text:
Playful Organizing/Time Management Technique

A example of a time management technique you may want to use.

How do you know "what is the next right thing for you to do?"

So I created a little chart for myself that I put on top margin of my on-line notebook that serves as my personal journal.

The process goes as follows...

 * First Check In with yourself and handle any of these concerns.
 * Then accept Input.
 * Then Orient yourself.
 * Then Remind yourself of your plan of attack.

After that I spend time to Reflect.

And I put a line for my Values as footnote to myself.

An an example my chart looks as follows and you can customize your own to be useful and meaningful for yourself. -- Check In [ ]Body       [  ]Emotion [  ]Mind     [  ]HigherPower [  ]SelfEsteem

Input   [  ]Calendar   [  ]Tasklist[  ]Folder   [  ]EmailCall[  ]Other

Orient  [  ]New/Old    [  ]Commit. [ ]Project  [  ]Support

Remind  [  ]Values/Objs[  ]Stkhldr [  ]Tool/Rule[  ]CVS->BVS [  ]Training -- Reflect [  ]Quality    [  ]Speed   [  ]Value($) [  ]Metric   [  ]Closed -- Values  [  ]Respect Self, Othrs & Environs      [  ]Be Useful[  ]Florish&Grow --


text:
User talk:Esoterica~enwikibooks

Hey, let's team up!! w00t! --Cyberman 03:37, 13 Jun 2005 (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 Esoterica. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Esoterica~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 23:11, 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)

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

title: User talk:Esoterica~enwikibooks


text:
User talk:RoceKiller~enwikibooks

(none)
you said to me I added these pages on the Votes for deletion page to be transwikied to the french wikibooks.

sorry, I undid that by mistake ; it is in fact a very good idea, can you do that again ? how can I do that simply?

 * Sorry but I have no idear who you are, or what your are talking about. RoceKiller 05:21, 13 Jun 2005 (UTC)

Hey Bjarke!

 * Well hello. You forgot to sign your message --RoceKiller 13:17, 18 September 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 RoceKiller. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name RoceKiller~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) 05:26, 19 April 2015 (UTC)

title: User talk:RoceKiller~enwikibooks


text:
Cookbook talk:Bacon

The discussions of sodium nitrites in this meat should be given.

title: Cookbook talk:Bacon


text:
Talk:Speed Reading

Regarding the highlighted text:
 * *This wikibook is a resurrection of a previous version of a wikipedia article speed reading that was rejected as being un-encyclopedic, obtuse, woolly thinking, and bad advice on the whole. But at least reading this wikibook will be cheaper than attending a course!

Hey McPhearson et al, Reading the idiotic and feable-minded comments of a few "less than average IQ" posters here is very similar to the pain I feel in my brain after I inadvertently inhale to much ice. I believe it is what you would call a brain freeze. Some of these morons on here are very clearly bitter toward anyone with the ability to finish his reading in a shorter period of time. I would say to that person, go finish that book you have been reading the past 12 months, and stay the hell off of this site! What a moron. If you spent a few hundred bucks on some software that you saw advertised about 3 am, right after the girls gone wild video, then all I can say is your problem, your money, you should have just spent 10 bucks on the soft porn, and you clearly are an idiot to get suckered into some stupid scammers statements. I would expect you also buy the "virus software" that popped up on your screen stating you had 3,000 viruses and click here to buy the fix. Idiot either way. I assume you are also the one that added in the main, er book? that you are mildly retarded, or at least mildly autistic. Friend, I would say after reading your comments that there is nothing mild about your condition, except the doctor that claimed it was only mild. I can tell you with 100% certainty it is full blown retardation, and nothing mild about it. For the rest of us, we will continue taking advantage of "all methods and speeds" of absorbing printed information, and you can continue on your pathetic way. Good luck with that romance novel you've been reading since Christmas of 2009. Oh, and by the way, unfortunately for you, and your archaic method of "reading" you spend at least an hour reading the "wikibook" that you commented was total garbage.....huh, interesting. But hey, at least you will remember how awful and useless the facts in it were for the rest of your life. Me, I happily read it in about 2 minutes, and will remember everything I wanted to out of it. Essentially, that there are still very ignorant persons out their that are still utilizing theories that went out of commission in 1910, and that fortunately there were a couple, if only that, of beneficial statements about the many many advantageous ways to take in information, and reading and comprehending at a much higher rate of 250 wpm is one that persons without your condition of mild, er, major retardation, utilize every single day of our enlightened life. Sorry, this must have taken you at least 2 hours to read. I'll shorten it for you next time. The one positive is that by the time you are done reading this you will have memorized it in you long term thus maybe 20 years from now on your 100th, you may understand. 24.10.20.162 (discuss) 23:09, 28 June 2011 (UTC)

