text:
WebObjects/Web Applications/Deployment/FreeBSD WO5.3

Setup WebObjects 5.3.1 or 5.3.2 on FreeBSD 6.1 release (i386) Rev 0.8 2007-05-22 Francois BIENTZ (francois.bientz@voila.fr)

Document based on the How-to :Setup WebObjects on Linux (Stefan Apelt) : http://www.tetlabors.de/wo/setup_webobjects_on_linux.html. Other platforms http://www.tetlabors.de/wo/

Thanks to Stefan Apelt, Ari Maniatis and Piotr Intres (Gentoo install)

What you need :
 * FreeBSD 6.1 X86 box
 * a Mac and OSX 10.4.7 XCode 2.4, WebObjects dev installed.
 * or a Mac and OSX 10.4.7 server WebObjects 5.3.1 deploy installed.

Install Java and Apache
You can can build and install the native Java - using the ports system (see http://www.freebsd.org/java) - or download the diablo Java 1.5 package from the FreeBSD foundation:http://www.freebsdfoundation.org/downloads/java.shtml file: diablo-jdk-freebsd6.i386.1.5.0.07.00.tbz.

Install Apache : I used the apache+ssl-1.3.34.1.57 port

WebObjects 5.3.2 installation from OSX or WebObjects 5.3.1 from OSX server
On FreeBSD create these directories: /usr/local/apple/Library /usr/local/apple/Local/Library

Directories/Files to copy from OSX to FreeBSD:

FreeBSD: in /usr/local/apple/Library/Frameworks (OSX : /System/Library/Frameworks) /JavaDirectToWeb.framework /JavaDTWGeneration.framework /JavaEOAccess.framework /JavaEOApplication.framework /JavaEOCocoa.framework /JavaEOControl.framework /JavaEODistribution.framework /JavaEOGeneration.framework /JavaEOInterface.framework /JavaEOInterfaceCocoa.framework /JavaEOInterfaceSwing.framework /JavaEOProject.framework /JavaEORuleSystem.framework /JavaFoundation.framework /JavaJDBCAdaptor.framework /JavaJNDIAdaptor.framework /JavaWebObjects.framework /JavaWebServicesClient.framework /JavaWebServicesGeneration.framework /JavaWebServicesSupport.framework /JavaWOExtensions.framework /JavaWOJSPServlet.framework /JavaXML.framework

FreeBSD: in /usr/local/apple/Library/Java (OSX : /System/Library/Java) wojavaclient.jar

FreeBSD: in /usr/local/apple/Library/PrivateFrameworks (OSX : /System/Library/PrivateFrameworks) /EOPlaceholders.framework /JavaMonitor.framework

FreeBSD: in /usr/local/apple/Library/WebObjects (OSX : /System/Library/WebObjects) /JavaApplications /WODocumentRoot

FreeBSD: in /usr/local/apple/Local/Library/WebObjects/Extensions (OSX: /Library/WebObjects/Extensions) axis-ant.jar axis.jar commons-discovery.jar commons-logging.jar jaxrpc.jar log4j-1.2.8.jar saaj.jar wsdl4j.jar

Install the Apache adaptor for FreeBSD
edit /etc/profile and add : NEXT_ROOT=/usr/local/apple export NEXT_ROOT OS= FREEBSD export OS log off an log in (with a user login) then su

 * Download the binary for FreeBSD 6.1 or
 * Compile using Wo 5.2 Solaris

Copy mod_WebObjects.so into /usr/local/libexec/apache.

Configure Apache for WebObjects
Copy the configuration file for WebObjects to the Apache conf folder: cp webobjects.conf /usr/local/etc/apache/

The webobjects.conf file :
 * 1) WebObjects : Enable the WebObjects module.

LoadModule WebObjects_module /usr/local/libexec/apache/mod_WebObjects.so
 * 1) AddModule mod_WebObjects.c

WebObjectsDocumentRoot /usr/local/www/data
 * 1) Path to the Document Root of your Webserver,
 * 2) it should contain a directory named WebObjects

WebObjectsAlias /cgi-bin/WebObjects
 * 1) You can change the 'cgi-bin' part of WebObjectsAlias to whatever you
 * 2) prefer (such as Apps), but the 'WebObjects' part is required.

 * 1) Here are the 3 possible configuration modes.
 * 2) The apache module uses one of them to get information
 * 3) about your deployed applications.
 * 4) 1085 is the reserved port on which wotaskd processes listen to by default.

WebObjectsConfig http://localhost:1085 10
 * 1) Host List Configuration
 * 2) wotaskd is started automatically on supported platforms,
 * 3) so this is the default mode.
 * 4) The apache module gets its configuration from the wotaskds
 * 5) listed on the configuration line
 * 6) For multiple hosts:
 * 7) WebObjectsConfig http://:,http://:
 * 8) For localhost:

 * 1) Multicast Configuration
 * 2) The apache module gets its configuration from all wotaskds
 * 3) that respond to the multicast call on the subnet
 * 4) WebObjectsConfig webobjects://239.128.14.2:1085 10

 * 1) File Configuration
 * 2) The apache module gets its configuration from one file
 * 3) WebObjectsConfig file:// 10

 * 1) To enable public access to the WOAdaptorInfo page, uncomment the following line
 * 2) WebObjectsAdminUsername public

 * 1) To enable the WOAdaptorInfo page with restricted access,
 * 2) uncomment the next two lines and set the user and password
 * 3) To access the WOAdaptorInfo page with restricted access,
 * 4) use a URL like: http://webserver/cgi-bin/WebObjects/WOAdaptorInfo?user+password.
 * 5) WebObjectsAdminUsername user
 * 6) WebObjectsAdminPassword password

 * 1) To change the logging options, read the following comments:
 * 2) The option name is "WebObjectsLog" and the first value indicates the path of the log file.
 * 3) The second value indicates the log level. There are five, in decreasing informational order:
 * 4) 	"Debug",    "Info",    "Warn",    "Error",    "User"
 * 5) Note: To enable logging, touch '/tmp/logWebObjects' as the administrator user (usually root).
 * 6) The following line is the default:
 * 7) WebObjectsLog /tmp/WebObjects.log Debug
 * 1) The following line is the default:
 * 2) WebObjectsLog /tmp/WebObjects.log Debug

Edit /usr/local/etc/apache/httpsd.conf. Search for the line "LoadModule rewrite_module ..." and insert the following lines right _before_ it:

Include /usr/local/etc/apache/webobjects.conf  SetHandler WebObjects

Search for the line "AddModule mod_rewrite.c" and put the following line right after that:

AddModule mod_WebObjects.c

Search for a line "ServerName ..." and put your DNS host name in there. If you do not have one, you can use your IP adress, too. The explanation within httpd.conf about this is very good.

ServerName yourhost.yourdomain.com

Save and exit. Now, to see if everything is right, try:

/usr/local/sbin/httpsdctl configtest

If it says "Syntax OK", you are fine. Else, try to find and correct the errors it reports.

Start Apache and WO Services
Start Apache: /usr/local/sbin/httpdsctl start

Start wotaskd : $NEXT_ROOT/Library/WebObjects/JavaApplications/wotaskd.woa/wotaskd &

Start JavaMonitor and test the installation
The last step before adding application is starting JavaMonitor and see if it works: $NEXT_ROOT/Library/WebObjects/JavaApplications/JavaMonitor.woa/JavaMonitor -WOPort 56789

After JavaMonitor is launched, you will see a line similar to the following:

Your application's URL is: http://yourhost.yourdomain.com:56789/cgi-bin/WebObjects/JavaMonitor.woa

Open this URL in a web browser.

Create startup scripts for wotaskd and javamonitor
Install lsof from the ports

Create /usr/local/etc/rc.d/110.wotaskd.sh
 * 1) !/bin/sh

NEXTROOT=/usr/local/apple

case "$1" in       start)           export PATH=/usr/local/bin:$PATH           export NEXT_ROOT=${NEXTROOT}           ${NEXTROOT}/Library/WebObjects/JavaApplications/wotaskd.woa/wotaskd &           echo -n ' wotaskd'           ;;        stop) lsof -i tcp:1085 |grep LISTEN | sort -u | awk '{print"kill -9 " $2}' | sh               ;; *)          echo ""           echo "Usage: `basename $0` { start | stop }"           echo ""           exit 64                ;; esac Then  chmod +x /usr/local/etc/rc.d/110.wotaskd.sh Create /usr/local/etc/rc.d/150.javamonitor.sh
 * 1) !/bin/sh

NEXTROOT=/usr/local/apple

case "$1" in       start)           export PATH=/usr/local/bin:$PATH           export NEXT_ROOT=${NEXTROOT}           ${NEXTROOT}/Library/WebObjects/JavaApplications/JavaMonitor.woa/JavaMonitor -WOPort 56789 &           echo -n 'JavaMonitor'                        ;;        stop) lsof -i tcp:56789 |grep LISTEN | sort -u |awk '{print"kill -9 "$2}' | sh           ;; *)          echo ""           echo "Usage: `basename $0` { start | stop }"           echo ""           exit 64            ;; esac Then  chmod +x /usr/local/etc/rc.d/150.javamonitor.sh

JDBC jars location.
for mySQL: put the mysql-connector-java-3.0.17-ga-bin.jar in /usr/local/apple/Local/Library/WebObjects/Extensions.


text:
Genes, Technology and Policy

Table of Contents

 * /Preface/
 * /Introduction/
 * /The Science/
 * /Applications in Medicine/
 * /Applications in Agriculture/
 * /Ownership Of and Access to Biotechnology/
 * /References/
 * /Notes/
 * /About the Author/
 * /Contributors/
 * /Acknowledgements/

Information
This book is donated by UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:

Author: Jose Maria A. Ochave

© UNDP-APDIP, 2003, 52 pages

is located at http://www.apdip.net/publications/iespprimers/eprimer-genes.pdf

This wikibook is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

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

title: Genes, Technology and Policy


text:
Horticulture/Cultivation for Weed Control

Cultivation, in the form of hoeing, raking, or otherwise "shaking up" the soil, is one of the most effective methods of weed control. While it has been somewhat outmoded in many regions in favor of applied mulches, cultivation achieves many of the same goals.

 * Cultivation, when done well, uproots young weeds and badly damages perennial weeds.
 * By shaking up the top layer of soil, cultivation effectively creates a mulch.
 * Over time, cultivation creates a "stale seed bed", as the seed bank is exhausted

The major problem is that cultivation does oxygenate the top layer of soil, causing the organic matter to degrade faster.

