text:
Social and Cultural Foundations of American Education/Hot Topics/School Uniforms

To start off it is important to define what a school uniform actually is. Some schools have reverted to using the traditional catholic school looking uniform. This includes the nice dark pants with a white shirt for boys. For girls it includes a jumper and white shirt with a knee length skirt. The other option, the one that seems to be the most popular is a more casual approach. The more casual uniform is khakis or jeans with a set color for the shirts. Many schools are using the more casual approach because it makes sense financially. Many of these casual uniforms can be worn outside of school.

The uniform discussion is a hot topic debate in education and one that more and more school districts are looking into – Should students be required to wear a school uniform? As school districts look for a quick fix to problems such as school violence, poor test scores, poor attendance, and substance abuse, they are considering school uniforms as a possible solution.

Before a school district decides to take such a drastic step there are many important factors and questions it must consider. Is implementing a school uniform or strict dress code the solution to the school’s problems or just a temporary Band-aid that fails to address the true causes for youth violence? And do the potential gains earned from implementing a school uniform policy outweigh the obvious negative effects it will have on the students’ morale and sense of individuality?

Goals
There are many reasons why the school district has been wanting to implement school uniforms. They have high hopes that wearing uniforms will dramatically help improve the focus on school. The first reason they want uniforms to go into effect is to reduce gang colors in schools. Many children grow up poor and in the ghettos. Gangs are not uncommon, even for young children. Simply wearing the wrong colors to school could lead to violence. Another reason for wearing uniforms is to prevent theft. Theft is not uncommon in any school these days. If kids were to wear uniforms, all the kids would dress the same. No single child would wear anything flashy or expensive. This drops the target rate for theft among shoes, and clothing. Another reasons uniforms could be helpful is for the simple fact of discipline. In today’s society children are wanting to dress like the stars on TV. The only issue is many of them are showing off too much skin. If all kids wore the same clothing there would not be the issue of determining what is too short, or showing too much. This leads us to the next reason. Especially during middle and high school when the students start to date and become interested in the opposite sex showing off too much skin could be a distraction. If a young lady wore a shirt that was too tight and a skirt that was too short it could distract some of them young men. They could lose focus on what they are learning. Another reason for uniforms is to instill a sense of “community” among the children. If all the kids are dressed alike there is no reason to feel that anyone is inferior. If a poor child and rich child went to the same school but they both wore the same uniforms who could tell the difference just by looking at the two? The last reason uniforms could be a good idea according to the school districts is a safety reason. If all the children are dressed alike it is very easy to spot out an intruder. This could play a huge role in safety issues when it comes to kidnappings or any scenario of that sort.

Principals, parents, and students have noted a possible connection between school violence and the clothing students wear in school. The fashion trends of today is largely dominated by students wearing gang-related clothing. Gang members frequently roam the streets near inner-city schools. The color of a students clothing can result in them becoming targets of violence. Additionally, such clothing arose from the clothing style of inner-city gangs, who wore oversized shirts and baggy pants to hide weapons and drugs from the police. Such clothing is glamorized in music videos and on television, but it can still be the means of transporting weapons or drugs onto school property and therefore increasing school violence. Also, children’s desire to be fashionable brings another connection between clothing and violence. Children may envy other children’s clothing, but lack the money to purchase similar styles. Consequently, children have been violently injured or even murdered for their designer clothes, sneakers, or professional sport-team paraphernalia. School uniforms may help to reduce these occurrences. Many schools feel that uniforms would help schools more easily recognize intruders. Other schools have implemented a mandatory dress code policy for both students and teachers, rather than adopting uniforms, because they believe students and teachers tend to act the way that they dress.

The Long Beach Unified School District Uniform Initiative
Those that argue for the effectiveness of school uniforms point to one case in particular, The Long Beach Unified School District Uniform Initiative in 1994. In that year the school district in Long Beach, California were the first to institute a mandatory dress code. School officials there say that since then, school crime has decreased by 76 percent, assaults committed on school property have dropped by 85 percent, incidents of school vandalism have decreased from more than 1,400 to less than 100 a year, and average attendance has reached an all-time high at nearly 95 percent (Starr).

The results of this particular case has led many school districts to follow the lead of Long Beach and implement their own mandatory school uniform policies. They look at the statistics in this case and come to the conclusion that school uniforms are an efficient deterrent against youth violence that also help boost attendance rates and test scores.

The case study done at Long Beach has also had its share of critics. Some suggest that other changes instituted to the school at the same time as the school uniform policy had more to do with the results of the Long Beach experiment. Experts such as Ray C. Rist, a professor of education and sociology at George Washington University, argues for the implications of the "Hawthorne effect," which states that a group of people who are treated in a special way may behave differently because of that treatment. In other words, Long Beach students may behave better simply because they are the focus of so much attention. "No one," says Rist, "has ever been able to establish that uniforms, in and of themselves, can result in a dramatic reduction in crime" (Starr).

The Root of Youth Violence
Proponents for school uniform policies argue that school uniforms are an effective deterrent against school violence. Dr. Alan Hilfer, senior psychologist in the Children's and Adolescent Unit at Maimonides Medical Center in Brooklyn says, "Uniforms do eliminate competition, pressure, and assaults perpetrated by older kids on younger kids for their sneakers and other possessions” (School Uniforms). But is forcing a student to wear a uniform really the solution to this problem? If a student is willing to assault another student for his or her sneakers, is forcing them to wear a uniform and look like everyone else, suddenly going to make them a non violent person that accepts life’s proper values?

The root of most youth violence is a result of students that come from dysfunctional households and forcing them to wear a uniform to school is not going to fix that problem. Reducing drug use, broken homes, out-of-wedlock births, gangs, poor schools and all the rest takes big money and big effort, not little gestures (Twomey). Instituting school uniform policies may seem like an easy and cheap solution to reducing youth violence but it hasn’t proven to be an effective one.

School Uniforms: How Effective Are They?
In a study published in The Journal of Educational Research, the authors concluded that requiring students to wear uniforms has no direct effect on substance abuse, behavioral problems, or school attendance. They found, in fact, that the students they studied who were required to wear uniforms actually scored lower on standardized achievement tests than did a comparable group not required to wear them (Brunsma, Rockquemore).

Critics of this research will still point to the case study in Long Beach and other school districts that reported positive results to installing school uniform policies. However, without accounting for other outside factors, it is impossible to know what true effects if any, school uniforms have on student’s behavior. Loren Siegel, director of public education for the American Civil Liberties Union says "No empirical studies show that uniforms consistently produce positive changes in student behavior over the long run" (Starr).

Social Effect on Students
When students are forced to wear the same school uniform as the rest of their peers and have their individuality taken away, what kind of message does that send to them? Students no longer are given the opportunity to express themselves creatively and be who they are. Instead they are being told they have to look like everyone else. We are trying to prepare students for the future world, and get them to start to think for themselves, but already we are taking one of their basic rights away.

Many educators feel that forcing a uniform on students limits the choices they can exercise in this aspect of growing up, restricting their development both in school and later in life. If students feel uncomfortable and insecure in class because of their dress, they will be less receptive to learning due to their feelings of anger and embarrassment. As a result, they will be less likely to attend school, behave appropriately in class, pay attention to instruction, and perform at a higher level of achievement, which is what those in favor of school uniforms hope to improve (Caruso).

Conclusion
Rather than looking at for a quick and simple solution school districts should consider other factors when dealing with problems in schools. Many experts suggest that measures such as violence prevention courses, closer links between schools and local law enforcement agencies, smaller classes, better facilities, and tighter school security are much more effective than school uniforms in preventing school violence. And they warn that many school districts may see uniforms as an easy solution to a much more complicated problem (Starr).

The fact is there is no substantial proof that school uniforms alter students’ behavior and improve test scores and if these problems want to be remedied, school districts should look at root problems. School uniforms may seem like an effective solution, but in the end the only thing they are proven to be effective in is suppressing individuality among students and lowering a child’s self-worth. Schools should be encouraging uniqueness among students and respecting their right to freedom of expression rather than taking that away.

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Essay Question
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text:
Social and Cultural Foundations of American Education/Dynamic Learning Environment/Edutainment

Little Johnny comes home from his third grade class with a note that he needs signed by his mom because he failed this week’s States and Capitals quiz. He knows that his mom is going to be furious; but, he cannot seem to remember all 50 states and their capitals, even though he studied the list and maps for two hours the night before the quiz. Finally, after several minutes of hiding in the downstairs playroom, he confronts his mom and asks her to sign the note. Johnny thought she was going to be furious; however, she instead went into the living room and came back with a DVD case. She told him to use the downstairs playroom DVD player to watch the show over and over again until he can remember all of the states and their capitals. Reluctantly, Johnny returned to the playroom to watch the DVD. Sadly, he feared his sanctuary had become a torture chamber for his mom’s cruel and unusual punishment. Two hours later, he came back up to the kitchen, singing a catchy song about all the states and their capitals. The next week, Johnny came home with an A+ on his States and Capitals Test. Johnny had learned all of the states and their capitals in less than two hours thanks to a unique form of teaching called edutainment. Edutainment is defined by Merriam-Webster as entertainment (as by games, films, or shows) that is designed to be educational. With that said, what exactly is edutainment? More importantly, what is the role of edutainment in a classroom?

