text:
Adventist Youth Honors Answer Book/Arts and Crafts/Native American Lore

1. Name five uses made of natural materials by the Northwest Indians.

 * Vermilion: Vermilion was used as a red pigment.
 * Cedar: Cedar planks were used for building longhouses. Red and yellow cedar was also used for totem poles, ceremonial masks, rattles, food containers, bentwood boxes, spoons, spindles, hats, capes, effigies.
 * Rush: Mats, skirts, hats, rattles, baskets, temporary dwellings were made from rush (tules).
 * Dog & Mountain Sheep hair: Hair from a wooly dog bred by these peoples for this purpose, or mountain sheep was combined with cedar bark and spun into yarn, which was then woven into blankets. They also used down feathers from ducks and geese.
 * Buffalo: The inland tribes made tipis, clothing, bags and pouches, clothing, backrests, pictographs, parfletches, drums, rattles, moccasins, buffalo robes, padding out of the hides. Glue, needles & thread out of the sinew. Cooking pots from the stomach, rattles from hooves, brain tanning produces a high quality leather.

2. Name five uses made of the yucca plant by the Southwest Indians.

 * Food: The fruit of the yucca were a staple of the southwest diet.
 * Cordage: The fibers of the yucca plant were spun into rope. This rope was in turn used for many things including sandals, belts, rope ladders, and fishnets.
 * Paintbrush: The fibers of the yucca were chewed into a fine fringe and used as a paintbrush for decorating pottery.
 * Shampoo: The roots of the yucca plant were pounded and whipped into cold water to make suds. (Soap plant is different from the Yucca and can be used to wash the finest linens and silks.)
 * Basketry: The leaves of the yucca plant were woven into baskets.

3. Name five uses made of the birch tree by the Eastern Woodland Indians.
The bark of the Birch tree, especially the Paper Birch, were used for making the outer covering of their canoes. Bark was also used for making bowls and tipis. The bark contains a resinous oil and peels into papery-thin strips which ignite easily with even the slightest spark, and thus, the bark was also used as tinder. The wood of the birch contains the same resinous oil, and burns even when wet. It was therefore used as firewood. Birch bark was also used for making torches which they used for night fishing.

The bark was also used for brewing a wintergreen tea  high in vitamin C. Fans were also manufactured, and were used both for creating a cool breeze and for fanning fires. Birch bark was also used for making armguards and quivers for archery, rattles, and for wrapping food.

4. Know 15 plant foods introduced to us by the Indians. Include four plant names used today.
Squash, corn, and beans were known as the "Three Sisters" by Native Americans. The Three Sisters were the three main indigenous plants used for agriculture. These were usually planted together, with the cornstalk providing support for the climbing beans (pinto, kidney, navy, black, pink, cranberry beans, etc.), and shade for the squash. The squash vines provided ground cover to limit weeds and deter animals. The beans provided nitrogen fixing for all three crops.

Native Americans ate from about 1000 different species of plants. Now grocery stores sell food items made from about 100 species of plants. However the 1000 species do not all grow in the same area. Go to http://plants.usda.gov and see plant range maps of every known plant in North America.

6. Name five rocks and/or minerals and uses made of them by the Indians.

 * 1) Flint, used for making arrowheads, knives, and other cutting tools.
 * 2) Obsidian, used the same way as flint.
 * 3) Clay, used for making pottery and effigies.
 * 4) Turquoise, used for adornment and ceremonies.
 * 5) Argillite, used in art.
 * 6) Vermilion, used as body paint, combined with "glue" was used for pictographs on hides and rawhides.
 * 7) Soapstone, used for carvings, bowls, cooking slabs, and other objects.
 * 8) Granite, quartzite, basalt, sandstone, and slate, used for making hammers, axes, adzes, hoes, bowls, vases, and other items.

7. Explain one way in which arrowheads were made by the Indians.
A flintknapper is an individual who shapes flint or other stone through the process of knapping or lithic reduction, to manufacture stone tools.

Knapping is done in a variety of ways depending on the purpose of the final product. For stone tools flint is worked using a fabricator, such as a hammerstone, to remove flakes from a core of tool stone. Stone tools can then be further refined using wood, bone, and antler tools to perform pressure flaking.

There are many different methods of shaping stone into useful tools. The three simplest techniques are mentioned below.

Hard Hammer Precussion
Hard hammer techniques are used to remove large flakes of stone. Early flintknappers and hobbyists replicating their methods often use cobbles about the size of a baseball or softball of very hard stone, such as quartzite or hard granite. This technique can be used by flintknappers to remove broad flakes that can be made into smaller tools.

Soft Hammer Precussion
Early flintknappers could have used simple hammers made of wood or antler to shape stone tools. Soft hammer techniques are more precise than hard hammer methods of shaping stone. Soft hammer techniques allow a flintknapper to shape a stone into many different kinds of cutting, scraping, and projectile tools.

Pressure Flaking
Pressure flaking involves removing narrow flakes along the edge of a stone tool. This technique is often used to do detailed thinning and shaping of a stone tool. Pressure flaking involves putting a large amount of force across a region on the edge of the tool and (hopefully) causing a narrow flake to come off of the stone. Modern hobbyists often use pressure flaking tools with a copper or brass tip, but early flintknappers could have used antler tines or a pointed wooden punch.

8. Define pictograph. What are Indian petroglyphs and where can you find them?
A pictograph is an image drawn or painted on a rock face. A petroglyph is an image carved into a rock face. Petroglyphs are found world-wide, and are often (but not always) associated with prehistoric peoples.

Sites in North America where petroglyphs can be found include:
 * Arches National Park, Utah
 * Capitol Reef National Park, Utah
 * Death Valley National Park, California
 * Dinosaur National Monument, Colorado and Utah
 * Columbia Hills State Park, Washington
 * The Cove Palisades State Park, Oregon
 * Jeffers Petroglyphs, Minnesota
 * Kanopolis State Park, Kansas
 * Kejimkujik National Park, Nova Scotia
 * Lava Beds National Monument, Tule Lake, California
 * Leo Petroglyph, Leo, Ohio
 * Newspaper Rock State Historic Monument, Utah
 * Mina, Nuevo León, Mexico
 * Olympic National Park, Washington
 * Petit Jean State Park, Arkansas
 * Petrified Forest National Park
 * Petroglyph National Monument
 * Petroglyphs Provincial Park, north of Peterborough, Ontario
 * Petroglyph Provincial Park, Nanaimo, British Columbia, Canada
 * Sedona, Arizona
 * Sloan Canyon National Conservation Area, Nevada
 * South Mountain Park, Arizona
 * St John, USVI
 * Three Rivers Petroglyphs, New Mexico
 * West Virginia glyphs
 * Writing Rock State Historical Site, North Dakota
 * Writing-on-Stone Provincial Park, East of Milk River, Alberta
 * White Tank Mountain Regional Park, Waddell, Arizona
 * Pete's creek Belfast Lassen county California BLM (Shamans cave with solar calender)
 * Anza-Borrego State Park California Way off Highway 52 (mortar holes too)

9. Describe the use of seashells by the Indians.

Wampum is a string of white shell beads fashioned from the North Atlantic channeled whelk shell, and was used by Native Americans who regarded it as a sacred or trade representative of the value of the artist's work. Wampum was also used for engagement, marriage, and betrothal agreements, as well as for ceremony and condolence ceremonies.

Shells were also used for jewellery, as weapons, and for decoration of tipis, clothing and objects such as bags, backrests and ownership sticks.

10. Name at least ten materials used in making Indian arts and crafts.

 * 1) Leather
 * 2) Fur
 * 3) Feathers
 * 4) Hair
 * 5) Antler
 * 6) Bone
 * 7) Shell
 * 8) Wood
 * 9) Bark
 * 10) Yucca
 * 11) Gourd
 * 12) Rush
 * 13) Stone/Vermillion
 * 14) Clay
 * 15) Copper
 * 16) Gold
 * 17) Silver
 * 18) Torquoise
 * 19) Sinew
 * 20) Hooves
 * 21) Stomach
 * 22) Bladder
 * 23) Prickley Pear Cactus
 * 24) Red & Yellow Cedar
 * 25) Brains,ash,urine
 * 26) Corn husks
 * 27) Tendons
 * 28) Soap plant
 * 29) Moss
 * 30) Pipestone
 * 31) Raw hide
 * 32) Flint
 * 33) Obsidian
 * 34) Turtle shell
 * 35) Grass
 * 36) Cattail leaves
 * 37) Pitch (glue)
 * 38) Char coal

11. Make a craft item, using any of the materials named in requirement ten (10).
Note: The official version calls out requirement 9 rather than 10, but this is almost certainly a typo.

Native Americans were masters of many crafts which Pathfinders might enjoy learning. One possibility for meeting this requirement is to make a pair of moccasins.

Be sure to look into the Leather Craft and Pioneering honors if you choose to make moccasins, as making moccasins meet a requirement in each of these.