/Weeds/Controls


text:
Horticulture/Girdling

Girdling is a technique for killing unwanted trees or large shrubs by cutting through the cambium layer around the circumference of the trunk.

title: Horticulture/Girdling


text:
Horticulture/Coppicing for Weed Control

Coppicing is a pruning technique used for creating informal hedges out of trees and/or shrubs. The plants are cut to the ground at regular intervals, such as once per year, or perhaps once every 5 years. For weed trees, it can be used as a preventative measure against allowing the tree to set seed by cutting whenever the regrowth stems are mature enough to begin producing fruit.

/Weeds/Controls

title: Horticulture/Coppicing for Weed Control


text:
Horticulture/Stump Grinding

Stump grinding is the removal of tree stumps or roots using special equipment made for this purpose.

title: Horticulture/Stump Grinding


text:
Horticulture/Soil Solarization

Soil solarization is a technique for sterilizing soils using strong sunlight and plastic films to create a "greenhouse effect".

/Weeds/Controls

title: Horticulture/Soil Solarization


text:
Template talk:Weedcontrol/Examples

additions:

smother cropping soil removal and replacement

title: Template talk:Weedcontrol/Examples


text:
Template:Treebox

Do not edit this template unless you know what you are doing.

/Templates/Boxes

title: Template:Treebox


text:
User talk:Sjjupadhyay

Hello, I got your message about adding more ICT4D books. It looks like you are off to a good start so far with your first book. I am going to try and upload some more books myself today and tomorrow, so we can help each other with this. Please let me know if you need anything. --Whiteknight (talk) (projects) 13:00, 2 October 2006 (UTC)

I will work on creating a navigational template for your book now. If your Table of Contents is correct, I will use those links to make it. --Whiteknight (talk) (projects) 14:17, 2 October 2006 (UTC)

 * I'll work on making the navigational template for your book right now. --Whiteknight (talk) (projects) 17:07, 9 October 2006 (UTC)

Content Box
The content box is automatically created by the software if you have more then 3 headings. You can force a content box by typeing in your document. --Whiteknight (talk) (projects) 03:19, 3 October 2006 (UTC)

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

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Derbeth talk 08:48, 7 October 2006 (UTC)

ICT in Education
It was my intention to start working on the education book, but I have not had any time recently to do any work at all on this project. Please let me know if there is anything that I can do to help you in your effort. --Whiteknight (talk) (projects) 21:58, 18 October 2006 (UTC)

 * Please let me know when you are finished adding content to this book, so that I can add in all the navigational templates. --Whiteknight (talk) (projects) 22:36, 23 October 2006 (UTC)

Image copyright problem with Image:Eprimer pov figure 2.jpg
Thanks for uploading Image:Eprimer pov figure 2.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. -- SB_Johnny | talk 11:19, 26 October 2006 (UTC)

RE: Image copyright query
It was my understanding from talking to the people at APDIP and IOSN that all the primers and all the images in those primers have been released under the Creative Commons Attribution 2.5 License. When you upload an image, you should specify that license, so that it doesnt create a problem. I will try and apply that license to the images that you have uploaded recently. --Whiteknight (talk) (projects) 21:31, 26 October 2006 (UTC)

Navigation Template
I will add navigation templates to all the book pages by this evening. Please let me know if you need anything else. --Whiteknight (talk) (projects) 16:58, 31 October 2006 (UTC)

Image copyrights
I just finished marking all the images that you have uploaded with the appropriate copyright tags. In the future, if you put the tag "cc-by-2.5" on your images when you upload them, they will be properly listed under the terms of that license. --Whiteknight (talk) (projects) 16:34, 3 November 2006 (UTC)

Navigation Template
I have added navigation templates to the following books: Please let me know if you need anything else. --Whiteknight (talk) (projects) 17:57, 3 November 2006 (UTC)
 * Nets, Webs and the Information Infrastructure
 * Information and Communication Technologies for Poverty Alleviation
 * E-government
 * ICT in Education
 * Internet Governance

E-Commerce and E-Business
I deleted the book ECommerce and EBusiness (because it was a duplicate), and I redirected all those pages to the book that you created. I will add a navigational template to your book when I get home from school tonight. --Whiteknight (talk) (projects) 18:10, 6 November 2006 (UTC)

 * I have added the navigation templates to this book. Please let me know if you need anything else. --Whiteknight (talk) (projects) 00:10, 14 November 2006 (UTC)

 * Sorry about that, i put the template on every page except the main page. It is there now. --Whiteknight (talk) (projects) 14:57, 15 November 2006 (UTC)

Category:APDIP Books
I've added the ICT4D books to this category, and I've also changed it so that only the title pages of the FOSS books appear in the category. This should now be a listing of the title pages of all the APDIP books, arranged alphabetically. It may take some time for the server to process all these changes, but let me know if you need anything else. --Whiteknight (talk) (projects) 15:38, 27 November 2006 (UTC)

RE:Excerpt with book link
I dont think there is any automatic way to display an excerpt from a book along with the book link in wikipedia. Also, wikipedia is very strict about the types of content that is allowed to be included. Unfortunately, I dont know enough about that project to help you with your problem. Sorry I cannot be of more help to you this time. --Whiteknight (talk) (projects) 20:40, 6 December 2006 (UTC)

Re: Duplicate Template
I have removed the duplicate template. let me know if there is anything else. --Whiteknight (talk) (projects) 17:08, 11 December 2006 (UTC)

Re: APDIP books
You aren't bothering me at all! All of those things are quick fixes, and I am happy to do it. Please let me know if you need anything else. --Whiteknight (talk) (projects) 14:02, 14 December 2006 (UTC)

Wikibooks Newsletter, Volume 1
(Wikibooks gazette home | Discuss | Bulletin board | Subscription list)

This is a short newsletter that is being distributed to all active wikibookians. You are getting this message because you are recognized as an established contributor to the project. This newsletter will be distributed on a regular basis to help share news, information, and tips. It comes from a bot account, User:The Staff. User:The Staff is currently operated by a team of wikibooks admins, the complete list of which is available on the user page of the bot. If you would like to not receive this newletter anymore, please remove your name from the list at Active wikibookians.

The work you do at Wikibooks is greatly appreciated. However there are plenty of other opportunities for you to get involved and help us to create a thriving Wikibooks community. We are sure that there are things we can do to help you and your understanding of Wikibooks and similarly there are certainly things you could do to help Wikibooks become a better place.

We would like to ask all wikibookians to add the Bulletin Board to your watchlists. The Bulletin Board is a fast and easy way for wikibookians to communicate important news and events to the entire community. If you have important news to share with the community, you can feel free to add your own entry to that page.

If you have general questions or comments about Wikibooks, you are welcome to post a message on The Staff Lounge, a free discussion area. Your input would also be welcomed in the Votes for Deletion and Requests for Adminship discussion pages. These pages are all active discussion areas that help to shape the Wikibooks community as a whole.

Sometimes it is easy to forget that the Wikibooks community is much larger and more diverse then the people who work in a single book, or on a single bookshelf. Hopefully, together we can all make Wikibooks a better place, and a more valuable educational resource.

The Staff 04:17, 19 December 2006 (UTC)

Changes
I've made the changes you asked for. I will be away until after the christmas holiday, so if you have any more changes, write them on my talk page, and I will fix them when I get back. --Whiteknight (talk) (projects) 19:35, 21 December 2006 (UTC)

Re:Changes
I appologize for my long absence. I should be able to help fix those last few changes by wedneday or friday of this week. --Whiteknight (talk) (projects) 01:54, 16 January 2007 (UTC)

Re: APDIP Footnote Problem
Sorry for the very long delay. I am working on creating the new templates now, and I should be able to fix all the pages by this evening. --Whiteknight (talk) (projects) 16:19, 22 January 2007 (UTC)

 * I have fixed all the problems that I could find, i hope it is all of them. I have created new citation templates for each book, and I've updated all the links to the new templates. One book, E-Commerce and E-Business doesnt currently use any citation templates, I will try to fix that soon. --Whiteknight (talk) (projects) 00:14, 23 January 2007 (UTC)

Possible copyright violation
G'day Image:Popealien.jpg appears to be a copyright violation. Please read our policy on copyrights and either resolve this issue by obtaining permission to release this image under a compatible license, or nominate the image for deletion. Webaware talk 06:15, 27 August 2007 (UTC)

 * I have temporarily restored this image. I need to know what license the image should be released under, what the original source was, etc. Is the image GFDL, or is it a Fair Use image? Do you have permission from the original author of the image to use it in the book? If so, can you forward a copy of those permissions to me? --Whiteknight (Page) (Talk) 17:57, 4 September 2007 (UTC)

Image:Table1.jpg
Why have you given this image GFDL license? Who's the source of this image? --Derbeth talk 08:52, 5 September 2007 (UTC)

Wikibooks cannot accept copyrighted content

 * The copyright disclaimer that you have provided should be sufficient for most purposes. The problem with this particular image is that it appeared to have a copyright notice on it that did not belong to the UNDP, and we were able to receive written confirmation from the original artist about it's status. If we can get information about this in writing (if you have a copy, you can forward it to me) the image can be re-uploaded here. I'm going to post a message onto your user page that explains your situation and describes the source of these books and your relation to the UNDP. Feel free to modify my warning if you feel that my wording can be improved. Hopefully this will prevent future misunderstandings. --Whiteknight (Page) (Talk) 13:09, 11 October 2007 (UTC)

Re:Book Banners
I will set those banners up as soon as I get home tonight. Let me know if you need anything else. --Whiteknight (Page) (Talk) 18:55, 5 November 2007 (UTC)

Book: Internet Governance
Hi, I saw that in 2006 you  created the book: Internet Governance. I also checked your contribution history and saw that you were quite active on Wikibooks in 2006 and 2007, but not since. I wonder if you are still around other wikimedia projects?

I found the book while following links in Browse which is currently prominently located on the Wikibooks sidebar menu. This menu can be seen on all Wikibooks pages. Browse is now the third clickable item from the top.

Thanks in advance for anyone who can contribute more knowledge, Ottawahitech (discuss • contribs) 16:19, 16 February 2024 (UTC)

title: User talk:Sjjupadhyay


text:
User:SBJohnny/sandbox6

An open letter to our inactive admins
Hello,

You don't know me, because I wasn't all that active on wikibooks a year ago, but I'm the most recently appointed admin, and a wikibookian who doesn't like seeing a lot of bad blood being spilled and sloshed on the books.