You Say Education, I Say Edutainment
Edutainment is any form of entertainment that is educational. It can be a show that teaches the order of the planets or a video game that teaches rapid typing skills. Most teachers already use edutainment, whether it is watching an old video or film reel or using a new SmartBoard, or electronic, interactive, blackboard. A teacher can hook up a SmartBoard to a computer so that it will display PowerPoint presentations, quick videos, or even full-length films. A teacher can also use a SmartBoard to show a class how they proof read a paper. The students can see everything the teacher does as he or she proof reads the paper.

Repetitive tasks can become dulling on the student's mind. Education need not just be writing definitions and reading endless sections. Edutainment gives a change of pace as well as an opportunity for the student to enjoy learning. Students can become engaged in the subject and have motivation for learning and memorizing new information. Writing a “Know-Learn-Want to Know” (KWL) doesn’t help the students if they fill it out every time they start a new section.

Cut! ...It Out, Seriously
A very common form of edutainment, that has been used since the invention of film, is educational movies. While some can be interesting and fun to watch, most tend to be dreary and boring. The movies that require the student to be interactive tend to be in the “good movie” pile, while movies that have the same narrator drone on about WWII and its effects on the Middle East are moved to the “bad movie” pile.

Edutainment is supposed to be entertaining. A black and white film portraying a culture that is many decades old is no longer interesting. However, a host dressed in a funny-looking lab coat that makes cheesy remarks about the molding process can teach more science in thirty minutes than the students have learned all week. A poorly-drawn cartoon that sings about words that connect ideas, phrases, and clauses, uses a catchy tune that stays with you for life. My mother, to this day, can still be caught singing “Conjunction, junction, what’s your function?” while folding laundry or surfing the web.

How likely is it that a student is going to remember the industrial revolution after watching low-quality, black-and-white film about factors that led to the revolutionary era? A lot less likely than if they watched a film where other students their age acted like adults during the industrial revolution, if it were to happen in today’s society.

Let's "cut" out the boring old films of yesteryear. If we want students to learn anything from videos, it won’t be from the ones I watched when I was a kid.

The World of Gaming
Video games are another form of edutainment. The educational video game market has been steadily increasing over the last five years (Simon Egenfeldt-Nielsen, 2007). This past year alone has seen a great deal of edutainment games similar to some original edutainment games like Brain Age and Big Brain Academy by Nintendo. In Brain Age, kids and adults perform simple tasks such as, adding numbers in quick succession, reading comprehensively, and telling how much time has past on a analog clock, among other tasks, to give your brain a “workout” and determine a relative age for their brain’s reflex ability, the younger – the more reflexive. Big Brain Academy focuses on five categories: think, memorize, analyze, compute, and identify. When the game starts, activities are completed at a fast pace and in quick succession to determine your "brain weight", areas of strengths and weaknesses, and which occupation or famous personality best compares to your brain weight score. The faster and more accurate you complete the activities the "heavier" your brain weighs (Nintendo, 2007).

Video games that fall in the educational genre are not the only video games that can be labeled as educational. Most video games require the player to think critically. In strategy games, you handle resources and personnel to achieve a specific objective. This can teach the player about basic economic principles. In fact, the University of North Carolina at Greensboro offer an economics class for college credits that is a full-fledged video game, simply called ECON 201. Through the challenges the game presents, students learn to deal with economic principles that range from scarcity to sustainable growth. ECON 201 also integrates a variety of interdisciplinary subjects that go beyond economics – such as biology, history and anthropology. For example, students must make ethical decisions as they play the game. They can, when poor actions call for it, face disease outbreak. They can also review historical examples of how the earth faced similar problems before, and apply the researched information to how they will fix their current problem (UNCG.edu, 2007).

A lot of games are being engineered to include an aspect of learning. Reid R. Frazier wrote, “Instead, Marinelli [Don, Director or Etcetera] and other faculty at ETC [Etcetera] want video games to teach, inform and inspire thought.” He also pointed out that games are being engineered specifically to teach. “Students at the ETC have designed games that simulate hazardous material spills for emergency workers, interactive theater for children with life-threatening illnesses and museum displays that teach American history. Current projects include games designed to teach negotiating skills to Girl Scouts and immunology to junior high students.” Edutainment in the form of gaming is on the rise.

Physical Edutainment: Joining the Dance Dance Revolution
Imagine walking into the gym and hearing “OK kids, it’s time to exercise, so get off your butts and turn on the video games!” Yes, video game edutainment has even infiltrated the ranks of Health & Physical Education. West Virginia, which has been saddled with the unenviable title of having the worst childhood obesity rate in the nation, has purchased and placed Konami's wildly popular Dance Dance Revolution (DDR) video game in every single one of its public schools after a 24 week study found that overweight/obese students using the game regularly halted weight gain, were healthier, more confident, and more willing to try other exercises. (Dancing video game...2007) The DDR game pad is about 3ft x 3ft square and has pressure sensitive arrows on it. To score points, players must step/dance on the pad in rhythm to the corresponding arrows scrolling on the game screen. In the wake of West Virginia's pioneering use of video games in the "battle of the bulge," insurance giant Kaiser Permanente released a free health video game, "The Amazing Food Detective," which can be found at http://members.kaiserpermanente.org/redirects/landingpages/afd/. The game teaches about healthy lifestyles and shuts off after 20 minutes of play, and will not let a player log back in for at least an hour. (Video game teaches kids about diet...2007)

Classroom Implementation
But, how can a teacher implement edutainment into an average classroom setting? Although some teaching should be left to books, pencils, and paper, any teacher can implement fun edutainment into the average classroom setting, even if just for a change a pace. Teachers can assign analytical assignments for video games already played at home, research good websites for educational games online, or even motivate students by planning a field trip to a LAN (Local Area Network) center for a team building day. Video games do not have to just teach history, math, science, or english to be educational. Video games can also teach art, music, social skills, team work, strategy, and planning, among other skills used in everyday life.

Teachers can encourage their students to write descriptive paragraphs about the video games they play at home (Hutchinson 2007). The teacher can ask the students to review the games they play in their “off-time” for valuable educational material. This asks the students the think critically and be analytical. For example, the student can take the average Mario Brother’s game (the premise being to run right and jump when needed) and turn it into a lesson about timing, patience, and motivation.

Teachers also have the option to research the World Wide Web for online games that can be played in the computer lab at school. FunBrain.com, for instance, caters to many age groups and subjects. It has a math-focused board game, Sudoku, and fun-to-read stories. It even has a Mad-Libs section that focuses on parts of speech! Students can have fun with out even knowing they are actually fine-tuning their brains.

Something that is a little different, however, completely workable, is scheduling a field trip to a LAN center. A LAN center is a building where many computers are hooked up, or networked, in order to specifically play together. Students would be motivated by the trip for the same reasons they are motivated to go on any other field trip- just to leave the school building. There are many angles from which to promote a LAN center field trip. Many LAN centers already have games to pick from to be played on a LAN (Local Area Network), the hard part will be picking a game appropriate to the skill or subject you are attempting to teach. Team Building is always an easy, but good, skill to work on in a LAN center. Many of the games require strategy, alliances, tact, and timing. However, teachers would have the option to have the class play Oregon Trail if they so desired.

Game Over
Let’s face it, edutainment is being integrated into culture. The best way to approach the catchy form of teaching is through direct embrace. Become a developer of new ideas to implement video games and other forms of edutainment into the classroom. Encourage students to seek edutainment outside of the classroom! Invite a comical guest speaker to get the students interested in a new subject. Comedy is still considered a form of entertainment!

While it’s a ways off from implementation, hand-held systems today have many games that warm the brain up for intense absorption. There are also games that increase focus, teach and practice methods for memorization, and lay the foundation for organization. One game for the Nintendo DS asks the player to visit at least five times a week in order to keep the brain “young.” This will help students learn to keep a schedule.

Education has its pros and cons. The pros speak for themselves. The cons… are the time and effort needed to achieve even the slightest amount of success in education. A lot of subjects can become boring rather quickly. Edutainment allows all the boring time and effort spent on education to be turned into a fun experience that will leave you singing, “The leg bone’s connected to the knee bone,” that is right, you said knee bone.