If moccasins do not appeal to you, you could try your hand at beadwork: You can also decorate your moccasins with beadwork.
 * http://www.guidetobeadwork.com/book/index.html

Or perhaps you would enjoy pottery (see the Pottery honor for details) or some other craft.


text:
William Shakespeare's Works/Histories/King Henry VI Part 2

The Second Part of King Henry the Sixth is a historical play by William Shakespeare, written between 1590 and 1591. This is the sixth part of a series of eight plays about the War of the Roses between the Houses of York and Lancaster during the 14th and 15th centuries.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * King Henry VI
 * Humphrey
 * Cardinal Beaufort
 * Richard Plantagenet
 * Edward
 * Richard
 * Duke of Somerset
 * Duke of Suffolk
 * Duke of Buckingham
 * Lord Clifford
 * Young Clifford
 * Earl of Salisbury
 * Earl of Warwick
 * Lord Scales
 * Lord Say
 * Sir Humphrey Stafford
 * William Stafford
 * Sir John Stanley
 * Vaux
 * Matthew Goffe
 * Walter Whitmore
 * John Hume
 * John Southwell
 * Roger Bolingbroke
 * Thomas Horner
 * Peter
 * Simpcox
 * Alexander Iden
 * Jack Cade
 * George Bevis
 * John Holland
 * Dick
 * Smith
 * Michael
 * Margaret
 * Eleanor
 * Margaret Jourdain
 * a Sea-Captain
 * a Master
 * his Mate
 * two Gentlemen
 * Clerk of Chatham
 * Mayor of St. Albans
 * two Murderers
 * Simpcox's Wife
 * a Herald
 * a Beadle
 * a Sheriff
 * a Spirit
 * Lords
 * Ladies
 * Attendants
 * Petitioners
 * Aldermen
 * Officers
 * Citizens
 * Prentices
 * Falconers
 * Guards
 * Soldiers
 * Messengers

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


text:
William Shakespeare's Works/Histories/King Henry VI Part 3

The Third Part of Henry the Sixth is a historical play by William Shakespeare, written before 1592, when it first premiered on stage. This play is the seventh play in a series of eight about the War of the Roses between the Houses of York and Lancaster during the 14th and 15th centuries.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act I/
 * /Act V/

Dramatis Personæ

 * King Henry VI
 * Edward, Prince of Wales
 * Lewis XI
 * Duke of Somerset
 * Duke of Exeter
 * Earl of Oxford
 * Earl of Northumberland
 * Earl of Westmoreland
 * Lord Clifford
 * Richard Plantagenet
 * Edward, Earl of March
 * Edmund
 * George
 * Richard
 * Duke of Norfolk
 * Marquis of Montague
 * Earl of Warwick
 * Earl of Pembroke
 * Lord Hastings
 * Lord Stafford
 * Sir John Mortimer
 * Sir Hugh Mortimer
 * Henry
 * Lord Rivers
 * Sir William Stanley
 * Sir John Montgomery
 * Sir John Somerville
 * Queen Margaret
 * Lady Grey
 * Bona
 * Rutland's Tutor
 * Mayor of York
 * a Lieutenant
 * a Nobleman
 * two Keepers
 * a Huntsman
 * a Son who has killed his father
 * a Father who has killed his son
 * Soldiers
 * Attendants
 * Messengers
 * Watchmen


text:
Horticulture/Pest Profiles

 * Slugs
 * Snails

title: Horticulture/Pest Profiles


text:
User talk:Sbandrews~enwikibooks

Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
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 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) 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
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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 a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!-- SB_Johnny | talk 09:41, 18 May 2007 (UTC)

Pest profiles in A Wikimanual of Gardening
Thanks for doing some indexing!!! There are actually a lot of "profiles" in Category:Garden pests if you're looking to see what's here. I haven't done any indexing for a while, but there are plenty of pages to be found in the book using the category structure. -- SB_Johnny | talk 09:41, 18 May 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 Sbandrews. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sbandrews~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:28, 19 April 2015 (UTC)

title: User talk:Sbandrews~enwikibooks


text:
Belarusian/Lesson 2

Pronunciation - consonants
In this lesson, we shall pay special attention to the consonant system of the Belarusian language, which is much more complex than that of English.

First of all, all consonants are divided in two major groups: voiced consonants and surd ones. Voiced consonants are pronounced with the participation of your vocal cords, while with surd consonants no voice is produced and they totally consist of the noise produced by your lips, teeth, tongue, palate et al. Most voiced consonants have their surd counterparts, and vice versa. To pronounce a surd analog of a voiced consonant you just need to "turn off" the voice.

The following chart represents the system of Belarusian consonants arranged in "voiced"-"surd" pairs.

Note that only "hard" consonants are dealt with so far, and there exist nearly as much "soft" consonant sounds.

The voiced consonants й, л, м, н, р and ў have no surd pairs.

The sounds б and п, в and ф, з and с, and м are pronounced the same as English b - p, v - f, z - s and m.

Ф is a queer sound for Belarusian and its occurrence in a word almost certainly indicates a borrowing (most probalby from Greek).

The sound к is pronounced like English k. In rare occasions, letter г is pronounced like English g in garden. As was mentioned earlier, in tarashkievitsa, a special letter ґ is used to denote this sound.

The sounds ж and ш are like English s in pleasure and sh in ship, but are pronounced harder. This means that you should move your tongue a bit down and backward to pronounce Belarusian ж and ш (relative to its position while pronouncing the English sounds).

The combination дж is pronounced as a single sound, which is like j in jam. Its surd mate is ч. Again, Belarusian дж and ч are harder than English j and ch.

Note that in Belarusian, п, ф, к, т and ч before stressed vowels are pronounced with no aspiration characteristic to English surd consonants.

Also note that Belarusian sounds д, т, л and н are pronounced with your tongue tip between the teeth, just as in English th sound.

The sound ц is present in English but does not occur at the start of a word, unlike in Belarusian. In other European languages it is usually denoted by the letter z: Zeit, Zimmer, Zahn in German; zio, pazione, pranzare in Italian. The sound дз is uncommon for Belarusian and occurs in just a few Belarusian words, most of which are imitative (like jingle or clink).

Another sound pair that might cause problems to an English speaker is the г - х pair. The sound х is present in German (ch in auch, hoch or Tuch) and Spanish (j in rojo or junto). To pronounce it, try to say k as a fricative, i.e. keep saying it for a long span of time, e.g. five seconds. To do so, you will need to move your tongue a bit down to let the air out of your larynx. But it is a mistake to move your tongue too low and pronounce it like English h in hand.

The sound г is a voiced analog of х.

The sound р differs substantially from the English r sound. If you have heard the r sound in Spanish (rosa) or Italian (marrone) you know how to pronounce it. It is a rolling sound resembling a roar of a motorbike engine on the top gear. This sound is the hardest to pronounce among Belarusians themselves (as well as Russians).

The sound й corresponds to the English sound y in yes or yellow. In English, it can never be a final sound. In Belarusian, however, it is a common practice. E.g. the word май (May) is pronounced with final consonant й. It is a mistake to vocalise it, like in English my.

The sound ў is actually a semivowel. But this sound is worth a separate observation.

Grammar - This is a X
Let's translate "this is a cat" into Belarusian. The Belarusian for this is гэ́та, so the result will be

Гэта кот.

You see that in this sentence there is (1) no article and (2) no linking verb. Actually, there exists a verb corresponding to English "is", but it is in most cases omitted.

1. Р practice
Practice pronunciation of р sound saying these words. If you have problems with reading, confer the hint below. If you have severe problems with reading, go back to the previous lesson.

фа́ра - a headlight (of a car or a locomotive)

рака́ - a river

дрэ́ва - a tree

кра́ма - a (little) shop

hint: fara, raka, dreva, krama

2. Ц practice
Practice pronunciation of ц sound saying these words. If you have problems with reading, confer the hint below. If you have severe problems with reading, go back to the previous lesson.

цана́ - price

царква́ - a church

пра́ца - work (noun)

ца́цка - a toy

hint: tsana, tsarkva, pratsa, tsatska

3. Г - Х practice
Read these sentences paying special attention to г and х sounds. If you have problems with reading, confer the hint below. If you have severe problems with reading, go back to the previous lesson.

Гэ́та ха́та. - This is a house.

Гэ́та даро́га. - This is a road.

Гэ́та гара́. - This is a mountain.

hint: Heta khata. Heta daroha. Heta hara.

4. Geographical names
Read these geographical names and try to recognize them. If you have problems, confer the hint below. If you have severe problems with reading, go back to the previous lesson.

Пра́га

Бо́стан

Дэтро́йт

Кана́да

Во́лга

Дуна́й

Рэйн

Тэ́мза

Лох Нэс

hint: Praha (Prague), Bostan (Boston), Detroyt (Detroit), Kanada (Canada), Volha (the Volga), Dunay (the Danube), Reyn (the Rhine), Temza (the Thames) Lokh Nes (Loch Ness).

5. International words
Read these words and try to guess their meanings. If you have problems, confer the hint below. If you have severe problems with reading, go back to the previous lesson.

