that can clearly be seen is the medium available. Cuneiform was mainly written with reed styli on clay tablets, and by necessity are made of wedge-shaped indents (cuneiform literally means “wedge letters”). Roman stone inscriptions used straight lines as well resulting in the blocky capitals that we use today. Another influence was ease of use. With time and employment, the letters became more stylised and removed from their original pictures and symbols. With trade and conquest, different writing systems were united and separated, merging two old alphabets into one, or changing with time isolated from a parent system. This can be seen in the unification of Greek and Etruscan to produce the Latin alphabet. Thus sprung the different alphabets of the Ancient Mediterranean as varied as spoken language.

In Society
Writing has served many different cultural functions. It is thought to have sprung from mundane necessities such as commerce and debt but when its power was realised, it quickly became the duty of scribes and those who had the time and wealth to afford education. In such cultures as ancient Rome, It became a social divider; those who could read could get a job high paying enough to afford to teach their children to read. Literacy was widespread in free males in 5th century Athens. In some cultures, such as Egypt, writing took on a mystical role, perhaps due to its perceived divine origins. Herodotus coined the term “hieroglyphs” from “hieros” meaning sacred. The Greek word for alphabet, stoicheia, also means “elements” and as such, the letters were considered the building blocks of the cosmic order. It also became a symbol of cultural unity; the entire area of what we now call “Ancient Greece” was a collection of separate city states united only by language.

As medium became more available and education more widespread, writing became a successful way of communication across long distances of space and time. In the Near East, writing came to be used for public monuments, declarations of military success, and legal codes. In Greece and Rome (famously Pompeii) many instances of graffiti have been found advertising services, declaring love, and even complaining about noise levels in the area. Writing also became vital for running a military campaign so that generals could report to each other about their location, resources, and plans. Letters from all over the Roman Empire detail both political and personal matters. This use of language as long-distance communication enabled great conquests and widespread control in the Ancient Mediterranean.

Another great development in the place of writing in society was its use in literature, an art form rather than a purely practical method. It is hard to define where exactly the difference lies in matters such as Biblical texts and Homer’s epics, which are both religious and historical accounts as well as literary stories. One important aspect of literature is poetry. The Epic of Gilgamesh is an epic poem recorded in the 7th century BC in Babylonia about a hero-king who is thought to have lived in the 3rd millennium. More recent and famous are the works of Homer, the Odyssey and the Iliad. The ancient writers of Greece and Rome studied arts of rhythm, metre, and language techniques in great depth and covered topics of love, religion, and mythology among others. The literature of the ancient world served in education, entertainment, and determining social class. The written word was shaped by the people of the ancient Mediterranean and in return has shaped their world. From its origins in pictures to the Golden ages of classical literature, it has been a part of daily life and decisive politics. Its development and influences can be traced throughout the Mediterranean.


text:
Trainz/Using the Trainz Discussions Forums

Auran's Trainz Discussion Forums are the center of the vast Trainz online community. Much like any other forums, there are some common do's and don'ts to be aware of.

Do:
 * State your computer specifications when requesting technical help.
 * State your Trainz version and build number.
 * Post screenshots of your upcoming work and keep people updated.
 * Take heed of the code of conduct and the moderators in force.
 * Try and post in the relevant section of the forum.

Do Not:
 * Post the same post in multiple threads.
 * Use enormous signatures/banners.
 * Ask questions before searching the forums first. Many simple problems have been asked by people many times before, and the answer can be found by a simple search.
 * Post information regarding cracked software or illegal download sites etc.

The Trainz forum is a welcoming community and has many long-term well established members. Most content creators provide updates of upcoming or recent releases via this forum. If you do not own any web space, the most common way of posting screenshots directly into the forums is by using an image hosting company such as ImageShack.

Using the options in the forums, it is possible to customise your signature and your avatar. The avatar is the train image next to your name on any post. There are many avatars to choose from various regions of the world.

My Trainz Forums Experiences
The Trainz Forums was once the place to go if you were a fan of the Trainz program. This was the place to go to get answers for all of your Trainz questions and needs. In resent years the Trainz forum has been going on a downward spiral. Unprofessional mods and a helpless helpdesk seems to be the rule lately with curtain privileged forum members that are aloud to verbally attack other members with no consequences. If your plans are to go there to complain, let me save you a trip because you are wasting your time. They will ban you from the forums with or without reasons. I myself was banned from the forums because I complained about the mods getting out of hand. I also complained about Zec Murphy from the helpdesk who ignored my initial complaints and banned me for no reason other then my discontent for him. He had another forum member come to the forums and attack me while he watched and waited for me to attack back so he could get a good reason to ban me. That never happened so he banned me without reason. If you want the evidence of this, go to the "Why Are My Post Being Deleted" Thread on the forums and see for yourself. A message was sent to N3V about this but at this time the owner of the N3V company refuses to deal with this issue. I have currently removed all N3V programs from my computer and refuse to buy anymore until N3V fixed the problems on their forum.