I wasn't originally convinced about the need for adding the inactive rules to the administration policy, but became convinced for several reasons, including:

 * 1) Having sysops who aren't present and doing any sysoping poses (in theory) a security risk, should passwords inadvertently be shared or stolen.
 * 2) There's been a lot of work on policy over the past few months, and sysops who've been "out of the loop" might not be aware of what's proper (the obvious "elephant in the room" example being that the administration policy was debated for over a month, and not one of the inactive sysops chimed in).
 * 3) We need more sysops, because we have a huge backlog of sysop chores that need to be done, such as the 3,000+ images that have no copyright status tags. By not listing 10 or 20 sysops who aren't really sysoping (some of the users currently nominated for desysopping have no log entries whatsoever, others seem mostly to have used the tools for their own projects and userspaces), we can be a little more clear about the need for new volunteers.
 * 4) The granting of sysop tools is not a barnstar, but rather are given to people who want to use tham for the benefit of the community. If someone's not using them, then they don't need them, so it's better to try to recruit new people that will use them. There is no "disgrace" involved in desysoping for inactivity: it's just that you're busy elsewhere, so just as giving them is no big deal, giving them up shouldn't be either. If you come back later as an active contributor and want them again, just do an RfA and get them!

title: User:SBJohnny/sandbox6


text:
Talk:How To Repair Dishwashers/Diagnosing a Dishwasher that won't start

Transwiki notes
Copied from Dishwasher Repair 13:18, 2 October 2006 (UTC). Article slated for deletion: contribution history was the following:

(cur) (last) 09:21, 26 September 2006 ApplianceRepair (Talk | contribs) m (Removed spaces) (cur) (last) 09:20, 26 September 2006 Rrburke (Talk | contribs) (cur) (last) 09:19, 26 September 2006 Wildthing61476 (Talk | contribs) (cur) (last) 09:18, 26 September 2006 ApplianceRepair (Talk | contribs) (Initial creation.)


text:
How To Repair Dishwashers/Diagnosing a Dishwasher that won't start

Check the power
Check your fuse box for blown fuses or, if you have circuit breakers, check to see if they are tripped. Make sure the dishwasher's plug is secure in the outlet.

Check the door switch
If power is not the problem, try the electrical parts of your dishwasher. The most common part to fail is the door switch, used to start and stop your dishwasher. If the door switch is faulty it may block the dishwasher from starting because it detects the door as always open. Most dishwasher door switches are about an inch long. There are metal prongs on the body of the switch called terminals, which can corrode due to the wet conditions.

Check the timer
If your door switch is OK, check the timer assembly. This controls when and how long power is sent to other components on your dishwasher. If these controls don't receive power, they won't work. The timer assembly contains a motor which should be checked as well. It is often cheaper just to replace the timer motor rather than the complete assembly.

Check the cycle selector switch
These switches indicate cycles for washing, drying, and setting the temperature of the water. If one of your switches is the problem your dishwasher may not start. By testing each one of these parts with an ohmmeter you should be able to determine why your dishwasher is not working. It is possible for other parts to fail but these are the most common parts to check.


text:
Wikijunior talk:The Elements

Special Articles
Before we go crazy adding special articles, I think we should consider which ones are going to be extremely short and could be combined with other special articles to make a more general article. MiltonT 14:11, 2 October 2006 (UTC)

A New Model of the Atom
This is an Atomic Model that corresponds more closely to Einstein's view of atomic structure. A New Model of the Atom attempts to make the Atom and Molecular Structure (atomic bonding) more intuitive and comprehendible without the use of Quantum Mechanics, yet maintaining the concept of "Quantum". Even if this model is ultimately wrong, it is still useful as a concept tool.[]

Pcfjr9 (talk)

Element Symbols
I have a collection of element symbols (I have already uploaded some) and will finish uploading them in a when I have time. Klingoncowboy4 20:22, 4 October 2006 (UTC)

Developing Articles
I believe that articles should be moved to the developing articles section once some criteria are met:
 * 1) There are two or more contributors who contributed to the information of the article. This is a part of Wikimedia, after all, so we should have many contributors.
 * 2) All of the sections have something basic written and there are at least three interesting facts. Otherwise it doesn't have enough information.
 * 3) There is at least one image other than the periodic table position image and the element's symbol image. Kids like pictures, after all.

The current example is gold. It is obviously more developed than other stubs, in my opinion, hence the reason to place it in the section for more developed articles. This is merely my opinion, though. Feel free to disagree. MiltonT 03:01, 12 October 2006 (UTC)

 * That sounds like a good criteria to me. I guess we could take the stub tag off when thay are moved as well. --xixtas 05:01, 29 October 2006 (UTC)

 * Not to sure about point #1-this may be hard to accomplish. Otherwise #2 and #3 are fine as well.--Read-write-services 01:12, 30 October 2006 (UTC)

 * I strongly agree with point #1 at least to the extent of two people reviewing the article, because I just did a cleanup of gold, which most people seemed to consider complete. There were numerous punctuation and spacing errors, and inconsistent use of italics.  At least one other set of eyeballs should be "tweaking" anything before it is "shipped". --Eliyahu 06:00, 28 November 2006 (UTC)

Element-ary grammar
Anyone know if element names are proper nouns or not? I'm not sure whether or not they should be capitalized in sentences or not. MiltonT 05:18, 17 October 2006 (UTC) Element names are normally normal nouns, but sometimes they're shown as proper nouns. Wikisquared 20:36, 28 October 2006 (UTC)
 * According to http://en.wikipedia.org/wiki/Chemical_element#Nomenclature element names are not to be capitalized as proper nouns even if the element name is derived from a proper noun. So they should not be capitalized. --xixtas 05:12, 29 October 2006 (UTC)

Why is that so? Gugulethu Ndlovu (discuss • contribs) 16:52, 3 June 2019 (UTC)

 * Elements are generic substances, hence common nouns rather than proper nouns. --Pi zero (discuss • contribs) 19:12, 3 June 2019 (UTC)

Will this incorporate the 4 states of matter?
I'm just wondering if this article (when finished) will contain the basic 3 elemental states or all 4; and also at which temperature each element reaches a state. Sure this is Wikijunior, but there's no use in lying to kids. Wikisquared 20:45, 28 October 2006 (UTC) UPDATE: I was right! There's only mention of plasma and no actual article. I can't be bothered to create one though... Wikisquared 20:53, 28 October 2006 (UTC)

 * We should definitely have information about plasma state. --xixtas 05:13, 29 October 2006 (UTC)

 * Hi all,I created plasma and Bose-Einstein stubs this morning. My 11 year old daughter is learning about plasma in school at the moment-they consider four states of matter-presently. I agree, truth about states of matter wikijunior or not. Science is science.--Read-write-services 01:09, 30 October 2006 (UTC)

 * We would be lying to the kids by telling them that there are only four states of matter. Ever seen list of phases of matter? Well, there are at least 20 states of matter, possibly 22 (depending on how you read the list), and there are likely more to come. More discussion is going to be necessary, I think. Cheers, Iamunknown 06:49, 12 December 2006 (UTC)

Introductory material overwhelms intended content
All the introductory material for this book is far too extensive. This is not intended to be a chemistry book. It is intended to be a book about the elements. Perhaps some of this material should be forked to Wikijunior_Chemistry and we should decide what material here really adds to the overall mission of this book.

I think the best way to decide what introductory material is good for this book is to look at the actual concepts that crop up in the elements articles themselves (Compounds, gases, liquids) and briefly explain those things. Does anyone else have any thought on this? --xixtas 12:14, 30 October 2006 (UTC)

--Read-write-services 22:29, 30 October 2006 (UTC)
 * Hi Xixtas, I somewhat agree, if you like I could edit it right down, but I prefer to have the original Author authorise this before I go crazy!
 * I tend to leave articles as is to retain the original "feel". perhaps today I'll trim it down...

 * Hi. I think that much of the material is worthwhile and valuable. But I also think it has too much detail for this book. That's why I suggested copying it before pruning it back. When I read it it seems like an excellent starting place for a book on basic chemistry. --xixtas 04:20, 31 October 2006 (UTC)

 * Okay this morning I did a rewrite with a structural edit, what do you think? also If I wish to rename an article such as "New!" how would I do this?--Read-write-services 23:00, 31 October 2006 (UTC)

 * I made a few edits to the "New!" Article. I'm going to start putting together a Possible Table of Contents. I'm thinking of intertwining the introductory material with the articles on elements. I'm not sure how to integrate the extensive introductory material with the specific element articles. --xixtas 19:55, 4 November 2006 (UTC)

Idea for Clarification
We might want to include the grouping each element is placed in (i.e. noble gasses, transition elements, etc....) and the element's common state of matter (i.e. gas, solid, liquid, plasma, etc...). That might make the individual element articles make more sense in relation to the picture of the periodic table. Considering our age group target, we could expect that our reader would want strong parallels between pictures and words. Any thoughts? Basejumper123 00:30, 2 November 2006 (UTC)

 * Perhaps an informational box including this information? --xixtas 19:58, 4 November 2006 (UTC)

Periodic Table Images
First of all, the periodic table needs to be filled out, but that's minor.