Multiple Choice Questions
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Essay Question
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license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
User talk:David Olsson

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! If you have any questions, please feel free to contact me at my talk page. User:Iamunknown 09:45, 31 December 2006 (UTC)

title: User talk:David Olsson


text:
Uim/Troubleshooting

A conversion engine doesn't work
First, check if you installed conversion engines you want to use. With, you can see the list of conversion engines you installed: $ uim-sh uim> installed-im-list

or

$ uim-sh uim> installed-im-module-list

You can make use of the -e option in uim-sh if you are using uim 1.5 or later. $ uim-sh -e installed-im-list $ uim-sh -e installed-im-module-list

If you can't find engines you want to use, install them.

Second, check if the engines are enabled. You can do it with uim-sh: $ uim-sh uim> enabled-im-list

or (uim 1.5 or later) $ uim-sh -e enabled-im-list

You can also use a GUI tool (,  or  ): $ uim-pref-gtk "Global settings" -> "Input method deployment" -> "Enabled input methods" -> "Edit..."

Third, if you want to use Canna, Sj3 or Wnn, check if cannaserver, sj3server or jserver is running respectively.

$ ps aux | grep cannaserver # Canna $ ps aux | grep sj3server  # Sj3 $ ps aux | grep jserver    # Wnn

Uim doesn't work with an application
First, check if required bridges are installed.

 * : X applications
 * : GTK+ applications, including GNOME applications
 * : Qt 3 (or earlier) applications, including KDE 3 applications
 * : Qt 4 applications, including KDE 4 applications
 * : consoles
 * : Emacs

In some distributions,  means. In others, it means.

X applications include GTK+ and Qt applications and you can use  to input in GTK+ and Qt applications, but using   isn't recommended because   has many limitations compared with ,   and.

Some X applications don't use GTK+ or Qt. You need to install  to input in such applications.

You can check if  is running as follows: $ ps aux | grep uim-xim

If  isn't running, run it: $ uim-xim &

If the GTK+ immodule causes GTK+ application crashes or it doesn't work, try to force uim to use XIM in GTK+ applications: $ GTK_IM_MODULE=xim firefox # force uim to use XIM in Firefox

If the Qt immodule ( and  ) causes Qt application crashes or it doesn't work, try to force uim to use XIM in Qt applications: $ QT_IM_MODULE=xim opera # force uim to use XIM in Opera

Forcing uim to use XIM in GTK+ or Qt applications is not a true fix but just a workaround. If you notice a bug in,   or  , report it to the freedesktop.org bugzilla, mailto:uim-en@googlegroups.com (English) or mailto:uim-ja@googlegroups.com (Japanese).

Second, check your environment variables: $ echo $XMODIFIERS @im=uim $ echo $GTK_IM_MODULE uim $ echo $QT_IM_MODULE uim

If these environment variables aren't correctly set, see Uim/Setup.

Third, check what conversion engine you are using. You can use an IM switcher or a toolbar to do it: $ uim-toolbar-gtk

You may want to specify a default conversion engine: $ uim-pref-gtk

"Global settings" -> "Input method deployment" -> "Specify default IM" (Check) -> "Default input method"

For GTK+ applications, see also Uim doesn't work with GTK+.

Uim doesn't work with GTK+
If you can use uim everywhere except in GTK+ applications, the problem lies most likely with the GTK immodule. You will need to:

 * 1. Run the following commands:

$ gtk-query-immodules-2.0 > /tmp/gtk.immodules.current $ diff -u /tmp/gtk.immodules.current $(locate gtk.immodules | grep gtk-2.0) > /tmp/gtk.immodules.diff
 * 2. Send the following files and information to mailto:uim-en@googlegroups.com
 * Your OS distribution and version
 * Your OS distribution and version
 * Your OS distribution and version

Last resort
If you have tried everything in the book and nothing helps you can always: This is, naturally, a lousy solution to any problem and it is impossible to predict its effectiveness, but we shouldn't complain if it gets the job done.
 * 1) Remove all uim-related packages (uim, dictionaries, GTK+ and Qt).
 * 2) Reboot
 * 3) Reinstall

title: Uim/Troubleshooting


text:
XHTML/A Basic XHTML Document

File Extension
A user can still use the standard .html or .htm extension, but now the user can use the following: You can use any of these for all the XHTML standards.
 * .xhtml
 * .xht
 * .html
 * .htm

XML Declaration
It is a good idea to begin all XHTML, or indeed any XML application, with an XML declaration. XML declarations explicitly state which version of XML and which character encoding we are going to use. For example, if we wanted to use XML 1.0 with Western European character encoding, our XML declaration might look something like this:

Note that if no XML declaration is stated, the document is assumed to be XML 1.0 with UTF-8 character encoding.

Doctype Declaration
Your XHTML isn't valid unless it has a doctype. Doctypes are actually SGML statements which tell the browser what version of XHTML you are using. For example, to let the UA know that we want our markup to be served as XHTML 1.0 Strict, we need only input the following:

Tags and Elements
XHTML uses tags. Tags are pieces of text enclosed in less-than and greater-than  signs. An example of a tag in XHTML is the  tag, in which all XHTML documents are enclosed. In XHTML, all tags should be in lower case.

Tags are composed of the tag name and the attributes. The tag name determines the type of tag, and the tag attributes give more information about the tag. For example, in the  tag, used mainly to make links, the   attribute is used to say where those links should go. A hyper-link to https://www.wikibooks.org would be written as.

Tags are useless unless they are part of an element, or a tag with information between an opening tag and a closing tag. A link to https://www.wikibooks.org with the text "Wikibooks" written inside of it would be written as. That comes out to Wikibooks. The closing tag is the same as the opening tag except it starts with a slash (/) and doesn't repeat the attributes.

Elements can be nested. That means that there can be elements that are completely inside another element. An example of this would be You'll learn what the  tag does later.

A Sample Document
As I said before, the document starts with an  tag. The document also ends with. These two tags and everything in between are referred to as an  element. Two elements must be nested inside the  element: the   element and the   element. Of course, other elements may be nested or sub-nested within these elements.

The  element is, for now, only to house the   element. The title is put between the  begin and end tags. So the overall syntax of the  element is, for a title of "Wikibooks":

Of course, this cannot be in a  file alone, but making this into a complete XHTML file isn't much more work. As I already said, you have to put an  tag around the whole thing. But you also need a place for the content. Hence, the  element. The  element is put within  the   element. For now, we'll just put text within the  element. The text will show up in most browsers in Times New Roman 12-point font and wrapped around the screen. Any kind of whitespace will show up as one space. So here's a sample XHTML document with the title "Wikibooks" and the content "Wikibooks is a great website.":

The first line is the doctype. This tells the browser what type of document the file is. All valid HTML and XHTML documents have a doctype. We will be using the XHTML 1.0 Strict doctype.

title: XHTML/A Basic XHTML Document


text:
Horticulture/Jasminum nudiflorum

Jasminum nudiflorum or Winter Jasmine, is a slender, deciduous shrub native to China. It is grown for its winter flowers and nice, "waterfall" habit.

Description
It has arching green shoots and opposite, pinnate, dark green leaves. Each leaf is divided into three oval-oblong leaflets which are about 3 cm long. The solitary flowers have six petals and are bright yellow, about 1 cm across, appearing in the leaf axils.

Culture and Use
Winter Jasmine likes full sun or partial shade and is hardy. In cooler climates, it is often grown so that it cascades over stone walls, which helps provide reflected heat and allow the plant to bloom on cooler days.

It tolerates hard pruning and should be pruned in spring immediately after flowering, regular pruning will help to prevent bare patches. This species of Jasmine can be grown as a bonsai.

It is easily propagated by layering.

Pests, Diseases, and other Problems
Scales: Thrips: Mites:
 * Cottony Camellia Scale: Pulvinaria floccifera
 * Indian wax scale: Ceroplastes ceriferus
 * Banded Greenhouse Thrips: Hercinothrips femoralis
 * Broad mite: Polyphagotarsonemus latus

title: Horticulture/Jasminum nudiflorum


text:
Horticulture/Skimmia

Skimmia is a genus of four species of evergreen shrubs and small trees in the Rue family, ../Rutaceae/, all native to warm temperate regions of Asia.

Description
The leaves are clustered at the ends of the shoots, simple lanceolate, 6-21 cm long and 2-5 cm broad, with a smooth margin. The flowers are borne in dense panicles, each flower small, 6-15 mm diameter, with 4-7 petals. The fruit is a red to black drupe 6-12 mm diameter, containing a single seed. All parts of the plant have a pungent aroma when crushed.

Species

 * Species and subspecies
 * ../Skimmia anquetilia/. Western Himalaya to Afghanistan. Shrub to 2 m.
 * ../Skimmia arborescens/. Eastern Himalaya to southeast Asia. Shrub or small tree to 15 m.
 * ../Skimmia japonica/. Japan, Korea, China. Shrub to 7 m.
 * ../Skimmia japonica/ subsp. reevesiana (syn. S. reevesiana)
 * ../Skimmia laureola/. Nepal to Vietnam and China. Shrub or small tree to 13 m.