text:
Romanian/Lesson 7

Familia - The family

 * Familia mea : My family
 * Bunică : Grandmother
 * Bunic : Grandfather
 * Mătuşă : Aunt
 * Unchi : Uncle
 * Mamă : Mother
 * Tată : Father
 * Mătuşă : Aunt
 * Unchi : Uncle
 * Verişor : Cousin(m)
 * Sora : Sister
 * Eu : I
 * Frate : Brother
 * Verişoară : Cousin(f)
 * Părinţi - Parents
 * Soţie - Wife
 * Soţ - Husband
 * Copil - Son
 * Copilă - Daughter
 * Copii - Children
 * Bunici - Granparents
 * Nepot - Grandson
 * Nepoată - Granddaughter
 * Nepoţi - Grandchildren
 * Nepot - Nephew
 * Nepoată - Niece
 * Familia Vitregă - Step Family
 * Mamă vitregă - Stepmother
 * Tată vitreg - Stepfather
 * Soră vitregă - Half sister
 * Frate vitreg - Half brother

Exerciţii
1. Traduceţi în engleză. 1.Am fost la bibliotecă cu Sora. 2.Verişor. 3.Fratele joacă volei.

2. Traduceţi în română. 1. Nephew. 2. My aunt is in Bucharest(Bucureşti). 3. He has a stepmother < Previous Lesson | Next Lesson >

title: Romanian/Lesson 7


text:
User talk:87.236.233.52

(Red4tribe (talk) 11:08, 20 May 2008 (UTC))

title: User talk:87.236.233.52


text:
History of Literature/Literature of Ramesside Egypt

Writing was important to Egyptian society not only as a means of recording facts and debts but by the Ramesside period, also as a means of cultural expression and identity.

Because of the dry climate, much of their literature has come down to us on papyrus manuscripts accidentally dried in the desert sand. Fragments have also survived on ostraca. Ceramic ware was very common In the ancient world, more so than paper. When composing a text before transferring it to a final medium, scribes often scratched the words onto fragments of broken pottery, known as sherds or ostraca. In other cases, literature has been deliberately preserved carved into temples, monuments and most famously, tomb walls.

Genres
Literature had initially sprung from religious beliefs but by the nineteenth dynasty involved many different styles including instructions, love poetry, and narrative. Mortuary writing was one of the first genres of Egyptian writing, first appearing as basic accounts and then growing into tomb autobiography. One of the most famous examples of this is The Book of the Dead, in Egyptian the Coming forth by Day. This is a collection of hymns, spells, and advice to help the deceased in the afterlife. It was most often written on a papyrus scroll and richly illustrated. A person would prepare for their death by paying a large sum for the creation of a copy by specialist scribes, sometimes costing as much as half a year’s wage. From it, historians have a very detailed picture of Egyptian religious beliefs and afterlife. Unlike most modern religious texts it was not considered to be divine inspiration and therefore unchangeable but evolved slowly from pyramid texts and coffin texts.

Sebayt was another genre at the time. It is often translated as Instructions or Teachings and they contain ethical rules and ways of living. Many are addressed to a specific person such as from a father to a son, but these were not necessarily created by the attributed authorIt is comparable to other sophist literature such as Proverbs in the bible. Many of the sebayt papyri that survive are copies of older works, dating back to the Middle kingdom but it is impossible to tell when they were first composed as it is thought that they were falsely attributed to earlier times to give them greater authority. From them, it is possible to gain an understanding of the structure of Egyptian society and the ethical and philosophical ideas of the time.

Love poetry from nineteenth and twentieth dynasty Egypt has survived on 3 papyri, a vase, and about 20 ostraca. It was lyrical in form, similar to hymns such as those in the book of the dead, but without rhyme like modern poetry. Like much ancient poetry it would probably have been set to music. By this time it had developed a sophisticated structure, sometimes narrative in nature. The poems were often from a first person perspective as this one is and the lovers addressed each other as brother and sister. This is a curious example of how important family was to the Egyptians. It was also common to use symbolism form the natural world which sustained their way of life through agriculture: for example, The Nile, crops, animals and plants.

Tales
The Tale of Two Brothers was a narrative myth detailing how Bata and Anpu, two brothers, fight and reconcile over love and how eventually Bata becomes Pharaoh. It survived on the nineteenth dynasty papyrus D’Orbiney by the scribe Ennana, which had belonged to Seti II. It reveals much about the everyday role of the family and the structure of the household in Egyptian Culture as well as Pharaoh succession. There is speculation that it may have been a political satire based on Seti and his brother but too little of the events at the time are known to reach any definitive conclusion. The names Bata and Anpu are from Local Gods in upper Egypt which suggest that it was more based in mythology than politics.