My concern is the periodic table images on each article page. The images are very good for showing information at a glance to people that know what it's showing, but the information goes beyond the scope of this book. I propose that a new set of images is made that is simplified. All that is necessary would be the periodic table with the specific element square highlighted. In the empty space can be filled with the symbol as it appears on the periodic table, so only one image is required per page. MiltonT 04:12, 7 November 2006 (UTC)

I can upload the remaining images at any time that they are needed. However, if we are going to use a new set... Klingoncowboy4 20:10, 7 November 2006 (UTC)

I don't understand the proposed change. Can you clarify, MiltonT? Which image are we talking about? --xixtas 14:36, 8 November 2006 (UTC)

I think he is talking about the elements in Wikijunior_The_Elements/Periodic_Table though I could be wrong. Klingoncowboy4 17:49, 8 November 2006 (UTC)

Yes, I was talking about that periodic table. But I was also talking about the image that's on the upper left of each element page. There doesn't need to be all of that information in those images since it's not likely all of that will even be mentioned in this book. MiltonT 21:17, 15 November 2006 (UTC)

True, those image however, have the advantage of already being in Wikicommons. They also add an effect of adding the feeling of and advanced textbook without adding too much additional information. Klingoncowboy4 17:46, 18 November 2006 (UTC)

I'm not sure we want it to feel like an advanced textbook. Is this something like what you were thinking of MiltonT? --xixtas 05:19, 19 November 2006 (UTC)

"The target age of this title is 8-12 years old." While feeling more advanced may make this more interesting to some (closer to the upper end of this range) it will propably discourage others in the lower end. I have a couple of 12 year old brothers who might find it interesting, but we need to also consider the full extent of the age range. Klingoncowboy4 18:14, 20 November 2006 (UTC)

 * I think that leaving the more advanced information, without further explanation, while discussing the more basic information that is shown in the atomic symbol box, is the way to go. Children don't want to have to much information thrown at them, but at the same time there should be little "hooks" to allow the more advanced youngsters to springboard into higher-level topics.  This will help retain their interest and keep them coming back to the book again and again. --Eliyahu 08:48, 28 November 2006 (UTC)

 * I think that decreasing the amount of information encapsulated on the periodic table graphic is a good idea, myself. If it the point was to create online information then we could direct kids where on the web to find out more. For a book, it needs to be more self-contained IMO. --xixtas 04:41, 29 November 2006 (UTC)

(Debating starting a new topic for this....) Whatever format is used, I think that the color of the text box showing the atomic symbol should match the color of the indicated square on the periodic table. In the gold example, the square on the table is salmon, for a transition metal, while the text box has a decidely purplish color close to (if not exactly) that of the actinides. --Eliyahu 08:48, 28 November 2006 (UTC)

I agree that the color should match. --xixtas 04:41, 29 November 2006 (UTC)

Reorder Questions
After working on a few articles, I'm finding that the question "What does it look (etc.) like?" should follow the question "Where is it found?" Because "Where is it found?" is the obvious place to talk about common compounds and molecules. If we've already talked about that, then it becomes much easier to include information about how, for instance, sodium cloride looks and tastes under sodium. This would make the text flow better and also allow us to introduce more relevant and interesting information about each element. --xixtas 14:38, 8 November 2006 (UTC)

PDF Version
At momement there is no way that we could consider releasing a PDF version of this book. However, there are several "complete" sections and the book is progressing quickly. Perhaps we should start working on a PDF now. Klingoncowboy4 22:01, 20 November 2006 (UTC)

 * I think the book is coming along nicely, I'm really excited about how the team that has been building this book has been working together on it. I think we can make a printable version and PDF. But I think we should label them "Preliminary" or "Rough". --xixtas 01:55, 21 November 2006 (UTC)

 * Sounds goodKlingoncowboy4 22:46, 21 November 2006 (UTC)

I have started working on it. Klingoncowboy4 05:15, 22 November 2006 (UTC)

First Draft Done, this is obviously subject to massive change as the book evolves. This version has basic formatting and doesn't contain any of the pages on the elements themselves, as a result I chose to host the file on a file host account I have rather than wikisource. Klingoncowboy4 05:45, 22 November 2006 (UTC)

Table of Contents
I've put together a Table of Contents that interleaves the dry chemistry material with the information on individual elements that I think will be more interesting for our younger readers. The idea behind the structure is to introduce a concept and then talk about an element that illustrates that concept. --xixtas 00:30, 26 November 2006 (UTC)

Technical images versus wiki markup
I'd really like to have the specific technical images for each element — the "table image" and the "symbol on the periodic chart", e.g. File:Hydrogen.gif and File:H-TableImage.svg — generated from wiki markup so that it isn't necessary for each new element-page to get someone with technical expertise in image generation. It looks to me as if the "symbol" image would be reasonably straightforward; I don't understand the more complicated parts of the "table image", which appear to be to do with crystals and electron orbitals. --Pi zero (discuss • contribs) 12:58, 19 February 2018 (UTC)

title: Wikijunior talk:The Elements


text:
Genes, Technology and Policy/Preface

Preface to the First Edition
One the many challenges facing the countries in the Asia-Pacific today is pre-paring their societies and governments for globalization and the information and communication revolution. Policy-makers, business executives, NGO activists, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy.

The e-ASEAN Task Force and the UNDP Asia Pacific Development Information Programme (UNDP-APDIP) share the belief that with enabling information and communication technologies (ICTs), countries can face the challenge of the information age. With ICTs they can leap forth to higher levels of social, economic and political development. We hope that in making this leap, policy and decision-makers, planners, researchers, development practitioners, opinion-makers, and others will find this series of e-primers on the information economy, society, and polity useful.

The e-primers aim to provide readers with a clear understanding of the various terminologies, definitions, trends, and issues associated with the information age. The primers are written in simple, easy-to-understand language. They provide examples, case studies, lessons learned, and best practices that will help planners and decision makers in addressing pertinent issues and crafting policies and strategies appropriate for the information economy.

The present series of e-primers includes the following titles:

 * 1) The Information Age
 * 2) Nets, Webs and the Information Infrastructure
 * 3) e-Commerce and e-Business
 * 4) Legal and Regulatory Issues for the Information Economy
 * 5) e-Government;
 * 6) ICT and Education
 * 7) Genes, Technology and Policy: An Introduction to Biotechnology

These e-primers are also available online at http://www.eprimers.org. and http://www.apdip.net.

The primers are brought to you by UNDP- APDIP, which seeks to create an ICT enabling environment through advocacy and policy reform in the Asia-Pacific region, and the e-ASEAN Task Force, an ICT for development initiative of the 10-member Association of Southeast Asian Nations. We welcome your views on new topics and issues on which the e-primers may be useful.

Finally, we thank all who have been involved with this series of e-primers-writers, researchers, peer reviewers and the production team.

title: Genes, Technology and Policy/Preface


text:
Genes, Technology and Policy/Introduction

Introduction
Rapid advances in information technology, particularly in the area of bioinformatics, have played a critical role in breakthrough applications of modern biotechnology in medicine and agriculture. Bioinformatics, broadly defined as the use of computers to handle biological information, has made possible the genomic era. Bioinformatics provides the computer tools and databases to search, store, analyze and compare these data and to use them to develop, among others, safe and more effective medicines as well higher – yielding, more stress – resistant crops that have the potential for accelerating human development.

However, as the Human Development Report 2001 points out, this potential cannot be realized unless the two conditions are met. First, modern biotechnology has to be utilized to address the key health and agriculture challenges facing poor countries. Second, modern biotechnology has to be utilized through a systematic approach that allows potential risks to human health, environment and social equity to be effectively assessed and managed.

This primer discusses the science and policy issues surrounding the use of modern biotechnology. It provides a snapshot of its benefits as well as concerns regarding its potential negative impact on the environment and on the human health. The primer is divided into four parts. The first part is on the science behind modern biotechnology. The second part discusses the various issues relating to the application of modern biotechnology to medicine. The third part focuses on the benefits and concerns relating to the use of modern biotechnology in agriculture. Finally, the fourth part discusses ownership and access issues viewed from the perspective of developing countries.

This primer is by no means comprehensive. It is intended merely to introduce readers to the various perspectives in the ongoing debate on the use of modern biotechnology. Readers are therefore encouraged to consult the list of references at the end of the primer.


text:
Nomenclatural Citations/Briardia/hydrophila

Original description (Latin)
Apothecia gregaria, primitus innata, per epidermidem longitudinaliter fissam prorumpentia, saepe arete seriata, linearia vel patellaria, recta, tenuissime marginata, demum disco albido, sicco dilute flavescente explanato, 0,3-1 mm longo, 0,2-0,5 mm lato, excipulo glabro, tenuissimo, parenchymatice fuscidule contexto, rimam atram in culmo relinquentia. Asci clavati, apice rotundati, —80 ↔ 10-12 µ, 8-spori J—. Sporae oblongae, utrinque obtusae, vix curvatulae, 1-cellulares, 2—4-guttatae, hyalinae, 15-17 ↔ 4 µ distichae. Paraphyses filiformes, hyalinae, -4 µ cr. Ad calamos Scirpi lacustris, Triglitz/Priegnitz, M. Brandenburgiae, leg. Jaap. (Descriptio fungi belgici ascomatibus 0,1 mm latis, hymenio griseo-atro, sporis ellipsoideo-acutis, 18-24 µ longis ab nostra divergens, tamen ad eundem fungum pertinebit.)


text:
Nomenclatural Citations/Cenangium/strasseri

Original description (Latin)
Apothecia gregaria, cortici primitus globosa-clauso innata, eum protuberantia, dein laciniatim perrumpentia, excipulo proprio, extus albide farinaceo, demum in laciniis 4-6 dirrupto discum planum, orbicularem, violaceo-nigrum, 1-2 mm latum denudantia, crassa fusca. Asci clavati, apice rotundati, —150 ↔ 15-18 µ, 8-spori, J—. Sporae oblongo-ellipsoideae, utrinque obtusae, rectae, 1-cellulares, 2-guttulatae, hyalinae, 18-20 ↔ 8-9 µ, 1-2 stichae. Paraphyses filiformes, septatae, 1,5 µ —versus apicem— 8 µ latae ibique violaceo-fuscae, Epithecium crassum formantes. Hypothecium dilute fuscidulum. Ad corticem Pyri Mali, Sonntagberg/Austriae inf., leg. Strasser. (Valde appropinguat ad Cenangium farinaceum (Pers.) Rehm cum eoque ad genus Pseudophacidium, differt ab hoc inprimis Epithecio crasso colorato.)


text:
XForms/Examples Wanted

Here are some examples were are still looking for:

Examples Wanted
Here is list of the example progams we are looking for in rough order of priority (highest priority examples are first)
 * 1) Example to format currency - We would like an example that formats based on numeric picture formats such as "$#,###.##".
 * 2) Validate Field by Character Set - We would like to validate a field base on a pattern character set.  So for example we would like to mark a field invalid if it has special characters such as non-alpha or non-numerics.  How do you specify this in a binding rule?  Can you bind it to an XML Schema data type?
 * 3) Full CRUD Example on dynamic file Demonstrate the full create, read, update delete (CRUD) cycle for some form data selected from a file local file system.  The example load the form data from a file (use the upload control) into an instance document and (similar to using the src="" attribute), view the data, edit the data and save the data back to a file using a submit to a file. For doing this on a static file see ../Read and write with get and put/
 * 4) Display required elements from Schema - A XML Schema file can tell you exactly what fields are required (if the minOccurs is not zero).  Demonstrate how these fields can be automatically be displayed using CSS and the :required pseudo element
 * 5) Instance validation - An example based on an external XML schema.  Validate an instance using the XML Schema file.  ../Validate/
 * 6) XMLEvents Demonstrate how XML Events work with event propagation.  Show how events bubble up the event responder tree.
 * 7) Use industry standard forms (IRS tax forms, ACORD insurance forms etc).
 * 8) A XForms example incorporating XML Signing in XHTML preferably with digital filters too.
 * 9) Full CRUD Example using any Database Demonstrate the full create, read, update delete (CRUD) cycle for some form data selected from a database.  The example load the form data from a database into an instance document and (similar to using the src="" attribute), view the data, edit the data and save the data back to a database using a submit

Non FireFox Examples
FireFox does not have Pseudo_element_support for,  , and. See Pseudo element support in FireFox Are their any other systems that will support this that we can get examples from?