пала́ц

па́шпарт

аэрапо́рт

шко́ла

по́шта

тэа́тр

трамва́й

Hint: palats - a palace; pashpart - a passport, aeraport - an airport, shkola - a school, poshta - a post office, teatr - a theatre, tramvay - a tram

6. Sound practice
(a) Practice pronouncing the words from the previous two exercises that contain the й sound. Be sure not to vocalize it.

(b) Do the same for the п and т sounds. Pronounce these words with no aspiration.

(c) The same for the р sound. Do not pronounce it like the English r sound.

(d) The same for the ц sound. Do not pronounce it as separate t and s sounds.

7. Гэта ...
Translate this sentences into Belarusian. Pay special attention to the г sound in гэта and other words.

This is a theatre.

This is Moscow.

This is a school.

This is a dog.

This is Warsaw.

This is a road.

This is a church.

Clue: Гэта тэатр. Гэта Масква. Гэта школа. Гэта сабака. Гэта Варшава. Гэта дарога. Гэта царква.

title: Belarusian/Lesson 2


text:
The Poetry of Gaius Valerius Catullus/53

=Text & Translation=

Meter - Hendecasyllables

=Connotations of The Text=

Line 2

 * Vatiniana - Vatinius

Vatinius was a henchman of Caesar's. During a speech of Calvus's, he is said to have stood up and shouted "rogo vos, iudices, num, si iste est disertus, ideo me damnari oportet?" which means "I ask you, jury, if because that man is eloquent, It is right for me to be found guilty?"

Line 3

 * Calvus - a.k.a. Licinius Calvus

Licinius Calvus was a friend and possibly fellow poet of Catullus's (see Poem 50)

 * explicasset - he had explained

read "explicavisset", this was a common shortening in Latin.

Line 5

 * di magni - lit. great gods

lit. Great Gods! but in a contempory context "Good Heavens" or something similar is probably more appropriate.

=Vocabulary=

Line 1

 * corona - crowd

Line 4

 * ait - he said

Line 5

 * salaputinum - little man (derisive)

=External Links=

 * Catullus 53 A Translation of Catullus 53
 * Catullus 53 Another Translation of Catullus 53


text:
The Poetry of Gaius Valerius Catullus/14

Meter - Hendecasyllables

=Connotations of the Text=

Line 1

 * ni

read "nisi", which means 'unless'.

 * oculis

"if I did not love you more than my eyes" is unnatural in English. This may be better translated as "If I did not love you more than myself" or "If you weren't the apple of my eye".

However, the meaning "eyes" would still make sense, as the eyes are a precious organ of any human being - and a thing to be cared for.

 * amarem

even though this is imperfect it is translated as present in English.

Line 2

 * Calve

Licinius Calvus was a friend of Catullus's.

Line 3

 * Vatiniano

Vatinius was a man whom Calvus had prosecuted in court. (see Poem 53)

Line 6

 * clienti

The Romans had a system of patrons and clients. The patrons protected their clients in court and gave them financial help, and in return the clients may have given the patrons political support and occasionally little presents of gratitude such as this book of poetry.

Line 9

 * Sulla

Here, Sulla refers to a man Calvus defended in court.

Line 10

 * mi

read "mihi"

This line literally translates to "it is not badly for me, but well and happily".

Line 12

 * di magni

Literally "Great Gods" but in a contemporary context something like "Good Heavens" is probably more appropriate.

 * libellum

diminutive of "liber" - book. Catullus was very fond of diminutives and used them to express smallness, affection, pity, or scorn depending on the context. Here it is probably used to express scorn.

Line 14

 * misti

Read "misisti", yet another common way of shortening words in Latin.

Line 15

 * Saturnalibus

The Saturnalia was a festival for Saturn that began on the 17th of December. It was the biggest festival of the year; the Roman equivalent of Christmas.

Line 16

 * salse - smartarse, clever

Meaning "clever" or "witty", the original meaning of the word is "salt". This is because the Romans used the salt to enhance the flavour of their meat and other food, and so, the poet uses metaphorical salt, or "wit" to enhance his work.

Lines 18 - 19

 * Caesios, Aquinos, Suffenum

Nothing is now known about Caesius and Aquinus, although we can deduce from this poem that they were bad poets. Catullus attacks Suffenus as a writer of endless bad verses in Poem 22

Line 21

 * vos

refers to the poets Catullus has gathered.

 * malum pedem

literally "bad foot". In Latin as well as English "foot" was used to mean a section of a line of poetry.

Line 23

 * pessimi poetae - worst poets

Here the alliteration of p shows Catullus' disgust for the aforementioned poets. This technique, whilst placed at the end of the line leaves a lasting impression on the reader, and Catullus' opinion on low-quality work stays with us. It could also be a subtle hint of Catullus, asserting how his work is superior.

=Vocabulary=

Line 2

 * munus, -eris n. - gift, present

Line 5

 * tot - so many

 * perderes - pester, burden, annoy, destroy

Line 7

 * impiorum - Roman piety was defined as dedication to gods, country, and family and was the greatest virtue. So impiety or "impiorum" was considered the greatest vice.

Line 8

 * repertum - sought after

Line 10

 * beate - happily

Line 11

 * dispereunt - this word contains "pereunt" (they perished) which is made up of per + eunt (through + gone). This prefix "dis-" is emphatic.

Line 13

 * scilicet - scire + licet = it is possible to know = obviously

Line 16

 * salse - smartarse, clever fiend, clever one

Line 18

 * scrinia n.pl. - shelves

Line 23

 * saecli - curses

=External Links=

 * Catullus 14 A Translation of Catullus 14
 * Catullus 14 Another Translation of Catullus 14


text:
User:Lutonia

I am writing a series of language courses.

These courses are for English-speaking beginners. They are released under the GNU Free Documentation License.

Complete and near-complete courses will be made available at Wikibooks. The most recent version of each course is available at my development site,

Current progress

Finished courses: none

Courses at proofreading stage: LIL French 1, LIL German 1

Courses in development: Esperanto 1, Estonian 1, Klingonese 1, Spanish 1

Courses planned in future: Italian 1, Portuguese 1, French 2, French 3, German 2, German 3

--Lutonia 12:18, 18 May 2007 (UTC)

title: User:Lutonia


text:
User talk:Lutonia

Hello, everyone! --Lutonia 11:28, 27 May 2007 (UTC)

Language course
Welcome on Wikibooks! I’m new to this wiki as well. I’m living in the Northeast of Germany and might help you correcting your German language course for English native-speakers. My English is not so well that I could compose disquisitions filling pages, but in case I catched on well your project description page, that’s not what I would have to do. I would expunge some mistakes—such as Student (SHTOO-dent), which is actually stressed on the last syllable—and record some texts with the microphone that I’m going to buy next week. новое тождество 17:47, 20 May 2007 (UTC)

welcome
Dear Lutonia, Welcome to WikiBooks.

Thank you for contributing your language course books. Most of the books here are still undergoing revisions, so feel free to go ahead and post your current draft here even if you don't feel it is "finished".

Would you like someone else to post them here for you? --DavidCary 22:27, 1 November 2007 (UTC)

title: User talk:Lutonia


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Horticulture/Sooty Mold

Sooty mold is a fungus which grows from the sugary honeydew secreted by aphids, scales, the whitefly, and other insects which suck sap from their host plants.

Symptoms and Signs
The name itself is descriptive, as sooty mold is a black, powdery coating on the leaves. Look for sooty mold on new growth and leaves, since these insects prefer soft tissue. The fungus itself does little harm to the plant; it merely blocks sunlight and very rarely may stunt a plant's growth and yellow its foliage. Thus, sooty mold is essentially a cosmetic problem, as it is unsightly and can take over a plant in a matter of days or weeks.

Host Range
Sooty mold affects ornamentals such as azaleas, gardenias, camellias, crepe myrtles, and laurels. Plants located under pecan or hickory trees are more susceptible to sooty mold because honeydew-secreting insects often inhabit these trees, and the honeydew can drip down to the plants below.

Treatment
There are several means of treating sooty mold. In essence, they all boil down to controlling the pest(s) secreting the honeydew on the plant. Without honeydew there is no sooty mold.

Some options include:
 * Using systemic insecticides such as orthene, malathion, or diazinon. Always follow all instructions on such fungicides, and never use these on plants which produce fruit or vegetables.
 * Using insecticidal soap, dish soap, or detergent dissolved in water and sprayed on the plant. Allow to sit and then use a hose to wash off the sooty mold. Most recommend one tablespoon per gallon of water. (Note: this only removes the sooty mold, and some of the insects. It does not solve the long-term insect problem.)

The above treatments do not permanently stop sooty mold or the insects which secrete honeydew. It is best, if you grow plants prone to the fungus, to use these treatments preventively.

title: Horticulture/Sooty Mold


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User talk:Jld

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Good luck! --Derbeth talk 13:01, 18 May 2007 (UTC)

title: User talk:Jld


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User talk:205.204.242.22

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 14:08, 18 May 2007 (UTC)

Note Taking
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. Urbane  (Talk)   (Contributions)  15:07, 5 October 2007 (UTC)

title: User talk:205.204.242.22


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Category:Chapter stubs

This category contains stubbish book chapters. Pages are added using Chapter stub

title: Category:Chapter stubs


text: Category:Health science chapter stubs

title: Category:Health science chapter stubs


text: Category:Stub templates

title: Category:Stub templates


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Logic for Computer Scientists/Propositional Logic

Propositional Logic
This section introduces propositional logic. We will study syntax and model theoretic semantic of a language of classical propositional logic and we investigate various calculi for deciding certain properties of sentences in this language.