The story of Horus and Seth, like the Tale of Two brothers, is a myth in the form of a story. Horus is the nephew of Seth and tries to reclaim his father’s right to the throne of Egypt after Seth murdered him. This form of narrative religion with the gods’ interaction mirroring humans is comparable to the Greek myths. Many aspects of the story influenced Egyptian religion, such as the Eye of Horus, which was supposed to have been lost and regained by Horus in a struggle with Seth. It also demonstrates the ideals that Egyptian society was based on. Seth was the God of chaos and disorder and was opposed to the pharaoh when it came to ruling over Egypt but was often invoked when embarking on a war.

We can gather that literature from the nineteenth and twentieth dynasties was varied and skillfully written, playing many important roles in their culture. It was a way of recording religious matters, teaching ethical living and even includes more everyday issues such as love. Unfortunately however, there is little doubt that much of it has been lost through the ages.


text:
User talk:91.186.1.66

(Red4tribe (talk) 11:10, 20 May 2008 (UTC))

title: User talk:91.186.1.66


text:
Romanian/Lesson 9

Băuturi/Beverages

 * Tea : Ceai
 * Milk : Lapte
 * Water : Apă (If you are in Romania, and want to ask for plain tap water, ask for apă plată.)
 * Sparkling water : Apă minerală
 * Soda : Sifon
 * Beer : Bere
 * Wine : Vin

Mâncăruri/Foods

 * Bread : Pâine
 * Potato : Cartof
 * Mashed potatoes : Piure de cartofi
 * French fries : Cartofi prăjiți
 * Cheese (To put on bread) : Caşcaval
 * Feta cheese : Brânza
 * Steak : Friptură
 * Soup : Supă
 * Chicken : Pui
 * Beef : Vacă
 * Duck : Rață
 * Pork : Porc
 * Oranges : Portocale
 * Tomatoes : Roșii
 * Toast : Pâine prăjită (lit. "Fried bread".)
 * Apple : Măr

Tacâmuri/Eating utensils

 * Knife : Cuţit
 * Fork : Furculiţă
 * Spoon : Lingură
 * Teaspoon : Linguriţă
 * Glass : Pahar
 * Cup : Cană
 * Plate : Farfurie

Poftă bună! This means something like "Good appetite".

< Previous Lesson | Next Lesson >

title: Romanian/Lesson 9


text:
User talk:71.206.81.186

(Red4tribe (talk) 11:12, 20 May 2008 (UTC))

title: User talk:71.206.81.186


text:
User talk:82.140.85.98

(Red4tribe (talk) 11:13, 20 May 2008 (UTC))

title: User talk:82.140.85.98


text:
User talk:208.109.168.182

(Red4tribe (talk) 11:14, 20 May 2008 (UTC))

title: User talk:208.109.168.182


text:
User talk:81.140.115.241

(Red4tribe (talk) 11:26, 20 May 2008 (UTC))

title: User talk:81.140.115.241


text:
User talk:JockRusky~enwikibooks

(Red4tribe (talk) 12:34, 20 May 2008 (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 JockRusky. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JockRusky~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 23:17, 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) 05:05, 19 April 2015 (UTC)

title: User talk:JockRusky~enwikibooks


text:
User:Abibb001

'''

About Me
''' Hello, Wiki world. My name is Aubrey Bibbs. I was born and raised in Virginia (Tidewater Region). I am an active duty marine currently enrolled at Old Dominion University (Norfolk, Virginia) on an enlisted to officer program, Marine Enlisted Commissioning Education Program (MECEP). I am currently in my senior year in pursuit of a bachelors degree in applied mathematics with a minor in education. My intentions are to teach high school math upon retirement from the Marine Corps. I enjoy spending my free time with family and friends. Some of my many hobbies include: any and all things related to the hip hop culture, reading, watching movies (all genres except cheesy love stories/chick flicks), playing sports, watching sports, reading, writing and making music.

Pictured above: Crystal (my lovely wife of 7 years) and I, followed by our three sons, Omari, Tahir and Naeem. '''

Teaching Philosophy
''' My primary goal as a professional educator would be to provide fair and equal treatment to each student through the practice of equal opportunity regardless of race, ethnicity, age, sex or religious conviction. Additionally, I intend to create a safe and comfortable learning environment that fits the approval of all parties directly and indirectly associated with the academic process and overall welfare of the class as a whole and of each individual student. I also intend to be fair and flexible to the needs of the class as a whole and to the needs of each student as it pertains to his or her unique personality, learning needs and learning ability.

There is a list of several other goals I intend to strive for as a professional educator. That list of goals is as follows:

1. To promote good order and discipline and address discipline issues in a timely manner using tact, fairness and appropriate disciplinary action.

2. To establish a mutual respect between student and teacher.

3. To teach in a flexible nature, remaining open to reasonable suggestion from the student.

4. To provide a constructive yet enthusiastic learning environment that promotes the individual student to participate in class activities.