Finished Examples

 * 1) Get information from an XHTML web page - use the instance src to extract a value from an XHTML file. See ../Read and write with get and put/
 * 2) Web Service Examples using REST - Examples of calling a web service using the simplified REST protocol where web service arguments are just passed in a URL.  See ../Search flickr and ../Search Amazon
 * 3) Call a web service from a form using the submit command.  We would like an example that does not require the students to register to use a web service. See ../Web service/
 * 4) ../Load from XML Schema - Load an XML Schema and use the data types in the XML Schema to validate data types in a form.
 * 5) ../Facet Validation/ - We would like to have a family of example programs that validate based on the facets of an XML Schema file but it appears that the FireFox extension does not yet support facet validation (restrictions based on length, minLength, maxLength, etc) so this is somewhat difficult to demonstrate easily in a classroom setting when the students are just running the FireFox browser.
 * 6) Set textarea size. Use the CSS to set the area of a textarea size differently of many boxes.  See ../Textarea with style/

title: XForms/Examples Wanted


text:
Genes, Technology and Policy/The Science

What is biotechnology?
In its broadest sense, “biotechnology” refers to “any technique that uses living organisms, or parts of such organisms, to make or modify products, to improve plants or animals, or to develop microorganisms for specific use.”

Biotechnology combines disciplines like genetics, molecular biology, biochemistry, embryology and cell biology, which are in turn linked to practical disciplines like chemical engineering, information technology, and robotics.

Figure 1 shows how biotechnology has evolved through the years. On one end of the development pole are techniques of traditional biotechnology like microbial fermentation, used as early as 10,000 years ago in fermenting beer, wine and dairy products. At the other end of the development pole are the continuously evolving techniques of modern biotechnology, such as genetic engineering. Using genetic engineering techniques, the genetic makeup of an organism may be modified by inactivating or altering some of its genes and introducing other natural or artificial genes, usually from another organism.

Figure 1: The Gradient of Biotechnology

Recently, the term “biotechnology” has come to be identified with modern biotechnology, specifically the use of genetic engineering techniques in medicine and agriculture. Hence, unless the context requires otherwise, this primer uses “biotechnology” to mean “modern biotechnology”.

What definition of biotechnology is widely accepted not only by scientists but also by governments and multilateral institutions?
The Cartagena Protocol on Biosafety defines modern biotechnology as referring to any process that involves the application of (i) in vitro nucleic acid techniques, including recombinant deoxyribonucleic acid and direct injection of nucleic acid into cells or organelles, or (ii) fusion of cells beyond the taxonomic family, that overcome natural physiological reproductive or recombination of barriers and that are not techniques used in traditional breeding and selection.

Although the Protocol is not yet in force (because less than the required 50 States have either ratified or acceded to it), the Protocol’s definition of modern biotechnology has gained currency in international circles.

However, while there may be an emerging international consensus on the above definition, strictly speaking it is a definition that is applicable only when one uses the term “modern biotechnology” for purposes of interpreting or implementing the Protocol.

What technical terms should a policy maker know to understand biotechnology?
There are at least four such technical terms: genetics, genes, genome and genetically modified organisms.

Genetics is the branch of biology that deals with the principles of heredity and variation in all living things. It is the study of why and how parents pass on some of their distinguishing features to their offspring. Its focus is on genes and their functions.

The gene is the basic unit of heredity and the ultimate arbiter of what we are. It carries instructions that allow cells to produce specific proteins. (It should be noted, however, that only certain genes are active at any given moment and environment.)

A gene is a part of the deoxyribonucleic acid (“DNA”) molecule. DNA, which is present in all living cells, contains information coding for cellular structure, organization and function. It is made up of two strands twisted around each other in a helical staircase.

Figure 2: DNA, Genes and Proteins

Each cell in an organism has one or two sets of the basic DNA complement, called a genome. The genome is itself made up of one or more extremely long linear array of molecules of DNA that are called chromosomes. Genes, as explained earlier, are the functional regions of the DNA. They are the active segments of the chromosomes.7 Figure 3 shows how the genome, chromosomes, DNA and genes relate to each other:

Figure 3: Successive Enlargements of an Organism with Focus on Genetic Material

In modern biotechnology8, the genome of an organism is altered by exposing cells to fragments of “foreign” DNA carrying the desirable genes, often from another species. This DNA is taken in and inserts itself into one or more of the recipient’s chromosomes at a location where it is inherited like any other part of the genome. The cells so modified are called transgenic cells. It is from transgenic cells that a GMO can be produced. All of the GMO’s cells contain the additional foreign DNA.9

There is no universal definition for genetically modified organism (also called “transgenic organism” or “living modified organism”). However, it is generally understood to be a plant, animal or microorganism that contains genes that have been altered or transferred from another species or from the same species by means of genetic engineering techniques.

What role does information technology play in the development of modern biotechnology?
Our knowledge of biology has grown in such a way that we need powerful tools to organize that knowledge. Information technology, through the field of bioinformatics, makes possible the rapid organization and analysis of biological data. Bioinformatics merges biology, computer science, and information technology to manage and analyze genomic data, with the ultimate goal of understanding and modeling living systems.

''Box1. How to Genetically Engineer a Plant. The process of genetic engineering in plants requires the successful completion of a series of five steps.''

Figure 4

Why do we have to familiarize ourselves with the science of an issues surrounding modern biotechnology?
There are at least two reasons. The first has to do with the potential benefits that modern biotechnology offers humankind. The European Commission (2002) refers to modern biotechnology as the “next wave of the knowledge-based economy” after information technology, and the “most promising of the frontier technologies.” It has identified applications in the following areas:

1. Health care. Biotechnology can be used to arrive at novel and innovative approaches to meet the needs of ageing populations and poor countries.

2. Crop production. Biotechnology can deliver improved food quality and environmental benefits through agronomically improved crops. It may be used to produce foods with enhanced qualities like higher nutritional benefits.

3. Non-food uses of crops. Biotechnology can also improve non-food uses of crops as sources of industrial feedstock or new materials such as biodegradable plastics. For example, canola is now being used to produce high-value industrial oil. Under the appropriate economic and fiscal conditions, biomass can contribute to alternative energy with both liquid and solid biofuels (e.g., biodiesel and bioethanol) and processes such as bio-desulphurisation.

4. Environmental uses. New ways of protecting and improving the environment are possible with biotechnology, including bioremediation of polluted air, soil, water and waste, as well as the development of cleaner industrial products and processes like biocatalysis.

The second reason why knowledge of biotechnology is important is that with more biotechnology-derived products being placed on the market, chances are these products will find their way into most countries, even those that do not use biotechnology for production. A government needs to be familiar with modern biotechnology if it is to effectively regulate biotechnological products and ensure that any adverse effects, if any, on the environment, human health, and social structures are properly managed, if not avoided


text:
Open Source Handbook of Nursing

Definition of nursing
Nursing is a health-care profession focused on the care of individuals, families, and communities so they may attain, maintain, or recover optimal health and quality of life from conception to death. Nursing involves a greater, and often continued, level of human interaction than any other health care discipline. It is a holistic discipline with its own body of scientific knowledge. Nurses work in collaboration with interdisciplinary team members as to provide the best evidence based care. At the highest levels of nursing practice, nurse practitioners may act as primary health care providers.

Nurses work in a large variety of specialties where they work independently and as part of a team to assess, plan, implement and evaluate care. Nursing Science is a field of knowledge based on the contributions of nursing scientists through peer-reviewed scholarly journals and evidenced-based practice.

Nurses care for individuals and populations on all degrees of wellness, ages and cultural backgrounds, and who have physical, emotional, psychological, intellectual, social, and spiritual needs. The profession innovates art and science from numerous fields including nursing in caring for those individuals. Some nurses follow the traditional role of working in a hospital setting, but there are a number of career specializations which can be pursued, such as psycho-gerontological nursing.

Scope of this book
This book is intended for registered nurses,researchers and academics. A more basic nursing text is under development at Nursing Study Guide

Entry to nursing
There are a number of educational paths to becoming a professional nurse, which all involve extensive study of nursing training and licensure by a regional regulatory body.

In order to work in the nursing profession, nurses hold one or more credentials depending on their training and scope of practice. Vocational nurses have a variety of titles including enrolled (EN), licensed (LPN) or registered practical nurse (RPN). A vocational nurse works with Registered nurse supervision.

A Registered nurse (RN) provides scientific, psychological, and technological knowledge in the care of patients and families in many health care settings. Registered nurses may also earn additional credentials or degrees enabling them to work under different titles and career stages.