4.1 Preliminaries 4.2 Syntax 4.3 Semantics 4.4 Equivalence and Normal Forms 4.5 Horn clauses 4.6 Resolution 4.7 Analytic Tableaux


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General Chemistry/Properties of Solutions

Concentration
The concentration of a solution is the measure of how much solute and solvent there is. A solution is concentrated if it contains a large amount of solute, or dilute if contains a small amount.

Molarity
Molarity is the number of moles of solute per liter of solution. It is abbreviated with the symbol M, and is sometimes used as a unit of measurement, e.g. a 0.3 molar solution of HCl. In that example, there would be 0.3 moles of HCl for every liter of water (or whatever the solvent was).

Molality
Molality is the number of moles of solute per kilogram of solvent. It is abbreviated with the symbol m (lowercase), and is sometimes used as a unit of measurement, e.g. a 0.3 molal solution of HBr. In that example, there would be 0.3 moles of HBr for every kilogram of water (or whatever the solvent was).

Mole Fraction
The mole fraction is simply the moles of solute per moles of solution. As an example, you dissolve one mole of NaCl into three moles of water. Remember that the NaCl will dissociate into its ions, so there are now five moles of particles: one mole Na+, one mole Cl-, and three moles water. The mole fraction of sodium is 0.2, the mole fraction of chloride is 0.2, and the mole fraction of water is 0.6.

The mole fraction is symbolized with the Greek letter $$\chi$$ (chi), which is often written simply as an X.

Dilution
Dilution is adding solvent to a solution to obtain a less concentrated solution. Perhaps you have used dilution when running a lemonade stand. To cut costs, you could take a half-full jug of rich, concentrated lemonade and fill it up with water. The resulting solution would have the same total amount of sugar and lemon juice, but double the total volume. Its flavor would be weaker due to the added water.

The key concept is that the amount of solute is constant before and after the dilution process. The concentration is decreased (and volume increased) only by adding solvent.

To determine the amount of solvent (usually water) that must be added, you must know the initial volume and concentration, and the desired concentration. Solving for $$V_2$$ in the above equation will give you the total volume of the diluted solution. Subtracting the initial volume from the total volume will determine the amount of pure solvent that must be added.

Ionic Solutes
When ionic compounds dissolve in water, they separate into ions. This process is called dissociation. Note that because of dissociation, there are more moles of particles in the solution containing ions than there would be with the solute and solvent separated.

If you have two glasses of water, and you dissolve salt into one and sugar into the other, there will be a big difference in concentration. The salt will dissociate into its ions, but sugar (a molecule) will not dissociate. If the salt were NaCl, the concentration would be double that of the sugar. If the salt were MgCl2, the concentration would be triple (there are three ions).

Solubility Rules
Not all ionic compounds are soluble. Some ionic compounds have so much attractive force between their anions and cations that they will not dissociate. These substances are insoluble and will not dissolve. Instead, they clump together as a solid in the bottom of solution. Many ionic compounds, however, will dissociate in water and dissolve. In these cases, the attractive force between ion and water is greater than that between cation and anion. There are several rules to help you determine which compounds will dissolve and which will not.

Sometimes, when two different ionic compounds are dissolved, they react, forming a precipitate that is insoluble. Predicting these reactions requires knowledge of the activity series and solubility rules. These reactions can be written with all ions, or without the spectator ions (the ion that don't react, present on both sides of the reaction), a format known as the net ionic equation.

For example, silver nitrate is soluble, but silver chloride is not soluble (see the above rules). Mixing silver nitrate into sodium chloride would cause a cloudy white precipitate to form. This happens because of a double replacement reaction.

Electrolytes
When solutes dissociate (or if a molecule ionizes), the solution can conduct electricity. Compounds that readily form ions, thus being good conductors, are known as strong electrolytes. If only a small amount of ions are formed, electricity is poorly conducted, meaning the compound is a weak electrolyte.

Colligative Properties
Some properties are the same for all solute particles regardless of what kind. These are known as the colligative properties. These properties apply to ideal solutions, so in reality, the properties may not be exactly as calculated. In an ideal solution, there are no forces acting between the solute particles, which is generally not the case.

Vapor Pressure
All liquids have a tendency for their surface molecules to escape and evaporate, even if the liquid is not at its boiling point. This is because the average energy of the molecules is too small for evaporation, but some molecules could gain above average energy and escape. Vapor pressure is the measure of the pressure of the evaporated vapor, and it depends on the temperature of the solution and the quantities of solute. More solute will decrease vapor pressure.

The second equation shows the relationship between the solvents. If two liquids were mixed exactly half-and-half, the vapor pressure of the resulting solution would be exactly halfway between the vapor pressures of the two solvents.

Another relation is Henry's Law, which shows the relationship between gas and pressure. It is given by Cg = k Pg, where C is concentration and P is pressure. As the pressure goes up, the concentration of gas in solution must also increase. This is why soda cans release gas when they are opened - The decrease in pressure results in a decrease in concentration of CO2 in the soda.

Boiling Point Elevation
A liquid reaches its boiling point when its vapor pressure is equal to the atmosphere around it. Because the presence of solute lowers the vapor pressure, the boiling point is raised. The boiling point increase is given by: $$\Delta T_{solution} = K_b \times m_{solute}$$

The reduced vapor pressure increases the boiling point of the liquid only if the solute itself is non-volatile, meaning it doesn't have a tendency to evaporate. For every mole of non-volatile solute per kilogram of solvent, the boiling point increases by a constant amount, known as the molal boiling-point constant ($$K_b$$). Because this is a colligative property, $$K_b$$ is not affected by the kind of solute.

Freezing Point Depression
A liquid reaches its freezing temperature when its vapor pressure is equal to that of its solid form. Because the presence of the solute lowers the vapor pressure, the freezing point is lowered. The freezing point depression is given by: $$\Delta T_{solution} = K_f \times m_{solute}$$

Again, this equation works only for non-volatile solutes. The temperature of the freezing point decreases by a constant amount for every one mole of solute added per kilogram solvent. This constant ($$K_f$$) is known as the molar freezing-point constant.

Osmosis
If you studied biology, you would know that osmosis is the movement of water through a membrane. If two solutions of different molarity are placed on opposite sides of a semipermeable membrane, then water will travel through the membrane to the side with higher molarity. This happens because the water molecules are "attached" to the solvent molecules, so they cannot travel through the membrane. As a result, the water on the side with lower molarity can more easily travel through the membrane than the water on the other side.

The pressure of this osmosis is given in the equation

 * $$\pi = MRT$$

Where pi is the pressure, M is molarity, R is the gas constant, and T is temperature in Kelvin.

Electrolytes and Colligative Properties
When one mole of table salt is added to water, the colligative effects are double those that would have occurred if sugar were added instead. This is because the salt dissociates, forming twice as many particles as sugar would. This dissociation, called the Van't Hoff Factor describes how many particles that are dissociated into the solution and must be multiplied into the Boiling Point Elevation or Vapor Pressure Lowering equations.

Though extremely useful for calculating the general Van't Hoff Factor, this system of calculation is slightly inaccurate when considering ions. This is because when ions are in solution, they may interact and clump together, lessening the effect of the Van't Hoff factor. In addition, more strongly charged ions may have a smaller effect. For example, CaO would be less effective as an electrolyte than NaCl.

GS Mangwiro

Children need health care when they are sick.

How to use sugar-salt solution for children with dearrhoea

1litre of cooled boiled water + 8 level teaspoon of sugar + half a teaspoon of salt (level)

● Give a sugar-salt solution (SSS) in addition to feeds. ● Give SSS after each loose stool, using frequent small sips from a cup. ○ Half a cup for children under 2 years ○ 1 cup for children 2-5 years ● If your child vomits, wait 10 minutes then continue, but more slowly. ● If your child wants more than suggested, give more. ● Continue feeding your child.