5. To ensure each student has a clear understanding of the curriculum through the use of a syllabus aided by daily communication at the opening and closing minutes of each class session.

6. To cover the curriculum in a timely and effective manner, providing sufficient in class lecture, in class assignments (group and individual) and homework.

7. To create an external resource by designating a block of time outside of the regular class schedule to help students in need of additional guidance as it pertains to the course material.

8. To lead by example by maintaining a high level of professionalism and dedication toward student interest.

title: User:Abibb001


text: User:Robbiemuffin/Templates/Insert

title: User:Robbiemuffin/Templates/Insert


text:
User talk:Fifasoccer5893~enwikibooks

VINNY

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 Fifasoccer5893. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fifasoccer5893~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 23:10, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:59, 19 April 2015 (UTC)

title: User talk:Fifasoccer5893~enwikibooks


text:
Brave New World/Characters

Thomas "Tomakin"
The Alpha who is Director of Hatcheries and Conditioning. He is eventually revealed as the father of John.

Henry Foster
Henry is an Alpha who is administrator at the London Hatchery. At the beginning of the book, he is Lenina's partner.

Lenina Crowne
Lenina is a Beta-plus who at first is dating Henry Foster, but later dates Bernard and John in the book. Although she finds the latter two attractive, she finds their personality and beliefs to be "queer".

Mustapha Mond
Mustapha is the Resident World Controller of Western Europe who used to be an unorthodox scientist but eventually fit in to the society after being given a chance to hold a position of power. Mond exiles Bernard and Helmholtz for their unorthodox behavior.

Bernard Marx
Bernard Marx is an Alpha-plus psychologist who specializes in hypnopaedia. He is disgusted by the culture of ignorance and hedonism that surrounds him.

Helmholtz Watson
An Alpha-plus, who like his friend Bernard, feels different from the rest of society. He is a lecturer at the College of Engineering.

John "The Savage"
The son of Thomas and Linda, he is an outcast both on the "savage" reservation and in civilization.

Wimbleton
A doctor from the village. He specializes in plastic surgery. He rescues Lenina from the jungle and begins singing her a lullaby from his days in the marines. He and Lenina later marry and become disc jockeys in Lithuania.

Linda
The mother of John, she is disliked on the reservation because of her "civilized" behavior.

See Also:
../Symbols and References/

title: Brave New World/Characters


text:
Brave New World/Castes

(Each caste is split into "plus" and "minus" members.)

Alphas and Betas
Alphas and Betas are at the top of the caste system, and perform the more intellectual jobs. Unlike the lower castes, Alphas and Betas are not clones, allowing for more individual personalities. Alphas wear gray, and Betas wear mulberry. Examples of Alphas include Thomas, Henry Foster, Mustapha Mond, Bernard Marx, Benito Hoover, and Helmholtz Watson. Some Betas included Lenina Crowne, Fanny Crowne, and Linda.

Gammas, Deltas, and Epsilons
The lower three castes do more menial and standardized work. As a result, they are usually clones. When being decanted, processes such as oxygen deprivation are used to ensure predictable mental and physical traits in each caste (with Epsilons having the greatest degree of oxygen deprivation, resulting in the greatest degree of brain damage). Gammas wear green, Deltas wear khakis, and Epsilons wear black. Gammas, Deltas, and Epsilons are conditioned to serve the higher ranking castes (Alpha and Beta). In Chapter 5, it states that "Everyone works for everyone else. We can't do this without anyone. Even Epsilons are useful.  We couldn't do without Epsilons. Every one works for every one else.  We can't do this without anyone..."

title: Brave New World/Castes


text:
Brave New World/Symbols and References

Henry Ford
Henry Ford is best known for his use of the assembly line to mass-produce automobiles. The first of these vehicles was the Model T Ford. Instead of stating years in terms of AD, the World State uses the term "After Ford" (AF). Instead of crosses, the symbol of belief is a capital T.

Sigmund Freud
The term "Freud" is sometimes used by characters in the book instead of "Ford". Sigmund Freud is known for his popularization of the idea of sex being connected to mental well-being.

William Shakespeare
Brave New World contains a number of quotes from Shakespeare's plays. In fact, the title comes from Act V, Scene I of The Tempest:
 * "O god
 * How many goodly creatures are there here!
 * How beauteous mankind is!
 * O brave new world
 * That hath such people in't!"

John "the Savage" often makes references to Shakespeare's works.

title: Brave New World/Symbols and References


text:
Talk:Video Game Design/Introduction/Rat race

I edited the second paragraph of "The Rat Race" according to what I assumed was what the author meant. Most, if not all, of my changes were in punctuation. The last sentence of that paragraph still needs help. I cannot make heads or tails of it. I'm curious how it contributes to the book as a whole, but I'm trusting that the original author knew what they were doing. I hope my edits helped.

This is one of the worst written pages in this book. It's negative, disconcerting, bitter, and doesn't have anything to do with learning about game development.