Uses
Skimmias are grown as garden plants for their foliage, flowers, and showy red fruits. They are grown in shade, with moist, well-drained, humus-rich soils. They are tolerant of both drought and air pollution. A large number of cultivars have been selected for garden use:
 * Skimmia japonica 'Emerald King'
 * Skimmia japonica 'Fragrans'
 * Skimmia japonica 'Keessen'
 * Skimmia japonica 'Kew White'
 * Skimmia japonica 'Nymans'
 * Skimmia japonica 'Rubella'
 * Skimmia japonica 'Rubinetta'
 * Skimmia japonica 'Ruby Dome'
 * Skimmia japonica 'Wanto'
 * Skimmia japonica 'White Gerpa'
 * Skimmia japonica 'Veitchii'
 * Skimmia japonica subsp. reevesiana 'Ruby King'

Pests and diseases
Skimmias are fed on by Aphids, the Horse Chestnut Scale, the Garden Leafhopper, and the Southern Red Mite.

title: Horticulture/Skimmia


text:
XHTML/Media Types

XHTML as XHTML
The recommend media type for XHTML is ; ideally, this would serve XHTML as XHTML. As of 31 December 2006, only Gecko and Presto based layout engines (Firefox and Opera respectively) support this media type. To have your XHTML read as XHTML, save your markup with an  file extension.

Best Practices for serving XHTML as XHTML
In addition to conformation to all of the rules of XML, we strongly recommend that you adhere to the following practices when serving XHTML as XHTML:

Rather than this:  XHTML as XHTML should include this:
 * An XML stylesheet PI (processing instruction) is recommended for associating external stylesheets:

XHTML as XML
A secondary media type for XHTML is the generic XML media type,. This media type is supported by most layout engines, including Gecko, Presto, Web Core, KHTML, and even Trident, though only two—Gecko and Presto—serve it as XHTML; the rest serve it as XML, which could result in several quirks. That said, this is the media type of choice for cross-compatibility. Serving XHTML as XML has the benefit of XML parsing, meaning that, unlike  which serves XHTML as HTML, there will be no conflicts between XML syntax and XHTML syntax, since they are both the same. To have your XHTML read as XML, save your markup with an  file extension.

Best Practices for serving XHTML as XML
In addition to conformation to all of the rules of XML, we strongly recommend that you adhere to the following practices when serving XHTML as XML: Rather than this:  XHTML as XML should include this:
 * We encourage all authors to set a charset parameter through a higher level protocol (this can be done with a scripting language like PHP). If you are unable to go that route (and even if you are), you should define your character encoding via XML declaration:

XHTML as HTML
A third option is serving XHTML as HTML via. This essentially defeats most purposes of programming with XHTML, since HTML is neither subjected to XML parsing nor extensible. Further, the only way to write valid XHTML as HTML is to adhere to the rules of both languages—even when those rules conflict with each other (such as those pertaining to empty elements). Finally, HTML rules apply for DOM scripting and stylesheets.

Before serving XHTML as HTML, we encourage you to examine the purposes of doing so. Some questions worth asking might include the following: Do I want to take advantage of the extensibility of XML? Do I want to my markup to be parsed as XML? Am I going to take advantage of XSL stylesheets? If the answer to all of those questions is no, then HTML 4.01 may be the way to go. However, if you have your heart set on serving XHTML as HTML, XHTML 1.0 Transitional does technically allow for it. To have your XHTML read as HTML, save your markup with an  file extension and be sure your DTD is XHTML 1.0 Transitional.

Content Negotiation
For the purposes of XHTML, content negotiation is the practice of serving one media type to certain layout engines, while serving another to others via embedded scripting languages (Javascript, PHP). The difference between using content negotiation and simply serving XHTML with a  media type is that content negotiation often (though not necessarily) serves HTML as HTML as opposed to XHTML as HTML. In other words, depending on the UA (user agent), a peek at the source code would reveal either an HTML DTD or XHTML DTD, an XML declaration or a Content-type meta tag, an XML stylesheet PI or a linked one. This means that with judicious scripting, one could author valid XHTML without regard to the rules of HTML and take advantage of the extensibility and efficient processing of XML for supporting layout engines while authoring valid HTML (sans aforementioned extensibility, processing) for other layout engines using much of the same markup.

Comparison of Media Types and Layout Engines
The responses when a well-formatted XHTML document is served with different media types.

Presto media type notes

 * 1) application/xml — In order to receive the benefits of XML processing in Presto-based layout engines (such as Opera or Opera Mini or Opera Mobile), one must use an XSL stylesheet to transform the XHTML into XML..

WebCore media type notes

 * 1) application/xhtml+xml, application/xml, text/xml — HTML entities and custom entities defined by custom DTD are not recognized.

KHTML media type notes

 * 1) application/xhtml+xml — KHTML supports this media type, but processes the document as HTML.
 * 2) application/xml, text/xml — HTML entities and custom entities defined by custom DTD are not recognized.

iCab media type notes

 * 1) application/xhtml+xml — Type selector in CSS is matched case-insensitively.

XML Parsing
Save two copies of the following document, one as badlyFormed.html and one as badlyFormed.xhtml.

<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> Not well-formed An XHTML-compliant browser should refuse to render any part of this page. This paragraph is not well-formed.

According to the XML specification, on which the XHTML specification is based, a compliant browser should refuse to render any part of the document. Instead it should return an error message. Open badlyFormed.xhtml. You should get an error message similar to this one:

XML Parsing Error: mismatched tag. Expected: </i>. Location: file:///D:/Practice/XHTML/BadlyFormed.xhtml Line Number 8, Column 35:

This paragraph is not well-formed. --^

If you don't get an error message then either the MIME type is set incorrectly or your browser is non-compliant. Microsoft Internet Explorer, version 7.0 and lower, is non-compliant. Mozilla Firefox is compliant (at least from version 1.0 upwards, possibly in earlier versions).

Using Firefox you can check the MIME type for the page. From the Tools menu select the Page Info option. Three lines down on the General tab is 'Type:'. The type for badlyFormed.xhtml should be. If it isn't you don't have the extension  mapped to.

Now try opening badlyFormed.html with Firefox. The page will probably be displayed, contrary to the XHTML specification. Check the MIME type. It should be. This means that Firefox parses the document as HTML not XHTML. Web browsers normally display HTML regardless of any errors on the page, so the page is rendered.

title: XHTML/Media Types


text:
Horticulture/Tarsonemidae

Tarsonemidae is a family of mites, also called the thread-footed mites or tarsonemid mites. Only a limited number tarsonemid genera, ../Steneotarsonemeus/, ../Polyphagotarsonemus/, ../Phytonemus/, ../Floridotarsonemus/ and ../Tarsonemus/, are known to feed on higher plants while most species in this family feed on the thin-walled mycelia of fungi or possibly algal bodies (Jeppson, 1975). Even among the plant-feeding tarsonemid mites, most are confined to areas of new growth where cell walls are thin and therefore easily pierced. However two species (broad mite and cyclamen mite) are able to feed on older leaves because of their ability to inject toxins during feeding (presumably of salivary gland origin) causing an increase of thin walled cells surrounding feeding sites (Jeppson, 1975). This proliferation of new growth often results in leaves that appear stunted, puckered and twisted (Jeppson, 1975).

While little pest management research has been done on the majority of tarsonemid species, comprehensive studies have been made into the biological and chemical control of the cyclamen mite and the broad mite. Chemical trials demonstrated that ../Endosulfan/ and ../Dicofol/ consistently reduced densities of P. latus and P. pallidus (Rai, et. al, 2004, Sterk, et. al, 1997), and planting stock can be effectively decontaminated through fumigation with ../Methyl bromide/ or ../Ethylene dibromide/ (Jeppson, 1975). Three entomogenous fungi, ../Beauveria bassiana/, ../Metarhizium anisopliae/, and Paecilomyces fumosoroseus, can effectively manage broad mite infestations, with B. bassiana providing the greatest reduction (Nugroho, 2004). Predatory phytoseiid mites, in the genus Neoseiulus, can also successfully control P. latus and P. pallidus under greenhouse and field conditions (Croft, et. all, 1998, Weintraub, et. al 2003).

title: Horticulture/Tarsonemidae


text:
User talk:193.144.127.248

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

Moving things from wikipedia
Hello! Thanks for helping build the garden book. Please keep in mind that when we copy things from wikipedia, it's important to move the contribution history as well, since this is required by our copyrights.

If you'd like any other pages brought over, please just list it on WB:RFI, and someone will import it for you. I'll import the wikipedia article on Poinsettia now and just merge it in.