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User talk:208.108.145.3

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 15:29, 18 May 2007 (UTC)

title: User talk:208.108.145.3


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Logic for Computer Scientists/Propositional Logic/Preliminaries

Preliminaries
As a running example consider the simple digital circuit in figure 1 consisting of an or-gate ($$or1$$) and two inverters ($$inv1$$ and $$inv2$$). The system description is given by the following propositional formulae, where the formulae are labeled in order to facilitate recognition of corresponding parts in figure 1. The mnemonic used in the names within the formulae is the following:
 * The symbols $$\lor$$, $$\land$$ and $$\lnot$$ denote "or", "and" and "not"  respectively.
 * $$i1$$ and $$i2$$ are denoting inputs in the or-gate, $$i$$ an inverter and $$o$$ denotes the output of a gate.
 * $$high$$ is a predicate which is intended to denote the fact, that the value  specified by its arguments is "of high voltage", i.e. is on.
 * $$ab$$ is a predicate which stands for "is abnormal", i.e. the expression $$\lnot(ab(inv1))$$ can be read as "the inverter one is not abnormal."

$$ OR1: {\lnot(ab(or1)) \to high(or1, o) \leftrightarrow (high(or1, i1) \lor high(or1, i2))} $$ $$                   INV1: {\lnot(ab(inv1)) \to high(inv1, o) \leftrightarrow \lnot(high(inv1, i))} $$ $$

INV2:{\lnot(ab(inv2)) \to high(inv2, o) \leftrightarrow \lnot(high(inv2, i))} $$ $$ CONN1:{high(inv1, o) \leftrightarrow high(or1, i1)} $$ $$ CONN2:{high(inv2, o) \leftrightarrow high(or1, i2)} $$

These formulae contain labels which express their intended meaning: OR1 stands for a formula describing the function of the or-gate, IN1 ind IN2 are describing the (identical) behavior of the two inverters: CONN1 and CONN2 are specifying the way the inputs of the or-gate are connected with the outputs of the inverters. Note, that in this description the inputs and outputs of the system are not yet defined. We observe from the graphical description that both inputs of the circuit have low voltage and the output also has low voltage, i.e. we could state this by the formulae $$ \lnot high(inv1, i),\; \lnot high(inv2, i),\;$$ $$ \lnot high(or1, o)$$

This example demonstrates how a proposition like $$high(inv1, o)$$ can be used to formally describe the behaviour of an electronic circuit. Note that $$high(inv1, o)$$ can be read intuitively as “the output of inverter 1 is high”, and of course this sentence can be further simplified by ignoring the phrase structure and by understanding it as a simple string: “the_output_of_inverter_1_ is_high”. If we would proceed with the other propositions in the same manner we would get formulae like this:

the_output_of_inverter_1_is_high $$ \leftrightarrow$$ the_input_of_inverter_1_is_high

This formula consists of two propositions which are connected via a double arrow. It is easy to see that formulae get rather lengthy by this way and hence we can further abbreviate the propositions by simpler strings like $$P_1$$ or $$P_2$$, which results in a formula $$P_1 \leftrightarrow P_2$$. It should be clear by the above argumentation that this formula carries for our purposes the same information as $$ high(or1, i1) \leftrightarrow high(inv1, o)$$. The only difference is that with the latter form some intuition is associated with the reader -- for our formal logical framework this is irrelevant and we will focus on arbitrary propositions.

In the following we will systematically avoid any intuition to real world meaning in the design of our language. We will focus solely on the study of the logical aspects, which can be expressed by our language and not to a certain intended meaning. In other words, our previous introduction of the logical formulae, which described the toy electronic circuit was too much oriented on a interpretation, which was triggered by the picture.

We will introduce the syntax of propositional logic by a very simple inductive definition and then we specify a formal semantics by another single definition.


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Talk:Adventist Youth Honors Answer Book/Vocational/Printing

Amazing!

Who would have thought that my summers working at a quick print shop in Long Beach, California would come in handy? Okay, so perhaps I didn't learn everything, but I learned enough to be able to understand most of the honor requirements. Subsequently, I worked a stint at an ink manufacturer/supplier for a short while, so I got to see a lot of printing shops, presses, etc., and learn a lot of the 'then' technology.

Many thanks to my uncle(s) - if they read this they would know who they are.


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General Chemistry/Titration and pH

Ionization of Water
Water is a very weak electrolyte. It will dissociate into hydroxide and hydronium ions, although only in a very small amount. Because pure water is completely neutral, it always dissociates in equal amounts of both hydroxide and hydronium. Once acidic or basic substances have been added to pure water, the concentration of the ions will change. Regardless of which acid-base theory is used, acids and bases all have one important thing in common:

Furthermore, the concentration of hydrogen ions multiplied by the concentration of hydroxide ions is a constant. This constant is known as the ionization constant of water, or Kw. At room temperature it equals 10-14 mol2/L2. Thus:

$$K_w = [\hbox{H}^+] \times [\hbox{OH}^-] = 1.00 \times 10^{-14} mol^{2}/L^{2}$$

In a neutral solution, the concentrations of H+ and OH- are both equal to 10-7. Using the above equation, the concentration of one ion can be determined if the concentration of the other ion is known. This equation further demonstrates the relationship between acids and bases: as the acidity (H+) increases, the basicity (OH-) must decrease.

The pH Scale
To measure the acidity or basicity of a substance, the pH scale is employed.

pH usually ranges between 0 and 14, but it can be any value. Battery acid, for example, has a negative pH because it is so acidic.

Definition of pH
The pH scale is mathematically defined as:

$$pH = -\log{[\hbox{H}^+]}$$

Substances that release protons or increase the concentration of hydrogen ions (or hydronium ions) will lower the pH value.

pOH
There is also a less common scale, the pOH scale. It is defined as:

$$pOH = -\log{[\hbox{OH}^-]}$$

Substances that absorb protons or increase the concentration of hydroxide ions will lower the pOH value.

The sum of pH and pOH is always 14 at room temperature:

$$pH + pOH = 14$$

Calculating pH
A strong acid or strong base will completely dissociate in water, so the concentration of the acid/base is equal to the concentration of H+ or OH-. If you know the concentration of the acid or base, then you can simply plug that number into the pH or pOH formula. The sum of pH and pOH will always equal 14 at room temperature, so you can interconvert these two values.

If you know the H+ concentration and need to know the OH- concentration (or vice versa), use the definition of Kw above. The product of the two ion concentrations will always equal 10-14 at room temperature.

Titration
Titration is the controlled mixing of a solution with known concentration (the standard solution or titrant) to another solution (called the analyte) to determine its concentration. One solution is acidic and the other is basic. An indicator is added to the mixture. An indicator must be selected so that it changes color when equal amounts of acid and base have been added. This is known as the equivalence point. This does not necessarily mean that the pH is 7.0.

Once the equivalence point has been reached, the unknown concentration can be determined mathematically.

Practice Questions
1) 5.00g of NaOH are dissolved to make 1.00L of solution.
 * a What is the concentration of H+?
 * b What is the pH?

Answers for Titration and pH

title: General Chemistry/Titration and pH


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User:Medellia

I just completed my second year at the University of California, Berkeley, pursuing a double major in Italian Studies and Classical Languages. While I managed to end up in two literature majors (more or less), my field of interest is comparative and historical linguistics with a concentration on modern Romance languages and, hopefully, some study in Vulgar Latin reconstruction. My main wiki-work takes place on the English Wiktionary where I contribute in a variety of languages; of late I have focused on Sicilian and am beginning to delve in the largely unexplored realm of Occitan (focusing on the Lengadocian dialect thereof).

title: User:Medellia


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User talk:69.20.153.119

Regarding edits made during May 18 2007
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. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 17:45, 18 May 2007 (UTC)

title: User talk:69.20.153.119


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Automobile Repair/Checking the oil level

Cars, light vans and trucks have similar engines so the oil level verification procedures are very similar.

The correct oil level is important for the engine life time. Not enough oil will cause damage to the engine from overheating and excessive wear resulting in possible destruction of the engine. Too much oil can seriously damage the engine because oil is incompressible and a large volume of it can stop the motor components from rotating correctly.

Check oil level
The oil dipstick is the main indicator of oil level. To check the level:
 * 1) Hot or cold? Consult the vehicles manual wether to check the oil level with a warm or cold motor
 * 2) Turn off engine. Ensure that the motor is turned off
 * 3) Vehicle leveled. Ensure that the vehicle is roughly leveled (e.g. not standing at a decline)
 * 4) Wait a while. If the engine was running before or you just filled up oil, wait half a minute for the oil to "gravitate"
 * 5) Pull dip stick. Locate the dip stick and pull the stick out of the housing. This stick will be quite long because it needs to reach down to the bottom of the engine.
 * 6) Clean dip stick. Usually the end of the dip stick will be covered in oil. You need to clean it with a clean rag or kitchen paper. Do not use a dirty rag because this may allow dirt to enter the engine and damage the motor.
 * 7) Reinsert dip stick. Reinsert and remove the dip stick to get a proper reading
 * 8) Check marks. The dipstick will have marks that indicate the lower, upper and possibly the ideal oil levels.

''Remark on "warm or cold motor": Most engines have a "wet sump", where there is no real difference between warm or cold motor (the oil extend due to temp is negligable). Some engine have a "dry sump" where the check of a cold motor is misleading. Therefore: Check your vehicles manual.''

Fill-Up
An engine will have an oil filler cap, usually on the very top of the engine and easily accessible from the hood or bonnet of the vehicle.