Since I wrote it in 30m or so 8m (I've checked), I agree that it was a bit raw, you are free to improve upon it. In it I tried to transmit the idea that games (at least good games), need a special kind of person and require a specif understanding that it will not be a easy task, the outcome will require a specific and hard to reach equilibrium of a multitude of expectations and know how ( even about marketing or business processes). Games are not a simple task. I've done some more changes taking your comments into consideration... --Panic (talk) 01:46, 4 July 2008 (UTC)


text: User talk:208.108.221.87

title: User talk:208.108.221.87


text: User talk:64.160.203.138

title: User talk:64.160.203.138


text: User talk:170.76.57.49

title: User talk:170.76.57.49


text:
User:Broys002

About Me

Hi, I'm Bryceleigh. I recently graduated from James Madison University with a B.S. in Media Arts and Design and a minor in communication studies. My focus at JMU was Corporate Communications, which is basically advertising, PR, and managing the communications department in businesses and corporations. During my junior year I decided that working in an office all day wasn't something that really appealed to me and since I have a passion for working and teaching children, I decided that I wanted to go back to school to be an elementary school teacher. So, now that I've graduated, I'm enrolled at Old Dominion to get my masters in elementary education for grades PreK through 6th. This summer I am taking 4 pre-requisite classes that I have to complete before I start the graduate classes in the fall.

During my college career, I did an internship with Beach Events, which is an event planning company that plans the events for the City of Virginia Beach. I learned a lot about event planning and advertising through that experience. I did not work while I was taking classes but each summer I work for a promotions company which promotes brands such as Planters Peanuts, Crystal Light, Gillette, and other companies during events like the Boardwalk Art Show throughout the summer in Norfolk and Virginia Beach. I have really enjoyed working for the promotions company because it allows me to work with variety of different people and it's really entertaining.

I was born in Virginia Beach and I have lived in the area for my entire life except for the 4 years that I was away at JMU. I love Virginia Beach and I really can't see myself living anywhere else. I really enjoy playing tennis. I played throughout high school year-round and really developed a passion for the sport. I also like to hang out with my boyfriend (who I've been dating for 3 years :)) and my close friends that I've had since elementary school. I really miss my best friends from college though, and plan on visiting them a lot throughout the summer.  Finally, I love going to the beach and shopping...both are a good stress relief for me!

My Teaching Philosophy

As a teacher, I think the most important thing is for you to be passionate about your job and the subject or grade level that you are teaching and to convey and instill that same kind of passion in your students. It is important to make sure that all of your students succeed in your classroom by devoting your time and effort to make sure that your students understand the material you are teaching and that they know exactly what is expected of them in the classroom. A teacher should always have a positive attitude in the classroom and create a positive classroom environment that inspires meaningful learning. Along with these basic beliefs, I devised 7 objectives that I want to strive to meet when I become a teacher, and even though I created these objectives for another class several months ago, I think that they provide a detailed explanation of my educational philosophy.

–The first objective is to create learning experiences that will ensure that the central concepts of the subject matter are meaningful for my students and will support and further their intellectual, social, and personal developmental needs. The rationale for this objective is that learning needs to be real and meaningful each day for young children because the educational foundations they receive in elementary school will be essential in order for them to be successful in higher learning environments. It is important to make sure that the children are directly involved in the lesson and thoroughly understand the subject matter each day. Making sure that the students are active participants in the classroom will help them to better understand and comprehend the material, aid in the development of their role as a student in the classroom, and will also promote self-confidence. Finally, encouraging students to participate will make them more interested in the lesson and feel a more personal connection to the subject.

–The second objective is to create instructional and learning opportunities that adapt to learners from different cultural backgrounds and also those learners with exceptionalities. The rationale for this objective is that students' past experiences and heredity allow them to create their own thoughts, beliefs, and attitudes of themselves and the world and therefore, they come to school with different perspectives and views of the learning environment. Because of this, each student may learn different things in different ways. It is important as a teacher to understand how each student learns and to meet all of their needs during each classroom session.

–The third objective is to use a variety of instructional and learning strategies that will ensure that I am reaching all students on their learning level as well as encouraging the development of critical thinking, problem-solving, and performance skills. Each day, teachers must plan their lessons according to the different types of learners in their classroom to ensure that they are reaching all children on their own individual levels. The subject being taught should be executed in a way that reaches all different kinds of learners. Along with differentiated instruction, teachers must teach for mastery, because by doing this students will know what you want them to learn and accomplish, and they will be thoroughly involved in the learning process.

–The fourth objective is to create a learning environment that promotes positive social and/or group interaction, active engagement in learning, and self-motivation. To be an effective teacher, I must give my students a reason to do assignments, and group work is one of the most effective ways for students to learn because they are surrounded by people to support and educate them. Group work essentially teaches students important life lessons such as responsibility and accountability because they are helping one another to learn the concepts.