Subjects (Gordon's Functional Health Patterns)

 * /Health Perception and Management/
 * /Cultural Security/
 * /Nutritional metabolic/
 * Nutritional Issues
 * /Elimination/
 * /Activity exercise/
 * /Sleep rest/
 * /Cognitive-perceptual/
 * /Self perception/self concept/
 * /Role relationship/
 * /Sexuality reproductive/
 * /Coping-stress tolerance/
 * /Value-Belief Pattern/
 * /Skin Integrity/

Subjects (Additional)

 * /Nursing assessment/
 * /Nursing diagnosis/
 * /Nursing process/
 * /Nursing theory/
 * /Critical thinking/
 * /Respiratory Care/

title: Open Source Handbook of Nursing


text:
TI-Basic Z80 Programming/List of Commands/Then

Then This command is paired with a conditional command such as the If statement. Comparable to the DOS "do" command, this simply tells the calculator what to execute if a certain statement is true. If A=0         //If value A=0 goto the next line Then           //Because value was true, continue to the next line ...            //Rest of code to execute ... End            //Defines end of If block Because of the inefficiency and redundancy of this command, it is often excluded in order to save space. In such cases the code is written If A=0 ... ... End This format works in nearly all cases.


text:
Talk:A-level Biology/Biological & Molecular Structure

I thought that in chemical names, the ATE signifies the oxygen, not the O. The O is part of the carbon. Or that's what i thought. You might have (for example) lithium sulphide, but if there's an oxygen in there it would become lithium sulphate. That's what I thought anyway Wolfox4777 19:07, 2 October 2006 (UTC)

Shouldn't be easier to say that carbohydrates are "Carbon Hydrates" --> Carbon + H2O ??? Boku_wa_Kage 29 October 2006


text:
Adventist Youth Honors Answer Book/Outdoor Industries/Agriculture

Soil Components
Soil has three components: solid, liquid, and gas. The solid phase is a mixture of mineral and organic matter. Soil particles pack loosely, forming a soil structure filled with voids. The solid phase occupies about half of the soil volume. The remaining void space contains water (liquid) and air (gas).

Soil texture refers to sand, silt and clay composition. Sand and silt are the product of physical weathering while clay is the product of chemical weathering. Clay content is particularly influential on soil behavior due to a high retention capacity for nutrients and water.

Importance to Plants
Soil provides minerals and water to plants. Soil absorbs rainwater and releases it later thus preventing floods and drought. Soil cleans the water as it percolates. Soil is the habitat for many organisms.

2. Explain the difference between clay, sand, and loam soils. List three crops that grow well in each.

 * Clay: Clayey soils are made from very fine particles which stick together easily. Water does not easily soak through clayey soils, but once it penetrates, the clay holds it well.  It must be broken up before it can be used for agriculture.  This can be done by mixing it with sand, sawdust, wood chips, lime, or manure.  Crops that grow well in clayey soils include celery, wheat, oats, beans, and clover.
 * Sand: Sandy soils are made from coarse particles. Water soaks into sand quickly, but will not remain there for very long.  This can be addressed by adding clayey soil to it.  Crops that grow well in sandy soil include melons, cucumbers, peaches, peanuts, and beans.
 * Loam: Loam is soil composed of sand, silt, manure, and clay in relatively even concentration (about 40-40-10-10% concentration respectively). Loams are gritty, plastic when moist, and retain water easily. They generally contain more nutrients than sandy soils. In addition to the term loam, different names are given to soils with slightly different proportions of sand, silt, manure and clay: sandy loam, silty loam, clay loam, sandy clay loam, silty clay loam, and manural loam.  Loam soil is ideal for growing crops because it retains nutrients well and retains water while still allowing the water to flow freely. This soil is found in a majority of successful farms in regions around the world known for their fertile land.  Crops that do well in loamy soil include barley, turnips, and potatoes.

3. Test the germination of three varieties of seeds, 100 seeds in each variety. Record germination percentage after three, four, and five days.
First, wrap each variety seeds in a paper towel. Then dampen the paper towels and place them each inside their own clear plastic bag (such as a sandwich bag or a freezer bag) so that they retain moisture. Do not seal the bags. Place the bags in a warm place. After three days, carefully remove the paper towel from each bag, open it, and count the number of seeds that have sprouted. If you started with 100 seeds as per this requirement, the germination percentage will equal the number of seeds that have sprouted. Write this percentage down for each variety.

Do not remove the sprouted seeds. Rewrap the seeds in the paper towels, place the paper towels back in the bags, and return them to the warm place. Repeat after day four and day five.

4. Explain how plants obtain nutrients and convert them to food. Explain the differences between primary, secondary, and micronutrients.
Fertilizers can be divided into macronutrients or micronutrients based on their concentrations in plant dry matter. There are six macronutrients: nitrogen, phosphorus, and potassium, often termed "primary macronutrients" because their availability is usually managed with NPK fertilizers, and the "secondary macronutrients" — calcium, magnesium, and sulfur — which are required in roughly similar quantities but whose availability is often managed as part of liming and manuring practices rather than fertilizers. The macronutrients are consumed in larger quantities and normally present as a whole number or tenths of percentages in plant tissues (on a dry matter weight basis). There are many micronutrients (such as boron, chlorine, manganese, iron, zinc, copper, and molybdenum), required in concentrations ranging from 5 to 100 parts per million (ppm) by mass.

The uptake of nutrients by plants is accomplished through both the roots and the leaves. These nutrients are then used in the process of photosynthesis, which is a complex chemical reaction that converts light, carbon dioxide, and water into sugars.

7. Locate two sources of agricultural weather information. How is this information helpful to the farmer?

 * 1) USDA's Weekly Weather and Climate Bulletin
 * 2) U.S. National Climate Data Center

Climate is what to expect. Weather is what you get. Climate is basically a long-term average of what the weather has done in the past.

Knowing the climate helps the farmer plan agricultural activities such as planting and harvesting, as well as assisting in crop selection. Crops need to be in the ground early enough that they will be able to produce their yield before the first frost, but late enough to avoid springtime frosts. The climate tells the farmer how many growing days to expect, and that can be compared to the number of growing days required by various crops. Some crops also need to be harvested before the weather gets too hot, and other crops may allow multiple plantings and harvestings per season.

Weather also plays a hand in timing agricultural activities. A field needs to dry out before it is plowed, and then it may need to dry out for a few more days before it is disced. Dry weather is also needed to allow hay time to cure between mowing and bailing, and it is sometimes important when applying fertilizers or pesticides.

8. Assist in planting, cultivating, and harvesting at least four different crops. Maintain a log of work done and problems encountered from seeding to harvest.
Your log need not be any more complicated than a notebook and pen. You could include information such as:
 * Plowing/Discing
 * When was it done?
 * What was the condition of the soil?
 * Cost
 * Planting
 * Date
 * Amount of seed used
 * Method (how was the planting done?)
 * Cost
 * Fertilizer
 * When applied
 * What kind was applied
 * Cost
 * Pest Control
 * Dates and types of pesticides and herbicides
 * Cultivation dates
 * Mechanical/cultural controls applied
 * Cost
 * Irrigation
 * Dates
 * Rainfall dates
 * Cost
 * Harvest
 * Date
 * Yield

a. Plowing
The primary purpose of plowing is to turn over the upper layer of the soil, bringing fresh nutrients to the surface, while burying weeds and the remains of previous crops, allowing them to break down. It also aerates the soil, and allows it to hold moisture better. In modern use, a plowed field is typically left to dry out, and is then harrowed before planting.

b. Disking
Disking is often carried out on fields to follow the rough finish left by plowing operations. The purpose of this is generally to break up clods and lumps of soil and to provide a finer finish, a good tilth or soil structure that is suitable for seeding and planting operations.

c. Cultivating
A cultivator is a farm implement for stirring and pulverizing the soil, either before planting or to remove weeds and to aerate and loosen the soil after the crop has begun to grow.

d. Irrigation
Irrigation is the artificial application of water to the soil for assisting in growing crops. In crop production it is mainly used in dry areas and in periods of rainfall shortfalls, but also to protect plants against frost.

e. Harvesting
The purpose of harvesting is to collect the salable product grown in a field when it reaches maturity.

10. Name and identify ten common birds of your locality, and state their value to the farmer.
The greatest benefit birds provide to farmers is their voracious appetites for insects.

Please consult Wikibooks' Field Guide to Birds to help you identify ten birds in your area. As of this writing, this field guide is still in its infancy, so you might be well served to purchase a more thorough field guide. Field guides are generally tailored to a specific area of the world, so be sure to consult one that covers your area.

11. What is erosion? How can it be prevented?
Erosion is the displacement of soil by wind, water, or ice by downward or down-slope movement. It can occur quickly on steep ground - especially if there is nothing growing there. It can be slowed by minimizing the amount of time the land has nothing growing on it. When plowing, discing, or planting, it is best to make furrows perpendicular to the slope of the ground. Plowing straight uphill will cause furrows to act as ever-widening ditches that channel the water quickly away, carrying soil with it. Plowing across a hill instead slows the descent of rainwater and allows it to drop the sediments it picks up rather than carrying it off.

12. Visit your local cooperative extension service and find out how the organization helps the farmer. Write a one-page report of your visit.
The Cooperative Extension Service, also known as the Extension Service of the USDA, is a non-formal educational program implemented in the United States designed to help people use research-based knowledge to improve their lives. The service is provided by the state's designated land-grant universities. In most states the educational offerings are in the areas of agriculture and food, home and family, the environment, community economic development, and youth and 4-H. The Cooperative State Research, Education, and Extension Service of the USDA administers funding for Smith Lever Act services in cooperation with state and county governments and land-grant universities.

This table summarizes the cooperative extension programs in each state. (Under the 1890 amendment to the Morrill Act, if a state's land-grant university was not open to all races, a separate land-grant university had to be established for each race. Hence, some states have more than one land-grant university.)


text:
Cookbook:Vanilla Ice Cream (Egg-Free)

Ingredients

 * 2 cups (480 ml) half-and-half
 * 2 cups (480 ml) whipping cream
 * 1 cup (240 ml) white sugar
 * 2 teaspoons vanilla extract

Procedure

 * 1) Combine all ingredients in an ice cream machine.
 * 2) Run the machine according to the manufacturer's directions.
 * 3) Transfer ice cream to a container, and freeze for a few hours until solid.

title: Cookbook:Vanilla Ice Cream (Egg-Free)


text:
Marine Aquaria/Aquarist Responsibilities

The tank isn't going to run itself. A marine aquarium requires a dedicated hobbyist for proper care. Often an aquarium and its inhabitants can be mistaken as just a decoration or a piece of furniture, but it is much more than that. A dynamic state of being, an aquarium is always changing, and you have to keep up with it to make sure it stays on course.

Regular Observations and Testing
It's important to keep up with your aquarium. Observe the tank often so that you know if something is going wrong or if there is some sort of change. If you just let your aquarium sit in the corner without watching it, something is likely to go wrong under the radar.

Part of these observations include keeping tabs on all your organisms. Are they all present? Are their behaviors normal? Are they exhibiting normal coloration? An answer of no to such questions may point to some sort of problem which you couldn't have caught without observation.