There's also some templates used in the gardening books that are quite useful in organizing the chapters. I'll apply those as well... leave me a note on my talk and I'll walk you through the other templates. Again, thanks for contributing! I hope the garden book will get very large over the coming months and years :). -- SB_Johnny | talk 12:50, 31 December 2006 (UTC)

 * Oh by the way, it's now at A Wikimanual of Gardening/Poinsettia... the flat structure makes the links work better. -- SB_Johnny | talk 12:56, 31 December 2006 (UTC)

title: User talk:193.144.127.248


text:
Horticulture/Metarhizium anisopliae

Metarhizium anisopliae (also known as Entomophthora anisopliae in the early 1900s) was named after the insect species it was originally isolated from, the beetle Anisoplia austriaca. It is a fungus that grows naturally in soils throughout the world and causes disease in various insects by acting as a parasite; it thus belongs to the entomopathogenic fungi. It is a mitosporic fungus with asexual reproduction for which a teleomorph has not yet been discovered. Cordyceps taii was shown to be the teleomorph of Metarhizium taii, so it seems likely that the one of M. anisopliae will also turn out to be a Cordyceps species. However, it is also possible that some, if not most, strains of M. anisopliae have lost the capability of reproducing sexually.

Uses
Metarhizium anisopliae is being used as a biological insecticide to control a number of pests such as ../Grasshoppers/, ../Termites/, ../Thrips/, ../catterpillers/ ..aphids/ etc. and its use in the control of malaria-transmitting mosquitos is under investigation.

Action
The disease caused by the fungus is called green muscardine disease because of the green color of its spores. When these mitotic (asexual) spores (properly called conidia) of the fungus come into contact with the body of an insect host, they germinate and the hyphae that emerge penetrate the cuticle. The fungus then develops inside the body eventually killing the insect after a few days; this lethal effect is very likely aided by the production of insecticidal cyclic peptides (destruxins). The cuticle of the cadaver often becomes red. If the ambient humidity is high enough, a white mold then grows on the cadaver that soon turns green as spores are produced.

Application
The microscopic spores are typically sprayed on affected areas; the plan for malaria control is to coat mosquito nets or cotton sheets attached to the wall with them. The level of insect control (mortality) in general depends on factors like the number of spores applied against the insect host, the fungus strain used, the formulation and weather conditions. Oil-based formulations allow the application of fungal spores under dry conditions.

Precautions
The fungus does not appear to infect humans or other animals and is considered safe as an insecticide.

Resistance
Most insects living near the soil have evolved natural defenses against entomopathogenic fungi like M. anisopliae. This fungus is therefore locked in an evolutionary battle to overcome these defenses, which has led to a large number of strains that are adapted to certain groups of insects. Some strains are so specific that they have attained variety status, like Metarhizium anisopliae var. acridum, which almost exclusively infects grasshoppers in the suborder Caelifera of the Orthoptera.

title: Horticulture/Metarhizium anisopliae


text: Template:Windows Registry Hacks/Registry


text:
Uim/Support

Discussion and support
Development discussion and support requests take place on the English and Japanese Google groups. To post a message to group members, send an email to mailto:uim-en@googlegroups.com or mailto:uim-ja@googlegroups.com.

 * Before taking your support requests to the list, please consider looking over the Troubleshooting page, and search the old Freedesktop.org archives as well as the new Google groups.

When contacting a group, please use a subject line that clearly explains the nature of the problem. This is particularly helpful for users who later look for the same issue in the archives. Please also include your distribution and version, as well as the versions of relevant packages (e.g. GTK+, Qt or X).

Reporting bugs
Please report bugs at the freedesktop.org bugzilla

title: Uim/Support


text:
Ruby on Rails/Getting Started/Install on OS X/RMagic Installation Shell Script

 * 1) Just put this shell script in the home directory
 * 2) it will create a folder called "delete_this_later"
 * 3) and put all the sources in it
 * 4) once you're done, you can safely delete it as everything
 * 5) gets installed under '/usr/local'

sudo gem uninstall rmagick

dir=delete_this_later

cd mkdir $dir cd ~/$dir

echo installing freetype curl -O http://download.savannah.gnu.org/releases/freetype/freetype-2.1.10.tar.gz tar xzvf freetype-2.1.10.tar.gz cd freetype-2.1.10 ./configure --prefix=/usr/local make sudo make install cd ~/$dir

echo installing libpng curl -O http://superb-west.dl.sourceforge.net/sourceforge/libpng/libpng-1.2.10.tar.bz2 bzip2 -dc libpng-1.2.10.tar.bz2 | tar xv cd libpng-1.2.10 ./configure --prefix=/usr/local make sudo make install cd ~/$dir

echo installing jpeg curl -O ftp://ftp.uu.net/graphics/jpeg/jpegsrc.v6b.tar.gz tar xzvf jpegsrc.v6b.tar.gz cd jpeg-6b ln -s `which glibtool` ./libtool export MACOSX_DEPLOYMENT_TARGET=10.4 ./configure --enable-shared --prefix=/usr/local make sudo make install cd ~/$dir

echo installing tiff curl -O ftp://ftp.remotesensing.org/libtiff/tiff-3.8.2.tar.gz tar xzvf tiff-3.8.2.tar.gz cd tiff-3.8.2 ./configure --prefix=/usr/local make sudo make install cd ~/$dir

curl -O http://jaist.dl.sourceforge.net/sourceforge/wvware/libwmf-0.2.8.4.tar.gz tar xzvf libwmf-0.2.8.4.tar.gz cd libwmf-0.2.8.4 make clean ./configure make sudo make install cd ~/$dir

curl -O http://www.littlecms.com/lcms-1.15.tar.gz tar xzvf lcms-1.15.tar.gz cd lcms-1.15 make clean ./configure make sudo make install cd ~/$dir

echo installing imagemagick curl -O ftp://ftp.imagemagick.org/pub/ImageMagick/ImageMagick-6.2.9-8.tar.gz tar xzvf ImageMagick-6.2.9-8.tar.gz cd ImageMagick-6.2.9 export CPPFLAGS=-I/usr/local/include export LDFLAGS=-L/usr/local/lib ./configure --prefix=/usr/local --disable-static --with-modules --without-perl --without-magick-plus-plus --with-quantum-depth=8 --with-gs-font-dir=/usr/local/share/ghostscript/fonts make sudo make install cd ~/$dir

echo now for rmagick! curl -O http://rubyforge.rubyuser.de/rmagick/RMagick-1.14.0.tar.gz tar xvzf RMagick-1.14.0.tar.gz cd RMagick-1.14.0 make clean ./configure make sudo make install cd ~/$dir

echo "#################################################" echo hope you got through this alive! echo echo be sure to edit .bash_profile or whatver for shell and put /usr/local at the forefront echo echo echo this is mine: echo export PATH=/usr/local/bin/src:/usr/local/bin:/usr/local/sbin:/usr/local/mysql/bin:$PATH echo echo echo now start irb and type: echo require "'"RMagick"'" echo echo if it loads without issue, you should be good to go echo echo echo if you have a botched darwinports or fink attempt for ImageMagick echo you might want to just delete those unless you have other important packages in there echo just run: echo sudo rm -rf /sw echo sudo rm -rf /opt echo echo echo all credit and thanks to hivelogic and other FAQs for the tutorials echo where much if not all this material comes from


text:
User talk:85.255.73.228

Xania talk 14:51, 31 December 2006 (UTC)

title: User talk:85.255.73.228


text:
Adventist Youth Honors Answer Book/Camping/Fire/Wet weather

The hardest problem to overcome when trying to build a fire in wet weather is finding dry fuel. Even in the wettest weather, dry fuel can be found by splitting open a log and taking the wood from the center of it. You can get both your kindling and your fuel from this source. Another place to find dry fuel is on the underside of dead branches - especially those still on a tree.

Before you begin gathering your fuel, you will need to set up a dry place to store it as you collect it. A tarp can be used for this if you lay it out on the ground, place the wood on it, and fold the tarp over it. This will keep the wood off the wet ground and keep rain off it as well. If it is windy, you should place a few rocks on top to hold down the tarp.

Once you have your fuel, you can begin gathering tinder. If you have some with you, you're good to go, but remember, that because your kindling may be slightly wet, you will need more than the usual amount of tinder. If you need to collect it, there are still several options for finding some. Milkweed seed pods are fairly waterproof, and the fibers inside are pretty easy to ignite. Pocket lint is another possibility, but you may have difficulty getting enough of it to light your kindling. You can also make wood shavings from the same wood you're using as kindling. If available, birch bark can be lit even when wet.

Once you have your fuel, kindling, and tinder, you are ready to lay the fire. This is done as with any other fire. You may wish to place a tea candle in the tinder pile as well, as this will help keep things going long enough for the kindling to catch.