-The fifth objective is to plan and manage instruction based on student's current knowledge of the subject matter and curriculum goals. Research suggests that new learning is shaped by the learner's prior knowledge. Learning is closely related to particular situations and students will understand and use the information in a meaningful way if the lessons are in some way connected to their previous knowledge or experiences.

-The sixth objective is to create a positive and warm classroom environment where students feel welcome and that they are an essential part of the learning community. By creating a warm and inviting classroom environment, students will be able to thrive and feel like they can take risks without being scared. Also, if the classroom provides a stress-free and encouraging environment for the students, they will be able to concentrate, be active participants in the lesson, and learning will increase.

-Finally, the seventh of objective is to utilize new technology in the classroom so that learning and development can be facilitated in different ways. Because our world is enabled by information technology, it is important to make sure that students understand how to use different technologies to get important information that is essential to learning and the learning environment. Also, students must be taught computer skills in order to connect globally and to learn about other culture around the world.

title: User:Broys002


text:
User:Aquenvil

ABOUT ME ;-)

I am a 26 year old currently living in Norfolk, Virginia. I have a B.S. degree in nutrition from Virginia Tech. After working as a dietitian for 4 years, I decided that what I really want to do is teach. I am currently getting my master's degree in physical education from ODU. I love to exercise and think it is very important for children to learn at a young age the importance of regular physical activity. Physical education is just as important as other core subjects like math and science. The childhood obesity rate is continually growing in our country. The way to change this is to teach children that exercise is great for your body, and it can be FUN!

My Teaching Philosophy

I hope to promote lifelong fitness by teaching students to love physical activity as much as I do. I think it is important to have at least 75% of a physical education class moving at all times in order for it to be affective. Also, if the students are constantly busy then they will not have time to "act up" as much. My teaching strategy in order to achieve constant movement will be to divide the class up into smaller groups and have each group doing a different activity. After 5-10 minutes at one activity, the groups will rotate to a different activity. The students will continue rotating until everyone has completed every activity. I also have several quick games that can be played to take up 2-3 minutes if needed. Students will never be standing around waiting in my class. Students will not have to be athletes in my class in order to pass. I hope to have a large variety of activities that will appeal to everyone. I hope to have some students begin the year hating gym/sports and end the year realizing that they do enjoy at least one sport or activity. I plan on working closely with classroom teachers as well. I want to try and encorporate as many core subjects (math, readiing, science) into my activities as possible. An example of this would be getting a copy of the week's spelling words and having the students play basketball games using these words. I also hope to use a lot of technology in my class, but I think this depends on the school where I work and the budget. If possible, I would like to use an ipod in order to have music in the background while the students are moving. Also, pedometers and exercise equipment (treadmills) would be great to have. Finally, XBOX has a game called "Dance, Dance Revolution" and the Wii has many games that would be new and exciting ways to get the students moving. All of the great teachers that I have had in the past have clearly loved children and have been sincerely passionate about what they teach. This is the kind of teacher that I hope to be one day.

title: User:Aquenvil


text:
User:Eschm001

About Me
Hi there!

My name is Elizabeth, but most people call me Betsy. I am just beginning Education courses at ODU for the PreK-6 licensure only program. I completed my undergraduate degree at the University of Colorado at Boulder.  I also have a master's degree in Psychology from ODU. I enjoy spending my spare time outside hiking in FLSP, relaxing at the beach, fishing and crabbing with my family, and working in my garden. I am married to a wonderful Navy man, and lucky for us, I LOVE to travel. The photo below is from our latest trip.

Machu Picchu, April 2008 (South America trip)

We climbed Huayna Picchu (the mountain in the background) the day before this pic

My wikibooks contributions
1. Chapter 10 Effective Teaching article

2.  Chapter 6  Aptitude Testing article

Teaching Philosophy
Having never written a teaching philosophy, or a teaching statement before, I would like to start with a general description of what I believe a teaching philosophy is:

To me, a teaching philosophy is a set of individual goals and objectives for the dissemination of knowledge. Furthermore, the philosophy includes a teacher’s specific guidelines and standards for achievement of the stated educational goals and objectives.''

Currently I do not have a specific or thorough set of my goals and objectives, or a description of the guidelines and standards that I will use to implement my teaching philosophy. However, based upon my limited previous instructional experiences, the paragraphs that follow include the initial elements of the teaching philosophy I hope to develop further.

My philosophy of teaching involves many components, that when combined, will hopefully enhance the educational experience of students through continuous learning on my behalf. I firmly believe that for students to acquire developmentally appropriate knowledge and meet educationally accepted standards, the learning process must be reciprocal. Thus, as the teacher, I aspire to enhance the educational experience of my students by ensuring that my individual learning process never stops. By dedicating myself to the process of learning as both a teacher and a student, I will continually refine, improve, and expand my knowledge base. With a strong commitment to flexibility and keeping an “open-mind”, I aim to constantly improve my instructional methodologies by incorporating new and fresh ideas that will allow my students to successfully achieve, and exceed, their educational standards and goals.''