If you need to add engine oil:
 * 1) Remove filler cap. Locate the oil filler cap and remove it
 * 2) Add oil. Add enough oil to the motor to ensure that the level is between the two level indicator marks. Add the oil about half a pint or quarter of a liter at a time and check the level by using the dip-stick.
 * 3) Avoid adding too much! More oil is easily added, removing oil is pretty hard!
 * 4) Reattach filler cap

How often?
Oil consumption usually increases over the vehicles age and mileage. Modern cars may not need an oil fill-up between oil changes at all, older cars may consume half a liter for 1000 km and still running perfect. Manufacturers often state that up to 1l per 1000 km is within normal operation (but that's already quite a lot).

With an unknown car, I would start with an oil check every fuel refill and extend this period according to the actual oil consumption - you'll quickly get a feeling for it :-)


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User talk:Alexsmail/Computer programming/Object oriented

Here is discussion page of both Talk:Object oriented programming and Talk:Computer Programming/Procedural programming
Because I'm written concurrently two books I would like to merge this discussion pages. alexsmail 20:09, 18 May 2007 (UTC)

Structure of the chapter
In the beginning real world example will be provided. Afterwards short definition will be done. detail implementation on Java (an sometimes on C++) will be produced. Afterwards theoretic consideration will be added. That is what is the subject of the chapter from "philosophy" point of view, implementation-independent. alexsmail 21:09, 18 May 2007 (UTC)

Thoughts (sequence to write)
I am currently write chapter one and I accomplished describing real world examples. Now I want to write Card class in Java. I don't want to use any advanced facilities, such as enums, so It will use strings and ints only. This class will be very short and simple. Short main will be provided. Afterwards, I'll give explanation about struts in C. Afterwards, I'll rewrite this class procedurally. History of arrival C++ from C will be discussed. Afterwards, I'll explain what is constructor. Afterwards what is class and methods vs function and procedural (function and procedural comparison will be added to Procedural programming book and in this book just mentioned). Pack class will be provided. I'll finished on theory about what is object as state & behaviour. alexsmail 22:36, 18 May 2007 (UTC)

Overloading and Overridding
How compiler choses "wrong" answer. Again about difference between overloading and overriding from complier point ot view (sameAs and sameAs2 is completely different. Even though semantic is the same as in example. Double dipsatch (extra). http://java-x.blogspot.com/2007/01/implementing-visitor-pattern-in-java.html Visitor patter (extra). Double dispatch as "beyond OO". Why conceptually compiler is right? (Remind that signature is part method definition). Brief description of Visitor Design Pattern.

Title of this book
"Object oriented" by itself is very awkward in English. You should really consider adding something on to its name, which is why I proposed 'Object oriented philosophy' in the first place. Also, if you're going to revert somebody's changes, for example, my renaming of this book, or my removal of the book links, it would really be helpful if you made a small explanation why. Thanks, -- Kowey 05:30, 19 May 2007 (UTC)

 * I think your are right. I have to right some explanation. I deleted word philosophy because, this book is not about a philosophy. More precisely, it is not only about philosophy. See, quote above. alexsmail 15:50, 27 June 2007 (UTC)

Purpose of this book?
No offense, but this book doesn't seem to be of much utility. What does it contribute or plan to contribute that http://en.wikibooks.org/wiki/Computer_programming/Object_oriented_programming has not already covered? And why don't you just modify that book if you aren't satisfied with its topical coverage?

Functional Programming
I wanted to write my own book, but in completely different manner. I want to start from Functional Programming first. Can I begin my own book? I am new in wikibook... alexsmail 15:55, 14 April 2007 (UTC)

 * If you don't intent into duplicate content creating a new book with a new approach and directed to a different audience is possible, but it will split the number of possible contributors Try to see if no one objects first to the changes (I've checked the history log for contributors and it seems the only registered users contributing content are User:Augustus.saunders and User:BillKress try posting a note on their talk page or directly contact them by email if available), give it a week if no one objects you can reshape the book, try to find another place/context to any content you will be removing if possible. See Be bold, and thanks for asking first... --Panic 19:53, 14 April 2007 (UTC)

 * I have post note to their talk page. Why not to create another book on the same issue? I want to include Procedural Programming too as the basis. Every chapter will be look like: breaf description of the concept, real world example, sample example on Java, lengthly discussion with more sophisticated examples using C++ example to clarify two different implementation of the same concept (and highlight difference between concept and interface) and lengthly theoretical part. alexsmail 17:49, 15 April 2007 (UTC)

 * If you avoid a direct "collision" with a pre existing book, I don't think anyone will cause problems. You should also take a look into Forking policy, this is a draft of a policy, in there you may get a feeling on how some of the community feel about this type (if not exactly the same) situation, or take a look on the multiple books on C++.  --Panic 18:17, 15 April 2007 (UTC)

 * I read about forking. In this case, it is ok. Because I want to introduce different approach. So, we can co-exist. alexsmail
 * I didn't get the answer from your contributors. alexsmail 11:01, 21 April 2007 (UTC)

 * reset

Ok if no one is working on it then you may decide to reshape the book or start a new one, you have given every chance to anyone to object to it, it is now up to you. --Panic 16:08, 21 April 2007 (UTC)

21 structure
2 Players (Dealer, second player)

more surround stay

bust >21

Card entity Suite Engine


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Electrodynamics/Electric Field

Electric Fields
The electric field is a physical  field that is produced by electrically charged objects and which affects the behaviour of charged objects in the vicinity of the field. The electric field extends indefinitely throughout space and describes the electric interaction.

Using Coulomb's Law, we can place point changes anywhere in relation to other charges, and determine the force on that point change. The electric field is a vector field where every single point in space is assigned a force vector, depending on the field's effect on the point charge.

Mathematical Representation
There are different mathematical ways of representing the electric field. The first one views the electric field as a three-dimensional vector field. This vector field has a value defined at every point of space and time and thus is often regarded as a function of the space and time coordinates. As such, it is often written as E(x, y, z, t). If the field is electrostatic, it is customary to leave the t term out of the description. Also, if we are using vector notation instead of Cartesian coordinates, we can write the field as:

 * $$\mathbf{E}(\mathbf{r}) = \mathbf{E}(x, y, z)$$

The electric field is defined as the limit of the force on a point charge q, divided by the value of the point charge, as the charge goes to zero. Mathematically:

 * $$\mathbf{E}(\mathbf{r}) = \lim_{q \to 0}\frac{\mathbf{F}_q}{q}$$

We take the limit for a very important reason: if we add a charge to our system that is greater than 0, then the test point charge will affect the system and change it. We take the limit and reduce our test charge to zero so that it doesn't affect the rest of the system.

Using our charge density function ρ, we can calculate the force on a point charge q induced by a large object with uniform charge (such as a charged dielectric). We do this by extending our version of Coulomb's Law for n charges to a similar law with continuous charge distribution:

 * $$\mathbf{E} = \int \frac{\rho(\mathbf{r}')(\mathbf{r} - \mathbf{r}')}{4 \pi \epsilon |\mathbf{r} - \mathbf{r}'|^3} dV$$

At each point r of the field, there is an associated force given by Coulomb's Law.

Electric Field (due to point charges)
Another way to consider the E field, instead of an abstract mathematical equation, is to consider a single point charge. We place the point charge into the field at various locations, and "measure" (using Coulomb's Law) the effect of the field on the point charge. We can use these measurements to draw lines of equipotential, lines where the force on the point charge is equal.

We use an infinitely small point charge in making these measurements because the addition of a non-infinitesimal charge to a system would affect the field, and would place a force on the other particles in the field.

Electrostatic Fields
If the electric field (E) is non-zero, and is constant in time, the field is said to be an electrostatic field. For instance, if the following relationship holds true, the field is electrostatic:

 * $$\mathbf{E}(x, y, z, t_1) = \mathbf{E}(x, y, z, t_0)$$

If this equation holds for all values of x, y, z, t1 and t0, then the field is electrostatic. If this equation does not hold true, then the field changes with time and it is called electrodynamic.

Notation
We know that the electric field is a function of position (and possibly time), and so it is customary in most applications to drop the arguments all together. We will denote the electric field with a bold letter E throughout the rest of the book. This is a very standard notation for the electric field, and many books on the subject will refer to it simply as the E field, or "E field" for short. We will also follow this convention throughout the book.

Electric Field Lines
To help us visualize the electric field, we use a graphical notation known as electric field lines. Electric field lines are lines that connect charges of opposite signs. As a matter of general convention, we say that lines come out of a positive charge, and go in to a negative charge, as such:

When drawing our field lines, we have a few general rules:

 * 1) Lines do not cross or overlap.
 * 2) A line must start at a positive charge, and end at a negative charge.
 * 3) Lines should curve evenly, and should not have any angles in them.

If we draw out all our lines, we will start to see our electric field.

Potential Function
For electrostatic fields, the curl is zero (as can be verified). This means that the force is conservative; there is potential energy function, such that the difference in potential energy of any two points is the amount of work needed to move charge from one point to another in any path.

Like electric fields, it would be desirable if we define the potential energy as a property of the field. This could no longer be the potential energy; clearly, the greater the charge, the more work needed to move it. However, we can define a potential that is the work per charge, that is an intrinsic property of the fields. The potential has units of joules per coulomb. This is used so commonly it is given its own name, the volt.