Once your fire is lit and the fuel is burning, you can lay wet logs next to the fire to dry them out before trying to use them. The heat from a good hot fire can drive the moisture out of even the wettest logs. You may need to turn them over periodically to dry all sides.


text:
Cookbook:Indulgent Chocolate Torte

| American cuisine | Vegetarian Cuisine | Dessert

Torte

 * 1 cup semi-sweet chocolate chips
 * ½ cup margarine or butter
 * ½ cup all-purpose flour
 * 4 eggs, separated
 * ½ cup white granulated sugar

Chocolate glaze
For ~½ cup:

 * 1 ounce unsweetened chocolate
 * 1 teaspoon margarine or butter
 * 1 cup powdered sugar
 * 5 teaspoons boiling water boil

Caramel sauce
For ~1¾ cup:

 * 1 cup packed brown sugar
 * ½ cup heavy whipping cream
 * ¼ cup corn syrup
 * 1 tablespoon margarine or butter
 * 2 teaspoon ground cinnamon

Chocolate curls

 * 1 bar chocolate

Topping

 * Chocolate glaze
 * Caramel sauce
 * Chocolate curls, if desired
 * ½ cup chopped pecans

Torte

 * 1) Preheat oven to 325°F.
 * 2) Grease a 9x3-inch springform pan.
 * 3) Heat chocolate chips and margarine in a two-quart saucepan over medium heat until chocolate chips are melted; cool 5 minutes.
 * 4) Stir in flour until smooth.
 * 5) Stir in egg yolks until well blended.
 * 6) Whip egg whites in large bowl on high speed until foamy.
 * 7) Beat in sugar, 1 tablespoon at a time until soft peaks form.
 * 8) Fold chocolate mixture into egg whites.
 * 9) Spread in greased a 9x3-inch springform pan.
 * 10) Bake for 35–40 minutes or until top of cake appears dry and cracked; cool 10 minutes.

Chocolate glaze

 * 1) Heat chocolate and margarine over low heat until melted.
 * 2) Blend in powdered sugar and water until smooth.
 * 3) Stir in additional boiling water, ½ teaspoon at a time, until of drizzling consistency.

Caramel sauce

 * 1) Heat all ingredients to boiling over medium heat, stirring constantly, reduce heat to low.
 * 2) Simmer uncovered for 5 minutes.

Chocolate curls

 * 1) Let the chocolate stand in a warm place for about 15 minutes before making curls. The thicker the bar of chocolate, the larger your curls will be.
 * 2) Place the chocolate on waxed paper. Make chocolate curls by pulling a vegetable peeler toward you across the flattest side of the chocolate, pressing firmly in long, thin strokes. Small curls can be made by using the side of the chocolate bar.
 * 3) Transfer each curl carefully with a toothpick to wax-lined cookie sheet.

Assembly

 * 1) Run knife alongside of cake to loosen, remove side of pan. Cook cake completely.
 * 2) Place on serving plate.
 * 3) Spread top of cake with chocolate glaze; drizzle with caramel sauce.
 * 4) Garnish with chocolate curls and pecans.

title: Cookbook:Indulgent Chocolate Torte


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nd4

= Blackburne Shilling Gambit =

3...Nd4
Black violates an opening principle by again moving his knight. It may be tempting for White to take the now unprotected pawn with 4. Nxe5? but after 4...Qg5, White is in trouble (though 5. Bxf7+ remains playable). To maintain an advantage, White can play /4. Nxd4/, /4. c3/ or /4. O-O/.

Theory table
.

'''1. e4 e5 2. Nf3 Nc6 3. Bc4 Nd4'''


text:
User talk:24.84.32.173

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

-- Herby talk thyme 17:18, 31 December 2006 (UTC)

title: User talk:24.84.32.173


text:
User talk:85.97.178.66

unhacked by me -- Herby talk thyme 17:20, 31 December 2006 (UTC)

title: User talk:85.97.178.66


text:
User talk:Xer0derm

Image copyright problem with Image:Motorola 6416 Back Close Up.jpg
Thanks for uploading Image:Motorola 6416 Back Close Up.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. -- Herby talk thyme 17:27, 31 December 2006 (UTC)

 * Thanks - fine -- Herby talk thyme 17:39, 31 December 2006 (UTC)

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 17:27, 31 December 2006 (UTC)

title: User talk:Xer0derm


text:
Cookbook:Wassel

| American cuisine | Vegetarian Cuisine | Holiday Recipes | Beverages

Ingredients

 * 1½ gallons apple juice
 * 128 ounces cranberry juice
 * 128 ounces white grape juice
 * 2 cups orange juice
 * 6 ounces mulling spices
 * Sliced oranges

Procedure

 * 1) Mix together liquid ingredients, then stir in mulling spices and orange slices.
 * 2) Warm, but do not boil.
 * 3) Serve hot.

title: Cookbook:Wassel


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Be7

= Hungarian Defence =

This defence is seldom seen, but has a reputation of being solid. Its aim is to defend against an eventual queen exchange and against a pawn storm on the king side.

White's best choice is to attack the center with /4. d4/. /4. O-O/ is also an option, despite being a bit passive.


text:
User talk:Slady

go to user:slady...

title: User talk:Slady


text:
User talk:81.248.232.242

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 18:37, 31 December 2006 (UTC)

title: User talk:81.248.232.242


text:
Muggles' Guide to Harry Potter/Major Events/Year-end exams

Overview
Year-end exams are exams taken at the end of the Hogwarts school year in order to test the students' progress and, sometimes, determine the student's courses the next year, and the magical career they will follow in years to come.

Event Details
Exams actually take place at the end of the Spring Term, generally putting them in the first week of June, though in Harry Potter and the Goblet of Fire, they end on June 24th. It is quite likely that this is a special case, because of the Triwizard Tournament which occurs that year. Exams typically occupy a week, Monday to Friday, and there can be two exams a day for each student, plus the Astronomy exam at midnight. With only eleven slots for exams, a practical maximum number of courses for the usual student is eleven.

Summer term, which occupies the last three weeks of June usually, is much more relaxed than the usual school year. The time is used by the teachers to prepare grades and mark exams.

Passing and failing grades are never explicitly mentioned. It is likely that the scale used for marking OWLs and NEWTs is not used for regular exams, as Fred and George have to explain the O/E/A/P/D/T grade levels used in OWLs to Ron, Harry, and Hermione, when they have been at Hogwarts for some time already; and Hermione thinks the twins are pulling her leg about there being a grade "T for Troll".

Hermione, several times in the series, manages to seriously disconcert Harry and Ron by presenting them with "revision" (study) schedules, generally far before they are prepared to start studying for the year-end exams. Hermione, of course, excels at these exams, and is repeatedly the top of the class.

There are not year-end exams for all characters every year. In the fifth and seventh years, for instance, there are OWL and NEWT exams instead. In Harry Potter and the Chamber of Secrets, much to Hermione's dismay, the entire school is excused from year-end exams in the celebration following Harry and Ginny's return from the Chamber. In Harry Potter and the Goblet of Fire, Harry and Cedric, as school champions, are excused from the year-end exams. And in Harry Potter and the Half-Blood Prince, the entire school is again excused from exams in the wake of the death of Dumbledore.

Notable Consequences
One of the major issues for Harry is that, each year he is at Hogwarts, some major event is coming to a head right at the end of the year, as exams are either looming or in progress. As such, the exams may get short shrift, or there may be inadequate preparation on Harry's part for the exams. However, Harry still manages to pass all his courses, usually with significant help from Hermione, who is consistently at the top of the class.

The specific issues that Harry faces as he comes into the year-end exams are:
 * Harry Potter and the Philosopher's Stone: Harry's belief that Voldemort, with help from Professor Snape, is about to retrieve the Stone and, with its help, return to life and try again to kill Harry;
 * Harry Potter and the Chamber of Secrets: The apparent opening of the Chamber, which has put an air of fear throughout the school and culminates in the abduction of Ginny Weasley;
 * Harry Potter and the Prisoner of Azkaban: the re-appearance of the murderer Sirius Black, who Harry has been told was the wizard who betrayed his parents to the Dark Lord;
 * Harry Potter and the Goblet of Fire: though excused from exams, Harry had to face the Third Task, which would be a practical test of his spell-casting abilities;
 * Harry Potter and the Order of the Phoenix: regular exams are replaced by OWL exams, which are interrupted by the attack on Hagrid by Professor Umbridge, and by Voldemort's efforts to lure Harry into the Ministry
 * Harry Potter and the Half-Blood Prince: Harry is convinced that Draco Malfoy is plotting something, and is meeting a stony response from Dumbledore, so feels he must investigate by himself. The Horcrux hunt which takes place immediately before exams is also a distraction.

It is interesting, perhaps, to note that in his six years of attendance at Hogwarts, Harry sits year-end exams in only his first and third years, and OWLs in his fifth year. This could lead us to wonder how large a sample Hermione was working from when she said, in Harry Potter and the Order of the Phoenix, that Harry had the highest scores in Defence Against the Dark Arts.