In addition to implementing reciprocal learning, I also aim to create a classroom environment that fosters and develops tolerance and acceptance of differences. Thus, part of my teaching philosophy concerns creating an atmosphere in which students are encouraged to explore individual and cultural differences. It is my view that one of the most successful methods for learning involves understanding knowledge from a multi-faceted perspective. The personal and experiential differences of students and teachers will be recognized, acknowledged, and incorporated into the learning process to ensure a wide spectrum of background knowledge and application.

To reinforce multi-faceted educational learning, my instructional strategies will rely on several methods. Thus, lecture-based instruction will be balanced with group work. Individual learning and achievement will be emphasized in topic areas where personal growth and development mark mastery of concepts (e.g., reading and writing acquisition). Additionally, I aim to vary my methods for instruction. For example, I recently became aware of a “newer” form of instruction titled “Power Teaching”. The methods involved in implementing Power Teaching are not suitable for every classroom or individual. However, there are specific elements of the method that can be applied in diverse settings, for different ages, or for various topics in classroom education.

At the heart of my teaching philosophy is a desire to ensure successful transfer of knowledge and learning strategies from the teacher to the student. Differentiated forms of technology, communication, and instruction will be used to accomplish this goal. In addition, assessment of students’ educational background, current status, and future progress will comply with all state and federal regulations for standardized assessment. And finally, to encourage student mastery of the educational knowledge and learning strategies acquired in the classroom, I will include an open, warm, and frequent teacher-parent relationship.

In conclusion, it is my view that a teacher’s highest level of achievement can only be attained by ensuring that all students are given the necessary opportunities to reach their educational goals.

title: User:Eschm001


text: User talk:68.117.99.139

title: User talk:68.117.99.139


text: User:Nibjib

title: User:Nibjib


text:
User talk:155.104.37.17

(Red4tribe (talk) 20:56, 20 May 2008 (UTC))

title: User talk:155.104.37.17


text:
Chess Opening Theory/1. a4/1...d5

Black does what White has not, by controlling the center. This may be used in an attempt to close in the freed White rook rather than an attempt to prevent its development outright.

=Theory Table= .
 * 1.a4 d5

title: Chess Opening Theory/1. a4/1...d5


text:
Chess Opening Theory/1. a4/1...d5/2. a5

White continues to push the rook pawn, in order to create space for the rook. Black should respond with /2...Bd7/ to prevent 3. Ra4.

title: Chess Opening Theory/1. a4/1...d5/2. a5


text:
Chess Opening Theory/1. a4/1...d5/2. a5/2...Bd7

Black has moved the bishop in order to prevent 3. Ra4; however, 3. Ra3 is now playable. Other options include d4, Nc3, Nf3, and b4.


text:
Trainz/Shape File Viewers

Shape file viewers are applications used to open and view meshes created in 3D modelling software such as GMAX, 3DS Max or Blender. In Trainz, the shape file will be in Auran's Jet file format—either  or.

Trainz Object Explorer
Trainz Object Explorer (TOE) is a stand-alone utility for viewing  files exported from 3D modelling software. It was created by Adam Wojcieszyk and is still considered a work in progress, although an update has not been available since 2003 and it has been reported to have compatibility issues with recent developments.

Integrating TOE into the content creation workflow allows the content creator to save time when it is necessary to view 3D models as they would appear in Trainz. As a content creator, you may need to see how your model appears in Trainz several times an hour. In Windows, TOE can be set as the default program for opening  files with. The program is also useful due to the lack of renderer in the Trainz Asset Creation Studio.

Trainz Object Explorer is available for free download on the Trainz Luvr website here.

title: Trainz/Shape File Viewers


text:
Chess Opening Theory/1. a4/1...d5/2. e4

2. e4 is erroneous move, as it allows /2...dxe4/ with advantage for Black. White is not lost, but must play for a quick win rather than a long battle.

title: Chess Opening Theory/1. a4/1...d5/2. e4


text:
User:Cmorrell

About Me
Hi! My name is Connie and since you are looking at my user page you are probably at a similar point in your life where you have decided that a career in teaching might be for you. Unlike one of my best friends from childhood, I did not know at the tender age of eight that I wanted to be a teacher. I have come to this conclusion over many years and several walks off the beaten path. After following several "rabbit trails" in my life (some I would call God's divine appointments/perfect timing; others just plain human ignorance & dumb choices, on my part), I have concluded that teaching is where I am meant to be professionally. I was born in North Carolina, raised in TN, and after telling a friend "The man God has for me MUST be in another state because he's sure not in Tennessee!" married a man, with two children, from Virginia who (for the time being at least) refuses to live anywhere else. So here I am! I've loved kids (most) all my life and LOVE to see light bulbs come on for them when they learn new things. That's SOOO exciting for me, especially the younger ones. I love horseback riding, reading, & (most) furry animals. I also like to travel and can see myself teaching overseas some day (maybe on a short term mission trip).