Further analysis and observations can be made through test kits mentioned in the equipment section. Although sometimes your animals may not show symptoms, there may be an impending problem that can be found through regular testing of the aquarium with test kits. Often, with a test kit, one can find what important factor of the aquarium is not what it should be in the event of a problem. The use of test kits help us to keep the aquarium's conditions within the ranges of tolerable conditions that the organisms can handle. How often you do tests depends on the aquarist and the system, but weekly is a good idea for a beginning aquarium before its conditions have stabilized.

Keeping Clean
After some time, eventually your tank isn't going to look quite as clean and sterile as it did when you started.

Often, algae will grow on the surfaces of the rock and the tank glass. Though they pose no actual danger to the animals, they can be an eyesore. Many people purchase hermit crabs or snails to do this job, but in some situations these cleaner organisms are either not enough or not an option. Therefore, it's the responsibility of the aquarist to keep the aquarium clean so that it remains attractive through regular cleaning. Watch out for chemicals that claim to kill algae, as they are often very dangerous to invertebrates as well; such chemicals are often not recommended.

Another problem that arises is salt creep, the effect of salt starting to form crystals on certain surfaces. In anywhere that saltwater sprays or an object isn't always submerged, eventually salt is going to start creeping. Areas to watch out for especially are places where Hang-On-Back systems spill into the aquarium. This salt should be cleaned to keep the tank looking nice. Also, as the salt is leaving the tank, keep up with salinity tests to make sure that it isn't going down.

Water Maintenance
Water is extremely important to maintain as it decides how well your organisms will do.

As your aquarium runs, eventually water is going to evaporate, lowering the volume of water in the aquarium. This will make all the dissolved substances more concentrated in the aquarium and is also less attractive. Because salt does not evaporate, it is important to fill the tank up with freshwater to replace the evaporated water. Many people have built systems where the freshwater is replace automatically and over time, but you must remember to maintain this system to make sure it is working properly.

Every so often, it will be necessary to do a water change, which means to take out water and replace it with more saltwater. This is important to help remove waste products, pollutants, or other substances that just can't be removed through the nitrogen cycle and other processes. This may be weekly, biweekly, monthly, or even longer, depending on the type of system you have, the capabilities of the filtration system, and other variables. When doing a water change, it is important that the saltwater to be put into the tank is already mixed before adding it; never add salt directly to a tank with living organisms, because if the crystals touch something it can disturb or stress them.

Quarantine
When purchasing a new organism, it is often a good idea to quarantine them in a separate aquarium. A quarantine aquarium doesn't have to be fancy, just enough to house an organism temporarily. There are several advantages to using one.

First and foremost, if the animal is already sick and you didn't know, it's disease will not be passed onto other organisms into your main aquarium by accident. Also, in a quarantine tank, you can treat a disease in isolation without worry about the effect of the disease or medication on other animals.

A quarantine tank also allows you to keep an animal in isolation for other reasons. It will allow the animal to relax in a situation where it doesn't have to immediately compete and interact with other organisms. An animal can overcome the stress of being moved from the store. For example, in some cases, some animals will stop eating due to the stress of being moved. In rehabilitating the organism, it is much easier to get it to eat if other more comfortable organisms aren't competing with it.

 * Quarantine Procedures for New Fish and Invertebrates


text:
User:Cazanonymous1020

=Cazanonymous1020= Cazanonymous1020 joined Wikibooks on Monday, October 2, 2006.

Contact Information
No information is currently available for distibution.

Why I Joined Wikibooks
Well, that's simple. I got tired of seeing stubs where I thought I could help write articles. Example: the Programming:TI-Basic wikibook.

Interests

 * Computers
 * Programming
 * Scripting
 * Strategy Games
 * Music
 * Guitar

title: User:Cazanonymous1020


text:
Wikijunior:The Elements/Glossary

 * alchemy: a science that attempts to change one element into another.
 * alloy: a substance that is a mixture of two or more metals.
 * amalgam: any metallic alloy that has mercury in it.
 * atom: any one of the smallest particles of an element that has the chemical properties of the element. Atoms are neutral, being neither positive nor negative by having the same amount of electrons and protons.
 * chemical bond: a bond (like covalent or ionic bonds) between atoms or ions that forms a molecules.
 * chemical substance: a substance that is made of only one type of molecule.
 * chemistry: the science of the properties, composition, and transformation of substances.
 * compound: a special type of molecule that is made up of at least two different elements.
 * condensation: the changing of a gas to a liquid.
 * conductive: able to pass heat or electricity from one side to the other.
 * corrosion: the act of eating away at gradually, as by rust or chemical action.
 * covalent bond: a bond between atoms formed by sharing of electrons.
 * deposition: the act of changing a gas directly to a solid.
 * ductile: capable of being drawn out into threads, as some metals.
 * electron: a negatively charged particle that is a component of all atoms. Electrons are approximately organized in shells. They are also as negative as protons are positive.
 * element: a natural substance which cannot be broken down any further by chemical processes.
 * emulsion: a liquid, as milk, in which minute particles remain in suspension.
 * fusibility: the ability to join separate parts together as one.
 * gas: a fluid and elastic form of matter tending to expand indefinitely.
 * halogens: elements that have seven valence electrons, all of which are very reactive.
 * ion: An ion is an electrically charged particle. Some atoms can bond with each other ionically to form molecules.  Certain atoms are allowed to have certain ionic charges so that they may bond with other atoms having opposite ionic charges.
 * ionic bond: a bond between ions.
 * liquid: a compressed mass of particles that flow freely.
 * luster: how much a material shines.
 * malleable: capable of being hammered or shaped without breaking.
 * matter: any substance that has mass and volume.
 * melting: the process of converting a solid to a liquid, usually by adding heat to the solid.
 * metal: one of the elements with the characteristics of luster, ductility, malleability, fusibility, and conductivity of heat and electricity.
 * mixture: two or more different substances that are put together but still retain their own properties. An example is salt and pepper.
 * molecule: a particle formed by two or more atoms that are chemically bonded together that therefore has new properties not necessarily possessed by the components. An example is a water (H2O) molecule, which is made of the explosive hydrogen and oxygen.
 * neutron: an uncharged particle having slightly more mass than a proton. It is located in the nucleus of an atom.
 * nucleus: the center of an atom. It contains all the protons and neutrons in the atom.
 * ore: a mineral in its natural state.
 * oxide: a compound that contains oxygen and at least one other element.
 * particle: a very tiny piece, such as an electron, atom, or molecule.
 * proton: a positively charged particle in the nucleus of an atom. Protons are as positive as electrons are negative.
 * radioactive: A radioactive substance releases particles like beta particles (electrons from the nucleus) over time. Eventually, most of the substance will have changed into a different element.
 * solid: a form of matter that resists changes to both shape and volume.
 * solution: a mixture of solids, liquids, and/or gases that joins together evenly.
 * sublimation: the act of changing a solid directly to a gas.
 * valence electron: an electron that is on the outer-most shell.
 * vaporization: the changing of a liquid to a gas.

title: Wikijunior:The Elements/Glossary


text:
Talk:Windows Programming/C and Win32 API

What is the differece between creating a directory using Directoty.create in c#.Net and calling Win32 Api using createDirectory.They does the same work.then why do we have Win32 Api At all?


text: Category:Book:Teachers' Toolbox

title: Category:Book:Teachers' Toolbox


text: Category:Book:Genes, Technology and Policy


text:
User:Djone092 CHapter 5 wild card

Written and submitted by DOrothy JOnes TITLE: HOW DOES CHILD ABUSE AFFECT HOW A CHILD DOES IN SCHOOL? DATE : OCTOBER 2, 2006 WRITTEN BY: DOROTHY JONES CLASS : SOCIAL AND CULTURAL FOUNDATIONS OF AMERICAN EDUCATION PROFESSOR: DWIGHT W. ALLEN

In doing research for this paper, I was actually surprised and al little disappointed at how difficult it is to find material linking child abuse and how well a child learns. However, I did find some interesting facts. On several websites, I did find that a number of states have passed laws requiring school officials to report suspicions of child abuse cases. The North Carolina EMS website defines these persons who report cases of child abuse as being “ any person or institution who has sufficient cause to suspect that any child has been abused or neglected........or died as a direct result of maltreatment should report the case of the child to the Department of Social Services in the county that the child lives in or was found in.” (N.C. EMS website) There are three main types of child abuse that were mentioned during research. These three types of abuse include physical, sexual and emotional abuse. Child abuse is defined as “ any act or failure to act that endangers the child’s physical physical and emotional health and development. Physical abuse is defined as “ the direct result of any physical aggressions towards a child, whether it be directly or indirectly intentional or unintentional”. This type of abuse is the easiest form of abuse to prove. The reasoning for this is because it is the most obvious. Physical abuse can range from slapping or hitting a child to other more severe forms of physical punishment, such as starving a child or locking him or her in a closet for days on end. Severe physical punishment can also lead to severe emotional abuse, which will be mentioned shortly. Sexual abuse is the next easiest form of abuse that can be proven. In this type of abuse, the children usually display significant knowledge about sexual acts. In some cases, the child has been reported to play with his or her private parts or try to touch another child inappropiately. This type of abuse is defined as “sexual act between a child and an adult”. Emotional abuse, bu far is the hardest type of abuse to prove; this is because this type of abuse does not leave any physical scars or bruises to be seen. In many cases this type of abuse can go on for many years without being seen. Examples of this type of abuse can include but are not limited to name calling, negatively comparing the child to someone else, or constantly blamig the child for things that are not his or her fault. In all of these types of abuse mentioned, the victims of these types of abuse often have very low self esteem and generally do not make friends very easily. Some other signs and symptoms may or may not include any or all of the following: burns or bite marks, unusual bruises or broken bones that keep reoccurring or that can’t be explained, a strong fear of going home or a strong fear of a particular person, wearing clothes that don’t match the weather, uncleanliness, or extreme hunger. In some but not all cases, the child could become overly aggressive, depressed, or withdrawn. The child may or may not do well in school. Note that this does not mean that a child who is always fighting is being abused, nor does it mean that the over achieving, shy, quiet child is being abused. This just simply means that these are possible signs or symptoms of abuse. I found a couple of numbers that can be used to report suspected cases of child abuse that can be used in Virginia. These numbers are 1-800-4 A-CHILD or 1-800-552-7096 .in addition to these numbers that can be called, there are several volunteer organizations that are set up to help victims of child abuse. The majority of the ones listed below came from th SCANVA website.. One of these organizations is entitled CARE, which stands for Child Abuse Reform Education. This group was founded by the same group who founded the Kozy Beginnings. Other groups include SCAN, which means Stop Child Abuse Now and PCAHR, which means Prevent Child Abuse Hampton Roads. Another national organization that has local chapters in Virginia that I forgot about until something was mentioned on the local news is CASA. This means Court Appointed Special Advocate. All of these organizations are nonprofit. Most of these organizations that have been mentioned are primarily located in the piedmont and eastern shore areas of Virginia. I didn’t find anything mentioned on the internet for the Southwest Virginia area.. I was actually very surprised to find that other states had more information about child abuse than Virginia did. I do find it interesting that April is considered to be national child abuse prevention month. Another interesting fact is that since 1983, te blue ribbon campaign has been going on. This is to encourage people to support the prevention of child abuse. This is also to help educate people that victims of child abuse need the following things: kindness, empathy, friendship, advocacy, and education. Some of the programs mentioned actually try to educate the parents by suggesting the following tips: 1.	—spending some one-on-one time with your children. 2.	Seek support from family and friends and other members of the community such as your local church. 3.	Praise your children for works well done 4.	Support other stressed out adults 5.	The parents can volunteer with other local programs.