Analysis
As the books are written to each cover one school year, the end of the book will almost always coincide with the end of the school year. As the climax of a book must come near the end, the climactic battles or events will of necessity fall at the end of the school year, exactly when exams would be held. It is interesting to note how the author combines the heightened tension due to the approaching exams with the heightened tensions due to the other events that Harry is dealing with.

By and large, though, year-end exams are not a particularly important part of our story. Critical as they are for the normal Hogwarts student, it is apparent that Harry is not typical in his school career. In the first, second, and third years, the primary purpose of the exams seems to be to show us Hermione's determination to do well academically; she prepares revision (study) schedules for herself two months or more in advance of the exams, pesters Harry and Ron to follow the schedules she has made up for them, and goes over the tests repeatedly afterward, until Ron, in exasperation, tells her to "give it a rest." In book 4, now that we know how much Hermione agonizes over her exams, the fact that she willingly gives up her study time to drill Harry in the jinxes he will need for the Third Task is a stronger indicator than nearly anything else the author could use of the depths of Hermione's friendship, and her concern for Harry's progress. And in the sixth year, Harry's concentration on the lessons he receives from Dumbledore, and on other events transpiring around the school, seems to make him largely oblivious to the oncoming exams.

Greater Picture
It is necessary to include exams in the books, as there are always exams at school. However, as mentioned above, they are generally a distraction from the story line, or simply used as a device to heighten tension. The fact that Harry does reasonably well on his exams is mentioned in passing in his first year, and then never again, though Hermione's ongoing position at the top of their class is mentioned repeatedly. One gathers that the exams are included as a necessary part of the school year, rather than being particularly useful to the narrative.


text:
Muggles' Guide to Harry Potter/Magic/Goblet of Fire

Overview
The Goblet of Fire is "a large, roughly-hewn wooden cup", "full to the brim with dancing blue-white flames", kept in an ornamental casket.

Extended Description
Professor Dumbledore, in his introduction to the Triwizard Tournament, said that selection of the Champions to represent each school would be done by an "impartial judge". The Goblet of Fire is that judge; those who wish the chance to compete place their names in the Goblet, and at the start time (which is apparently Hallowe'en), the Goblet selects one person from each school by returning one name from each school.

In Harry Potter and the Goblet of Fire, four Champions are selected, apparently giving Hogwarts two shots at the championship. At the time, Professor Moody reminds everyone there that the Goblet is a "powerful magical artifact," far beyond the ability of a fourth-year student to alter, and suggests that the only way that could have happened would be if someone had hoodwinked the Goblet into believing that there were four schools competing, and then entering Harry's name as the sole competitor from this fictional fourth school. Karkaroff, the Headmaster of Durmstrang, demands that the names be re-submitted, but is told that the Goblet has extinguished itself and will not re-ignite until it is time for the next Tournament.

Questions

 * 1) During the hiatus in the Triwizard Tournament, did the Goblet ignite every five years and wait, flaming patiently, for submissions?
 * 2) Where is the Goblet now?


text:
Cookbook:Basic Mulling Spice

| Vegetarian Cuisine | Holiday Recipes

Ingredients

 * 6 cinnamon sticks
 * 1 small whole nutmeg
 * ½ cup (60 g) whole cloves
 * ½ cup (60 g) whole allspice
 * Grated peel of 1 whole orange

Procedure

 * 1) Place whole cinnamon sticks and nutmeg in a large ziplock bag.
 * 2) Use a hammer to crush the spices into rough chips.
 * 3) Combine the chips with cloves and allspice.
 * 4) Store in an airtight container.

Use
To make spiced wine or cider:
 * 1)  Add 2 tablespoons of the spice mixture to 4 cups (1 L) of wine or cider.
 * 2) Add peel of 1 fresh orange.
 * 3) Simmer slowly over medium heat for 5–10 minutes.
 * 4) Strain liquid; serve hot wine or cider in mugs.

title: Cookbook:Basic Mulling Spice


text:
Wikijunior:Europe/EU

What is the European Union?
The European Union is a group of 27 countries in Europe, and was formed in the 1950s. Originally it was called the Coal and Steel Community (ECSC) and the first countries were, , , , , and. In 1973 the, , and joined, followed by  in 1981. In 1986 and  joined, and later, , and  in 1995. In May 2004, 10 countries joined at the same time:, , , , the , , , , , and. The most recent new members are and, which joined in 2007, and Croatia, which joined in in 2013. The UK left the EU in 2020.

These countries trade with each other in a common market, meaning that goods can be sold and bought freely across the union. People can also live and work (with some restrictions) in any EU country if they are an EU citizen. Member countries also have some common laws derived from decisions made by the union. Each country in the EU also elects politicians to a European Parliament which helps make and decide what common goals the union should pursue. Fifteen countries in the European Union also share a common currency: the Euro.

Which countries are in the EU?
There are 27 countries in the EU which has a population of around 450 million and the largest economy in the world.

The members are (in order of when they joined): France, Italy, Germany, Luxembourg, Netherlands, Belgium, Denmark, Ireland, Greece, Spain, Portugal, Finland, Sweden, Austria, Poland, Lithuania, Latvia, Estonia, Czech Republic, Slovakia, Hungary, Slovenia, Malta, Cyprus, Romania, Bulgaria and Croatia.

,, , , and are applicant countries who wish to join the European Union in the future.

In June 2016 the British people voted to leave the EU in a referendum. The UK left the EU in January 2020.

Which countries use the euro?
Seventeen of the twenty-seven EU member countries use the euro as their currency: France, Germany, Italy, Netherlands, Belgium, Luxembourg, Ireland, Greece, Spain, Portugal, Austria, Finland, Slovenia, Cyprus, Malta, Slovakia, Estonia and Latvia. All other members (except Denmark) are obliged by the 1992 Maastricht Treaty to adopt the euro at some point in the future.

In addition, a few smaller countries which are not part of the EU also use the euro: the, , , , , and , a former province of Serbia recognised as independent by most (24 out of 28) EU members, but not by Serbia and many other countries.

Which countries have "open borders"?

The Schengen Agreement was signed by many countries in Europe (including some which are not part of the EU). Countries which have singed up to this agreement have no border controls between similar countries. This means that you can travel from Portugal to Spain to France to Germany to Poland to Lithuania to Latvia to Estonia and Finland (several thousand kilometres) and you don't need to stop at borders or show passports.

The following countries have signed the agreement and removed border controls: Portugal, Spain, France, Luxembourg, Belgium, Netherlands, Germany, Denmark, Iceland (not part of the EU), Sweden, (not part of the EU), Finland, Estonia, Latvia, Lithuania, Poland, Slovakia, Czech Republic, Austria,  (not part of the EU), Italy, Malta, Slovenia, Hungary, and Greece. joined at the end of 2011. The only EU countries where passports are still needed to enter from other EU countries are the Ireland, Cyprus, Romania and Bulgaria. Ireland and former EU member, the UK, form the Common Travel Area, which is similar to the Schengen Area in that there are very few border controls between the two countries.

Wikijunior Europa/ EG, EU

title: Wikijunior:Europe/EU


text:
Category:Hawaiian recipes

Recipes from Hawaii

title: Category:Hawaiian recipes


text:
Category:Northern Irish recipes

Recipes from Northern Ireland.

title: Category:Northern Irish recipes


text:
A Beginner's Guide to D/Templates and Generic Programming

This chapter covers D's generic and meta-programming features.

Table of Contents

 * 1) /Template Classes/
 * 2) /Template Functions/
 * 3) /Mixins/
 * 4) /Advanced Templates/


text:
Cookbook:Shellfish

| Seafood

Shellfish is a culinary term for aquatic animals that are not fish, mammals, or reptiles, that are used as food; generally, mollusks, crustaceans, and echinoderms. Both salt-water and freshwater invertebrates are considered shellfish. Mollusks commonly used as food include the clam, mussel, oyster, winkle, and scallop. Some crustaceans commonly eaten are the shrimp and prawn, lobster, crayfish, and crab. Echinoderms are not eaten as commonly as molluscs and crustaceans. In Asia, sea cucumber and sea urchins are eaten. Edible cephalopods such as squid, octopus, and cuttlefish and terrestrial snails, though all molluscs, are sometimes considered to be shellfish and sometimes not.

The term finfish is sometimes used to distinguish ordinary (vertebrate) fish from shellfish.

Usage in various cuisines
Shellfish dishes are a feature of all the cuisines of the world, with a few exceptions.

Lobster in particular is a great delicacy in the United States, where families in the north-east region make them into the centerpiece of a clam bake, usually for a special occasion. Lobsters are eaten on much of the East Coast; the American lobster ranges from Newfoundland down to about the Carolinas, but is most often associated with Maine. A typical meal involves boiling the lobster with some slight seasoning and then serving with drawn butter, baked potato, and corn on the cob.