I was raised Southern Baptist, but saved by the grace of God.  Gee! As a wife & (step)mother of two I don't get to say "It's all about ME" very often. That felt GOOD!!!

I would like to say that you will find my user page neat and exciting (with lots of cool pictures & quotes), but I'm also a realist with two jobs, two kids, a wonderful husband, one very energetic dachshund and more household responsibilities than I sometimes want to manage while taking graduate courses for a Master's in Education. So! Chances are, words will be about all you get (unless of course our prof. "requires" pictures in here & then by golly I'LL MAKE IT HAPPEN!). Even as I'm creating this page, my son (8) runs into the house with sister (11), a neighbor's kid, and a caterpillar on a leaf asking for a container to keep it in so he can watch it grow into a butterfly. What a perfect reminder of what learning is really all about... to see the transformation of an unsuspecting caterpillar (child) into a beautiful butterfly (an informed adult who is not afraid to fly out of their comfort zones because of the foundations laid by those before them). This leads into my thoughts on education.

My Philosophy of Education
My philosophy of education is that each child deserves our five senses to the fullest (not listed in order of importance): First, to hear. I want to hear each child (not as the annoying student who refuses to be quiet in class, but as the child who has a reason/unmet need to be heard at a deeper than surface level). Two, to touch. I want to touch the very heart and soul of each child who enters my classroom in such a positive and supportive way that he/she will have fond memories of me when they are forty. Three, to see. I want each of my students to see me as one who does not act one way in the classroom and another outside the classroom. I want them to see me as a genuine person of good character, someone they would like to model their life after. Four, to smell (and no, we're not talking about body odor here). I want students who have come from my class to be able to see situations in their life as through a microscope of understanding and wisdom that I helped to impart in them. Much like picking up a flower and being able to smell the very essence of who and what it is, I would like to somehow impart a decerning nature into my students to be able to smell a "rosey" situation from a "pile of poo" situation (before stepping into it!). Five, to taste. I want my students to get a positive and rewarding taste of what having knowledge can bring to them. I want them to see my desire for them to want something good for their lives and to reach for it themselves.

Now some of you reading this have probably already formed the opinion that I am living in a fantasy world, so to those of you critics I would say...I know how badly I want for each of my students to experience my five senses through education, but I also know that if I reach just one of them in this way then I will have achieved much.

Being a realist, I know there will be "problem" students and those who will test the farthest limits of my patience. I also know that God has uniquely designed each and every one of them and they are all deserving of a chance (whether that be one chance or twenty-one chances). I realize that I am only one person and can only do so much with my limited abilities. In other words, I know I can't change the world, but my own life experiences have taught me that I can at least make a difference (even if only for one).

My Plan
I picture my future classroom to be open. Open to diversity. Open to various learning styles and abilities. Open to different languages (and the barriers they may initially present). Open to a variety of personalities.

I plan to assess my students' personal interests starting the first day of class to give me a better understanding of each child. Academic testing would be performed using state standards and practices.

I plan to have more group oriented lessons than lecture-style because I believe students learn well from their peers.

I plan to collaborate with other teachers as much as possible to glean from others' experiences in reaching a variety of students.

I plan to have as much communication with parents as possible because, as the teacher, I am only a small part of the greater whole when it comes to the many adults that will have an area of influence in a child's life.

I plan to use positive reinforcement (Check out the book "1-2-3 Magic for Teachers') and will try to be as consistent as possible because all children need stability and consistency in their life, especially if/when they do not get it at home.

Technology will be a huge part of my instruction plans, with the use of Smartboards, digital cameras, etc. I would like to offer at least two computers in the classroom for student use of programs I have approved (i.e. Typing Tutors for early learners, Oregon Trail for critical thinking practice, limited access to the internet for subject content help, and/or topic research, etc.)

Technology should not be seen as a hinderance, but as a stepping stone to further one's knowlege. Teachers who are not as proficient with technology should take whatever steps necessary to improve in that area, in order to stay one step ahead of their students. Unfortunately, the amount of technology used in the classroom will be based on the financial ability of the school where I will be employed, as many Christian schools do not have the funding available for much of the newer technology in the public classroom setting.

title: User:Cmorrell


text:
Talk:More C++ Idioms/Policy Clone

I think this is an example usage for rebind. It may be useful with non-policy classes also. so i feel it is inappropriate to call it PolicyClone.

Concepts
Concepts are out, please remove any references to them.
 * I also support the notion that if it is not in the standard it should not be on this book. --Panic (discuss • contribs) 10:44, 13 June 2011 (UTC)

title: Talk:More C++ Idioms/Policy Clone