We set φ(r) to be the potential function for a position inside an electric field. We can define the potential function in terms of the E field:

 * $$\phi(\mathbf{r}) = \int_{\mathbf{r} \to \infty} \mathbf{E} \cdot dl$$

Or, if we differentiate both sides, we get:

 * $$\nabla \phi(\mathbf{r}) = -\mathbf{E}$$

Often, it will be easier for us to find the potential function then to find the E field directly.

Using the Gauss' Law, we can relate the potential function of a field to the charge density of a point in the field as such:

 * $$\nabla^2 \phi = - \rho/\epsilon$$

We will discuss the potential function in more detail when we talk about electrical energy.

title: Electrodynamics/Electric Field


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Talk:Electrodynamics/Electric Field

This page should be a sub-page of Electromagnetics.

title: Talk:Electrodynamics/Electric Field


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Teaching with Applied Academics

Traditionally schools in the United States have had two distinct tracks that they would guide students into, either "academic" or "vocational". Applied academics is the bridge between these two tracks, and potentially can lead to the merger of the two.

Applied Academics is an approach to learning and teaching that focuses on how academic subjects (communications, mathematics, science, and basic literacy) can apply to the real world. Further, applied academics can be viewed as theoretical knowledge supporting practical applications.

The purpose of this textbook is to help teachers implement applied academic techniques into their curricula. This textbook will attempt to use its own advice as much as possible, and teach both the "Why" and the "How" of applied academics and have the reader apply what they learn. Because of this, it is very important that the exercises given in the book are done, as they are far more important than the reading. As one teacher has pointed out "If I could simply learn by reading, I would be a great golfer!"

This textbook is linked to a Wikiversity project by the same name, and students may document their completion of exercises there.

Why Should You Teach Using Applied Academics?
Most teachers are either teaching a traditional academic subject or a vocational subject. The view of the applied academics philosophy is that we should all be teaching both. But coming to this conclusion may require convincing for either type of teacher.

Why Should Vocational Classes Teach Applied Academics?
In today's global labor marketplace, workers who wish to earn higher wages must be able to understand more than just how to do a task, they must understand why they are doing the task, and how to improve the process of doing a task.

Further, for U.S. vocational classes, the reauthorization of the U.S. Carl Perkins Act has placed an increased emphasis on academics for career and technical education students. And has begun to require academics to be placed within career and technical education classes.

There is a common saying: "Give a man a fish, he eats for a day. Teach a man to fish he eats for life". This shows the first step in someones intellectual progress, from simply being at the whim of the universe to knowing how to do something on their own. But simply teaching a person how to do something is only the first level. If the person can understand why things occur, such as why certain fish appear in certain locations, or why a boat floats, and learns how to apply this extra knowledge, that man in the saying not only could eat when the fishing was good, but could go out to sea and bring back fish to sell. And when the fish start to become scarce, he might recognize that the population of fish may be dying out due to overfishing. Without having good mental models of what is occurring while fishing the man can not adapt, and is still at the whim of the universe.

This analogy gains a lot of traction in today's world. Workers are not only competing in the local labor market, they are competing in the global labor market. Those who will succeed are those who have a deeper understanding of not just how to do something, but why they are doing it, and most importantly how they can apply this knowledge creatively to new situations.

Why Should Traditional Academic Classes Teach Applied Academics?
Many academics and academic institutions believe that there is a distinction between learning to make a living and building the foundation for a life. and some go so far as to regard vocational training as the training for slaves not free humans.

These views seem to be underpinned by the assumption that a person can not have both a liberal education (traditional academics) and a vocational one. The applied academic philosophy takes the view that vocational and traditional academics will enhance each other. And modern vocational education philosophies are being built around the notion that workers need advanced critical thinking skills to be competitive, which in fact can be very compatible with traditional academics.

This has been proven by research into the cognitive sciences which has shown that people learn best when they combine theory with application. Because although "learning to know," "learning to do," and their "application" are often separated, there is no effective learning or understanding of one kind without the other two. Most school learning is symbol-based. When symbolic activities become detached from meaningful context, school learning becomes a matter of learning rules and saying or writing things according to the rules. Outside school, actions are intimately connected with things and events. When people are engaged with things and situations that make sense, they do not forget what their calculations or what their reasonings are about. Their mental activities make sense in terms of immediate effects, and their actions are grounded in the logic of immediate situations.

Further, a recent study about why students drop out of high school found that 81% of the dropouts said there should be more opportunities for real-world learning.

More Reasons to Teach with Applied Academics
Another way of viewing using applied academics, is that students get "2 for the price of 1". Since cognitive science has shown that people learn better by seeing both the theory and application, students can get the benefit of both, and because they are learning quicker and better, get them within approximately the same period of time as each would be taught alone. Hence it would take nearly half the time to teach two complimentary topics together, than it would be to teach them separate.

In some instances, it might even be possible to teach 3 subjects at the same time and have each compliment the others. For instance, a class could teach pre-algebra to help make business decisions and use a spreadsheet program to do the calculations. Or a student could learn how to use a word processing program to create resumes and cover letters, and learn English at the same time.

Exercise
To be successful at teaching with applied academics, it is important to have "buy-in" to the concept. = If you don't truly believe that it is important to incorporate the applied academic concept throughout your curriculum, then you will not be as successful at doing it.

Go to the Wikiversity Teaching with Applied Academics page for this exercise, and write out your own thoughts about why you agree or disagree with the applied academics philosophy, or reply back to someone else. Your intention with any replies should be constructive dialogue that helps all parties learn in the end, even if this dialogue is in the form of disagreements.

How to Teach with Applied Academics
The underpinning of Applied Academics is to always link theory and practice. Whether this be with traditional academics, or with other theories.

For Vocational & Skills Based Classes
For classes that teach a lot of application, such as vocational classes, the key to teaching with applied academics is to attempt to always be able to answer the question of "Why does it work this way" whenever students learn how to do an activity. The key is that students should gain a larger model in their minds than just the task at hand, so that they can apply this mental model to new situations.

Some examples of teaching theory along with application:

 * An American construction class learns that most load-bearing walls have stud boards at every 16 inches. They should learn that this is done so that the wall is up to code, that it is known that this width will generally support the roof, and that by following standards it makes it easier for everyone involved in the project. These three pieces of theory all support the task and facts at hand, and can be applied to situations beyond the immediate one. Further the class may learn that many constructions projects are moving to using studs every 24 inches because they use significantly less lumber, provide more opportunity for insulation, and allow for a faster build time.

 * A job-skills class is learning about how much they can earn in a variety of career choices. Beyond the current job market data, they should learn that the job market is governed by the economic principle of supply and demand in labor markets. From this they should learn that those careers that are needed by the most number of businesses, but have the least number of qualified applicants will in general earn the most money.

 * A computer class is learning about buying a computer, during the class they are told that they should buy what they need for their current needs and buy more later. This should be supported with "Moore's Law" that shows computers double in capability nearly every year and a half, but are offered for approximately the same price.

 * A Business English class is learning that it is OK to have one space after a period (.) when typing a business letter when using a computer, but must have two spaces when using a typewriter. The class should learn that computers can have variable-width typefaces, where each character can be a different width, and that typewriters only have monospaced typefaces which has the same width for any character. Further, the class should learn that it is most important to know about the audience who will be reading the document, and different companies have different standards, and those should be followed.

Supporting actions with theory will require the teacher to often think deeper about a subject, so that they can help the students to think deeper.

One of the problems that can arise is that there are often contradictory theories. In this case, usually only one of the theories supports the action or fact that is being taught, and therefore that would be the theory that should be taught. But if the theories are very controversial or contentious then teachers should explain the other theories and actions as well, even if they do not subscribe to them.

Using theory to support practice does not mean that the teacher delves into all the nuances of the theory, but should be able to explain it at a level that can directly relate to the practice being taught.

For Traditional Academic Classes
Traditional Academic classes can teach using applied academics by always being able to give an accurate example of where the subject being taught can apply to the real world. Further, it is best if students are given the opportunity to participate in practicing where the subject is used in the real world.

For example:

 * In mathematics, when students are taught exponents, they should learn how this can be applied to knowing how difficult it is to break a computer password. For instance a password that consists of 8 lower case letters will have 26^8 or 208,827,064,576 possible combinations.

 * In English, students should see how good communication skills can assist them in a job, and how not having good English skills could be detrimental to their careers.

 * In history, students should see how events of the past may influence them today or how they are similar to events today.

When giving real life examples, it is best if the students can actually participate in them, and the more relevant they are to the students "world", or future world, the better. Examples that in and of themselves are theoretical or the students can not see the relevance in will do little good.

Further, many traditional academic courses should also explain the theory behind why things occur. For instance, in English, it is important for students to always understand that the audience they are writing for affects the way that they write. Also, they should understand that language is built upon consensual agreement about the rules of the language.

The Public Pupil Pizza Project is being created to help teach several traditional academic subjects, while simultaneously teaching the technology tools to help with these subjects, and showing how the subjects can apply to running a pizzeria.