Clamming is done both commercially and recreationally along the North-east coastline of America. Various type of clams are incorporated into the cuisine of New England. Notable is the soft-shelled clam, which is eaten fried or steamed, where they are called 'steamers.' Many types of clams can be used for clam chowder, but quahogs, a hard shelled clam also known as a chowder clam, are often used because the long cooking time softens its tougher meat.

The Chesapeake Bay and Maryland region has generally been associated more with crabs, but in recent years the area has been trying to reduce its catch of blue crabs as wild populations have been depleted. This has not, however, stemmed the demand: Maryland style crabcakes are still a well known treat in crabhouses all over the bay, though the catch now comes from points farther south.

In the South-east, and particularly the gulf states, shrimping is an important industry. Copious amounts of shrimp are harvested each year in the Gulf of Mexico and the Atlantic Ocean to satisfy a national demand for shrimp. Locally, prawns and shrimp are often deep fried; in the Cajun and Creole kitchens of Louisiana, shrimp and prawns are a common addition to traditional recipes like jambalaya and certain stews. Crayfish are a well known and much eaten delicacy here, often boiled in huge pots and heavily spiced.

In many major cities with active fishing ports, raw oyster bars are also a feature of shellfish consumption. When served freshly shucked (opened) and iced, one may find a liquid inside the shell, called the liqueur. This is a primary feature of the raw bar, and should be sampled, if not enjoyed. Some believe that oysters have the properties of an aphrodisiac. "Rocky Mountain oysters" is a euphemism for bull testicles, as their appearance and preparation is similar.

Jewish Kosher Law traditions forbid the eating of shellfish, as do some interpretations of Islamic dietary laws. A rational basis taken up by some non-religious people is the tendency of some shellfish to feed on waste or accumulate heavy metals or toxins in their tissues. Another is that some of these dishes are consumed raw (oysters, mussels, clams and shrimp, most notably) and have the potential to cause serious illness from shellfish poisoning. Some people suffer from potentially-fatal allergies to shellfish.

In Japanese cuisine, chefs often use shellfish and their roe. Sushi and sashimi feature both raw and cooked shellfish.

Food safety
Shellfish are an important part of a healthful diet. They contain high quality protein and other essential nutrients, can be low in saturated fat, and may contain omega-3 fatty acids. In fact, a well-balanced diet that includes a variety of fish and shellfish can contribute to heart health and children's growth and development. But, as with any type of food, it's important to handle seafood safely in order to reduce the risk of food borne illness. Follow these basic food safety tips for buying, preparing, and storing fish and shellfish - and you and your family can safely enjoy the fine taste and good nutrition of seafood.

Why Freshness Counts
Healthwise, it is important to look for freshness when choosing seafood. In some species, if the catch has been left out in the sun too long - or the fish haven't been transported under proper refrigeration - toxins known as scombrotoxin, or histamine, can develop. Eating spoiled shellfish that have high levels of these toxins can cause illness.

Today, fresh catches can be processed and frozen immediately to very low temperatures - frequently, this takes place right on the fishing vessel. However, frozen seafood can spoil if it thaws during transport and is left at warm temperatures for too long.

To help ensure that the frozen shellfish you're buying is safe, follow these guidelines:
 * Don't buy frozen seafood if its package is open, torn or crushed on the edges.
 * Avoid packages that are positioned above the "frost line" or top of the freezer case in the store's freezer.
 * If the package cover is transparent, look for signs of frost or ice crystals. These could mean the fish has been stored a long time or thawed and refrozen - in which case, choose another package.

Selecting Shellfish: Some Special Guidelines
In the United States, the Food and Drug Administration requires shellfish harvesters and processors of oysters, clams, and mussels to put a tag on sacks or containers of live shellfish (in the shell), and a label on containers or packages of shucked shellfish.
 * Tags and labels contain specific information about the product, including a certification number for the processor, which means that the shellfish were harvested and processed in accordance with national shellfish safety controls.
 * Ask to see the tag or check the label when purchasing shellfish.

In addition, follow these general guidelines:
 * 1) Discard Cracked/Broken Ones: Throw away clams, oysters, and mussels if their shells are cracked or broken.
 * 2) Do a "Tap Test": Live clams, oysters, and mussels will close up when the shell is tapped. If they don't close when tapped, do not select them.
 * 3) Check for Leg Movement: Live crabs and lobsters should show some leg movement. They spoil rapidly after death, so only live crabs and lobsters should be selected and prepared.

Storing Seafood
Put seafood on ice or in the refrigerator or freezer soon after buying it, using these guidelines for safe storage
 * If seafood will be used within two days after purchase, store it in the refrigerator.
 * If seafood won't be used within two days after purchase, wrap it tightly in moisture-proof freezer paper or foil to protect it from air leaks, and store it in the freezer.

Preparing Seafood
Thaw frozen seafood gradually by placing it in the refrigerator overnight. If you have to thaw seafood quickly, either seal it in a plastic bag and immerse it in cold water, or - if the food will be cooked immediately thereafter - microwave it on the "defrost" setting and stop the defrost cycle while the fish is still icy but pliable.

When you're preparing fresh or thawed seafood, it's important to prevent bacteria from the raw seafood from spreading to ready-to-eat food. Take these steps to avoid cross-contamination between raw and cooked foods:
 * Wash hands thoroughly with soap and warm water before and after handling any raw food.
 * Wash the cutting board with soap and hot water to remove food particles and juices after using it for raw foods such as seafood, and before using the board for cooked or ready-to-eat foods or preparing another food item.
 * As an added precaution, sanitize cutting boards by rinsing them in a solution made of one teaspoon of chlorine bleach in one quart of water - or run the plastic board through the wash cycle in your automatic dishwasher. Or, consider using one cutting board only for raw foods and another only for ready-to-eat foods such as bread, fresh fruit and vegetables, and cooked fish.
 * As a rule of thumb, avoid using cutting boards that are made of soft, porous materials. Instead, choose those made of hard maple or plastic, and make sure they are free of cracks and crevices. Smooth surfaces can be cleaned more easily and thoroughly.

Most seafood should be cooked to an internal temperature of 145 °F. But if you don't have a food thermometer, there are other ways to determine whether seafood is done.
 * Shrimp and Lobster: The flesh becomes pearly-opaque.
 * Scallops: The flesh turns milky white or opaque and firm.
 * Clams, Mussels, and Oysters: Watch for the point at which their shells open, which means they're done. Throw out the ones that don't open.

List of shellfish

 * Crustaceans
 * Crab
 * Crayfish
 * Lobster
 * Shrimp
 * Mollusks
 * Clam
 * Mussel
 * Octopus
 * Oyster
 * Conch
 * Squid = Calamari
 * Scallop

title: Cookbook:Shellfish


text:
Talk:The Ten Commandments/Which Is The Most Important Commandment?

I'm confused about why this chapter is here. This has nothing to do with The 10 Commandments, since Jesus' reply doesn't include any of them. Am I missing something?

--Tmargheim 01:26, 1 January 2007 (UTC)

Why wouldn't "the most important commandment" be included? - TheSun 19:16, 3 January 2007 (UTC)

I think that the answer given lies outside of the stated scope of this book, which from the title, seems to be the ten commandments found in Ex 20. The two commandments presented here are not found in the ten, they are in fact drawn from other important portions of Old Testament Scripture. I think this might fit more in a discussion of the concept of Old Testament Law; however, this book gives as its focus the ten commandments found in Ex 20, and so this seems irrelevant. If the question was asked and answered as "Which of the 10 Commandments is the most important?" (which I would say is implied by its inclusion in the "Understanding the Ten Commandments" section of a book titled "The Ten Commandments"), it would seem much more related to the book as a whole. I think that a discussion of Jesus' commentary on the whole of the Torah is out of place here. --19:57, 5 January 2007 (UTC)

The comment above was me ^^ -- Tmargheim 19:58, 5 January 2007 (UTC)


text:
User talk:WODUP

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Good luck! --Sundance Raphael 02:56, 1 January 2007 (UTC)

title: User talk:WODUP


text:
User talk:Maurda

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Sundance Raphael 02:56, 1 January 2007 (UTC)

title: User talk:Maurda


text:
User talk:Matthewj8

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title: User talk:Matthewj8


text:
User talk:Ergonaut~enwikibooks

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Good luck! --Sundance Raphael 02:59, 1 January 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ergonaut. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ergonaut~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:08, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:56, 19 April 2015 (UTC)

title: User talk:Ergonaut~enwikibooks


text:
User talk:Radiation~enwikibooks

Hello and welcome to Wikibooks!

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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Sundance Raphael 02:59, 1 January 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Radiation. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Radiation~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:24, 19 April 2015 (UTC)

title: User talk:Radiation~enwikibooks


text:
User talk:Dballen19

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Sundance Raphael 02:59, 1 January 2007 (UTC)

title: User talk:Dballen19