There are also at least five ways that other people of the community can get involved and these are known as the five R’s to get involved and help prevent child abuse. These include: 1.	Remembering the risk factors 2.	Recognizing the warning signs 3.	Reach out to stressed out people 4.	Raise the issue of child abuse 5.	Report suspected cases of child abuse In conclusion, some of the topics in this paper were not documented because it comes from personal experience. I also believe that child abuse really does affect how a child learns in school. I also believe that the community should be more involved in this matter.

Questions 1. Which of these is also considered to be another name for emotional abuse? A. Physical abuse? B. Verbal abuse C. Physical neglect D. Sexual abuse 2.   Which is Not an organization designed to help child abuse victims? A. SCAN B. CARE C. PCAHR D. YMCA 3. TRUE OR FALSE; Child abuse is a national problem. 4. TRUE OR FALSE : As a teacher you are not responsible for reporting suspected cases of child abuse. 5. TRUE OR FALSE: ANYONE CAN HELP A VICTIM OF CHILD ABUSE ESSAY QUESTION: CHOOSE ONE TYPE OF ABUSE AND DESCRIBE ITS EFFECTS ON THE VICTIM. These are some question that you might want to answer. Is this type of abuse easily proven? Why or why not? Do you think that this is a major problem in the school system? Why or why not?

title: User:Djone092 CHapter 5 wild card


text:
User talk:Djone092 CHapter 5 wild card

TITLE: HOW DOES CHILD ABUSE AFFECT HOW A CHILD DOES IN SCHOOL? DATE : OCTOBER 2, 2006 WRITTEN BY: DOROTHY JONES CLASS : SOCIAL AND CULTURAL FOUNDATIONS OF AMERICAN EDUCATION PROFESSOR: DWIGHT W. ALLEN

In doing research for this paper, I was actually surprised and al little disappointed at how difficult it is to find material linking child abuse and how well a child learns. However, I did find some interesting facts. On several websites, I did find that a number of states have passed laws requiring school officials to report suspicions of child abuse cases. The North Carolina EMS website defines these persons who report cases of child abuse as being “ any person or institution who has sufficient cause to suspect that any child has been abused or neglected........or died as a direct result of maltreatment should report the case of the child to the Department of Social Services in the county that the child lives in or was found in.” (N.C. EMS website) There are three main types of child abuse that were mentioned during research. These three types of abuse include physical, sexual and emotional abuse. Child abuse is defined as “ any act or failure to act that endangers the child’s physical physical and emotional health and development. Physical abuse is defined as “ the direct result of any physical aggressions towards a child, whether it be directly or indirectly intentional or unintentional”. This type of abuse is the easiest form of abuse to prove. The reasoning for this is because it is the most obvious. Physical abuse can range from slapping or hitting a child to other more severe forms of physical punishment, such as starving a child or locking him or her in a closet for days on end. Severe physical punishment can also lead to severe emotional abuse, which will be mentioned shortly. Sexual abuse is the next easiest form of abuse that can be proven. In this type of abuse, the children usually display significant knowledge about sexual acts. In some cases, the child has been reported to play with his or her private parts or try to touch another child inappropiately. This type of abuse is defined as “sexual act between a child and an adult”. Emotional abuse, bu far is the hardest type of abuse to prove; this is because this type of abuse does not leave any physical scars or bruises to be seen. In many cases this type of abuse can go on for many years without being seen. Examples of this type of abuse can include but are not limited to name calling, negatively comparing the child to someone else, or constantly blamig the child for things that are not his or her fault. In all of these types of abuse mentioned, the victims of these types of abuse often have very low self esteem and generally do not make friends very easily. Some other signs and symptoms may or may not include any or all of the following: burns or bite marks, unusual bruises or broken bones that keep reoccurring or that can’t be explained, a strong fear of going home or a strong fear of a particular person, wearing clothes that don’t match the weather, uncleanliness, or extreme hunger. In some but not all cases, the child could become overly aggressive, depressed, or withdrawn. The child may or may not do well in school. Note that this does not mean that a child who is always fighting is being abused, nor does it mean that the over achieving, shy, quiet child is being abused. This just simply means that these are possible signs or symptoms of abuse. I found a couple of numbers that can be used to report suspected cases of child abuse that can be used in Virginia. These numbers are 1-800-4 A-CHILD or 1-800-552-7096 .in addition to these numbers that can be called, there are several volunteer organizations that are set up to help victims of child abuse. The majority of the ones listed below came from th SCANVA website.. One of these organizations is entitled CARE, which stands for Child Abuse Reform Education. This group was founded by the same group who founded the Kozy Beginnings. Other groups include SCAN, which means Stop Child Abuse Now and PCAHR, which means Prevent Child Abuse Hampton Roads. Another national organization that has local chapters in Virginia that I forgot about until something was mentioned on the local news is CASA. This means Court Appointed Special Advocate. All of these organizations are nonprofit. Most of these organizations that have been mentioned are primarily located in the piedmont and eastern shore areas of Virginia. I didn’t find anything mentioned on the internet for the Southwest Virginia area.. I was actually very surprised to find that other states had more information about child abuse than Virginia did. I do find it interesting that April is considered to be national child abuse prevention month. Another interesting fact is that since 1983, te blue ribbon campaign has been going on. This is to encourage people to support the prevention of child abuse. This is also to help educate people that victims of child abuse need the following things: kindness, empathy, friendship, advocacy, and education. Some of the programs mentioned actually try to educate the parents by suggesting the following tips: 1.	—spending some one-on-one time with your children. 2.	Seek support from family and friends and other members of the community such as your local church. 3.	Praise your children for works well done 4.	Support other stressed out adults 5.	The parents can volunteer with other local programs.

There are also at least five ways that other people of the community can get involved and these are known as the five R’s to get involved and help prevent child abuse. These include: 1.	Remembering the risk factors 2.	Recognizing the warning signs 3.	Reach out to stressed out people 4.	Raise the issue of child abuse 5.	Report suspected cases of child abuse In conclusion, some of the topics in this paper were not documented because it comes from personal experience. I also believe that child abuse really does affect how a child learns in school. I also believe that the community should be more involved in this matter.

Questions 1. Which of these is also considered to be another name for emotional abuse? A. Physical abuse? B. Verbal abuse C. Physical neglect D. Sexual abuse 2.   Which is Not an organization designed to help child abuse victims? A. SCAN B. CARE C. PCAHR D. YMCA 3. TRUE OR FALSE; Child abuse is a national problem. 4. TRUE OR FALSE : As a teacher you are not responsible for reporting suspected cases of child abuse. 5. TRUE OR FALSE: ANYONE CAN HELP A VICTIM OF CHILD ABUSE ESSAY QUESTION: CHOOSE ONE TYPE OF ABUSE AND DESCRIBE ITS EFFECTS ON THE VICTIM. These are some question that you might want to answer. Is this type of abuse easily proven? Why or why not? Do you think that this is a major problem in the school system? Why or why not?

title: User talk:Djone092 CHapter 5 wild card


text:
Engineering Analysis/Multi-Dimensional Fourier Series

The concept of the fourier series can be expanded to include 2-dimensional and n-dimensional function decomposition as well. Let's say that we have a function in terms of independent variables x and y. We can decompose that function as a double-summation as follows:

 * $$f(x,y) = \sum_{i=1}^\infty\sum_{j=1}^\infty a_{ij}\phi_{ij}(x,y)$$

Where φij is a 2-dimensional set of orthogonal basis functions. We can define the coefficients as:

 * $$a_{ij} = \frac{\langle f(x,y), \phi_{ij}(x,y)\rangle}{\langle \phi_{ij}(x,y),\phi_{ij}(x,y)\rangle}$$

This same concept can be expanded to include series with n-dimensions.


text:
Engineering Analysis/Wavelets

Wavelets are orthogonal basis functions that only exist for certain windows in time. This is in contrast to sinusoidal waves, which exist for all times t. A wavelet, because it is dependant on time, can be used as a basis function. A wavelet basis set gives rise to wavelet decomposition, which is a 2-variable decomposition of a 1-variable function. Wavelet analysis allows us to decompose a function in terms of time and frequency, while fourier decomposition only allows us to decompose a function in terms of frequency.

Mother Wavelet
If we have a basic wavelet function ψ(t), we can write a 2-dimensional function known as the mother wavelet function as such:

 * $$\psi_{jk} = 2^{j/2}\psi(2^jt - k)$$

Wavelet Series
If we have our mother wavelet function, we can write out a fourier-style series as a double-sum of all the wavelets:

 * $$f(t) = \sum_{j=0}^\infty\sum_{k=0}^\infty a_{jk}\psi_{jk}(t)$$

Scaling Function
Sometimes, we can add in an additional function, known as a scaling function:

 * $$f(t) = \sum_{i=0}^\infty c_i\phi_i + \sum_{j=0}^\infty\sum_{k=0}^\infty a_{jk}\psi_{jk}(t)$$

The idea is that the scaling function is larger than the wavelet functions, and occupies more time. In this case, the scaling function will show long-term changes in the signal, and the wavelet functions will show short-term changes in the signal.

title: Engineering Analysis/Wavelets