Exercises
If you teach vocational or skills based courses, then:

1. Identify one theory that you think would be relevant to something you are teaching, and include it in your lesson.

2. Every time you teach a topic, ask yourself "Why does it work this way?", and make sure you can answer that question. Keep some quick notes (journal) of the topics and the theory that support them. If you teach something and can not answer the question "Why does it work this way?", do some research to find the answer.

If you teach traditional academic courses, then:

1. Identify one topic that you can teach the class how to apply to the real world, preferably in a hands on method.

2. Every time you teach a topic, ask yourself "How does this apply to the real world?", and make sure you can accurately answer this question. Keep some quick notes (journal) of the topics and the application to the real world. If you teach something and can not answer the question "How does this apply to the real world?" do some research to find the answer.

You can document what you have done with these, by going to the journal section of the Wikiversity class, and writing what you taught and the piece of theory that supports what you taught. By sharing this information on Wikiversity you will not only help yourself, you will also be benefiting other instructors.

Where can Applied Academics be Used
One of the main points of applied academics is that it bridges subjects that are often believed to be disparate. And in fact, applied academics shows that no piece of human knowledge is completely independent from other pieces of knowledge.

But given that most school systems currently have distinct disciplines that they teach, here is a look at some examples of how these traditional subjects can start to bridge with applied academics.

Summary
The concept of Applied Academics is relatively simple to understand: Always connect theory with practical examples and practice, and vice versa.

But understanding the concept doesn't mean you have truly learned it, they must be implemented. That is why the exercises are critical to do. Even though they only occupy a minor amount of space in this book, completing them should literally take your whole teaching career.

title: Teaching with Applied Academics


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 * What it does: returns the name of the first page which exists up to 10 max.

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English for B2 Students/Unit 2

= I am learning English for travel =

Aim of this lesson: Revise and practice the present continuous (progressive) and learn vocabulary related to sports and hobbies.

Dialogue
Richard is travelling to school with his son Michael.

([[Media:B2 unit2.ogg|listen]])

Grammar Focus - Present Continuous

The Present Continuous is commonly used to talk about current present actions - things happening at this moment.

Vocabulary - Sports & Hobbies
When we want to talk about doing a hobby we often have a choice of verbs we can use. This table shows the appropriate verb to use with different sports. Basically we use play with ball sports, do with exercises and martial arts (Asian sports like judo and karate) and go with sports that end with ing like swimming.

Speaking about Hobbies
''Work with a partner, if you can, and ask/answer these questions. If you're on your own you should think about these questions and write your answers instead.''

 * What sports and activities do you do regularly? How often do you practice?
 * What sport are you playing or watching next week?
 * How do you feel when you are playing this sport?
 * What sports do you hate playing or watching?
 * Do you have a favourite football team? Have you ever seen them play?

Exercises
Try these questions to see if you can use present continuous and present simple correctly. The answers can be found here.

Complete the following sentences using the present simple or present continuous:

 * 1) Look at that bad man!  He ________ (smoke) a cigarette on the bus.
 * 2) I _________ (study) for my exam at the moment.
 * 3) Do you have any children?  Yes, I __________ (have) two sons.
 * 4) What are you doing tomorrow evening?  I _________ (meet) my wife for dinner.
 * 5) Are you busy?  Yes, I ________ (take) a shower.

Grammar Reference
For further information about present continuous and present simple see ../Tenses and Forms/.

Vocabulary Reference
For an excellent list of sports vocabulary in English complete with pictures see Learning with Pictures - Sports on the Learning English Online website.

title: English for B2 Students/Unit 2


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User talk:Cumeo

Re: Người Việt
Chào Cumeo, Wikibooks là dự án để mọi người tham gia viết sách giáo khoa. Có thêm thông tin giải thích về Wikibooks tại Wikipedia tiếng Việt. Tôi cũng không hiểu rõ mục đích của Wikiversity, nhưng hình như nó cung cấp tài liệu giúp thầy giáo dạy về các chủ đề.

Tôi không phải là chủ của Wikibooks tiếng Việt, nhưng là một "quản lý" ở đấy. Quản lý chỉ có quyền đặc biệt là xóa trang và cấm những người phá hoại wiki. (Thực sự các wiki này không có chủ nào, nhưng Quỹ Wikimedia là tổ chức đang phục vụ Wikibooks từ các máy của họ.) Vài tháng nay có nhiều người đến Wikibooks tiếng Việt và dựng lên trang trước khi đọc các trang hướng dẫn ở đấy. Không may là tôi bận rộn ở trường vài tháng nay, nên không có đủ thì giờ xóa hay viết lại những trang không chính xác...

– Minh Nguyễn (talk, contribs) 09:09, 19 May 2007 (UTC)

title: User talk:Cumeo


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Vietnamese/Tourism

Tourism is an important industry for Vietnam. Few countries have changed so much over such a short time as Vietnam. Only thirty-odd years after the savagery and slaughter of the American War, this resilient nation is buoyant with hope. It is a country on the move: access is now easier than ever, roads are being upgraded, hotels are springing up and Vietnam’s raucous entrepreneurial spirit is once again alive and well as the old-style Communist system gives way to a socialist market economy. As the number of tourists finding their way here soars, the word is out that this is a land not of bomb craters and army ordnance but of shimmering paddy fields and sugar-white beaches, full-tilt cities and venerable pagodas – often overwhelming in its sheer beauty.

The speed with which Vietnam’s population has been able to put the bitter events of its recent past behind it, and focus its gaze so steadfastly on the future, often surprises visitors expecting to encounter shell-shocked resentment of the West. It wasn’t always like this, however. The reunification of North and South Vietnam in 1975, ending twenty years of bloody civil war, was followed by a decade or so of hardline centralist economic rule from which only the shake-up of Chính sách Đổi Mới – Vietnam’s equivalent of perestroika – beginning in 1986, could awaken the country.

This signaled a renaissance for Vietnam, and today a high fever of commerce grips the nation: from the flashy new shopping malls and designer boutiques to the hustle and bustle of street markets and the booming cross-border trade with China. From a tourist’s point of view, this is a great time to visit – not only to soak up the intoxicating sense of vitality and optimism, but also the chance to witness a country in profound flux. Inevitably, that’s not the whole story. Đổi Mới is an economic policy, not a magic spell, and life, for much of the population, remains hard. Indeed, the move towards a market economy has predictably polarized the gap between rich and poor. Average monthly incomes for city-dwellers remain at around US$50, while in the poorest provinces workers may scrape by on as little as US$15 a month – a difference that amply illustrates the growing gulf between urban and rural Vietnam. There is an equally marked difference between north and south, a deep psychological divide that was around long before the American War, and is engrained in Vietnamese culture. Northerners are considered reticent, thrifty, law-abiding and lacking the dynamism and entrepreneurial know-how of their more worldly-wise southern compatriots. Not surprisingly, this is mirrored in the broader economy: the south is Vietnam’s growth engine, it boasts lower unemployment and higher average wages, and the increasingly glitzy Ho Chi Minh City looks like Bangkok and Singapore than Hanoi.

title: Vietnamese/Tourism


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User:ElinorD

I am mostly active at Wikipedia. My Wikipedia user page can be found here.

title: User:ElinorD


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User:Kychot

My real name is Petr Heřman, I live in Prague, Czech Republic, Europe.

Jestliže umíte česky, zavítejte na moji domácí stránku na české wikipedii

title: User:Kychot


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User talk:Medellia

Catullus

 * Welcome aboard! Familiarise yourself with the demands of the project by going to: The Poetry of Gaius Valerius Catullus and having a look at the "mission statement" and information.

 * Also, here are some model examples of fine comprehensive work.

 * Poem 7
 * Poem 51

 * If you look around the poems that are generally either half or three quarters  then those will be the ones with needed vocab help.

 * Alternatively you might like to add extra literary notes to "Connotations of th Text" section of each. If you know how to scan you can do that too. Click here for an example of that.

 * Overall there are lots of poems to be done as well as some Appendices and the Preface.

 * There is a standard template here on my user page.

 Al ak  az  am  |  Talk  11:32, 19 May 2007 (UTC)
 * You'll be put into the project news as standard, and I'll inform the others about you. Welcome to the project, and I hope you enjoy it! :D

Scansion
 Al ak  az  am  |  Talk  09:52, 20 May 2007 (UTC)
 * No, I don't think we need it for every poem. Most scansion is unremarkable, but that that is exceptionally slow or fast or elided or whatever it may be, can certainly be commented on, along with the effect it makes. As it is, Poem 94 is the only one with a scansion note so far. What may come up, is when we tackle the mammoth poems of 60-64 which are at least 100 lines long, so I'm sure there will be tonnes to scan there. For example, Poem 64 is 405 lines long!!

 Al ak  az  am  |  Talk  21:39, 20 May 2007 (UTC)
 * If you look to the top of most poems that are marked as completed, such as 2, 3, 5, 7 etc, look above the text itself. That's the way I'd like the thing formatted, with a link to the Appendix. Thanks, I am quite proud of that Appendix. :D So yeah, if you went ahead and formatted that that would be great.

title: User talk:Medellia