 * They sent me to college full time when I was 13 due in large part to my ability to read extremely rapidly. This is how I learned how to do it.  I have been teaching people how to do it for 26 years.  Unfortunately, there remain feebleminded people who seem to consider that the mental limitations, limited experience, and limited understanding they are saddled with aclpply to everybody, and they like to deface things as above while wholeheartedly believing that they are contributing to society by doing so.

 * Rapid visual reading is not about reading to ace comprehension tests. A "speed reader's" brain is ploughing through enormous amounts of information at high speeds, and making sense out of it.  The primary idea of rapid visually oriented reading is to look at information, qualify it, search it, or classify it.  Typically one pass through information reading at "normal" speeds is not enough to remember most of what a person has read.  The same applies to speed reading.  One advantage of speed reading is that a reader can read the same material 4 times over in the same time it takes a person reading it at "normal" speeds.  Do you think a person who reads something four times over in the same amount of time has an advantage in understanding?  Try it yourself.  Just remember that practice is required to develop a skill.

 * This material is surprisingly hard to write about:
 * It is hard to describe mental processes within one's own brain or the reports of others with no or minimal references to rely upon from commonly shared experience. Keep in mind that none of the people that were "natural" speed readers interviewed by Evelyn Wood could describe how they did what they did.  Groping, often feeble attempts at describing something outside of common experience are often gawked at as "obtuse or woolly thinking".  If you actually saw me or someone like me in action cramming 105 pages of organic chemistry textbook in 20 minutes and then acing a college midterm using such skills, you would have a little more respect for the difficulty of putting such skills into words and be more prone to try to encourage it.
 * It is easy to leave out relevant information.... and often hard to know what to put in place of something even when you know you are leaving something out.
 * -- Jim Whitaker Metaphorman 10:43, 1 Jul 2005 (UTC)

If you think the statement in bold is feeble minded, just take a look at the module in question. The reason it is difficult to write about is because it will not make logical, practical, or intuitive sense to anyone reading it at under 300wpm (reading for comprehension). It just does not make practical sense and passing an exam on short term memory is nonsense and it is not a skill that people need. People want to understand and remember what they read long term. If they don't they are gonna look a pretty dumb in the long term. N.Raja 05:52, 15 July 2005 (UTC)

 * Not everything needs to be read for the long term. Here is a case example: you are given a stack of books four feet high and told that somewhere in that stack is a peice of information that an engineer misunderstood and implimented his misunderstanding in his project.  You have two days to find the problem.  How you gonna do it?  You don't have to read that pile to memorize it, you need to read it to sift the information, looking for something that does not synch with how that engineer actually implemented his project.  The only way to solve that problem is with developed speed reading skills.  I know, because I have been in that situation on multiple occasions, and come through.  You can't use skimming or scanning to find a problem like one single control bit inverted because some chinese author inverted a sentence structure - you have to be aware of the structure of the every sentence in that four foot thick pile to spot a glitch like that. -- Jim Whitaker 4.227.195.115 12:27, 15 July 2005 (UTC)
 * Why would anyone give such an exercise? If they know the fact is in there, why not point you at where it is?  Otherwise you could read the whole thing, and find they mistaken ... the thing you looking for is not in fact in there. AlMac 14:56, 15 July 2005 (UTC)

Firstly, this is actually an extremely hypothetical, plus even more rarely occuring, situation. It is not worth the trouble of regular speed reading practice to cover this base. Plus, skimming and scanning will make a better job of it. You have already dug yourself into a hole. How come normal everyday researchers at research establishments, law associations, and universities are able to cope with this kind of situation without ever having to enrol in any sort of speed reading course? I'll tell you. Its because the natural processes of reading (including educated guesses at where the information is hiding, and scanning and skimming) will enable the solution. Plus, skimming is better for digging out details. Speed reading trains you to ignore details. If you are looking through Chinese texts, it will probably be for legal reasons of contract. Details are essential. Either way, speed reading is a great way to train yourself to be ignorant. N.Raja 14:44, 15 July 2005 (UTC)

Speed Reading Research
Okay, so since you have taught speed reading for 26 years and after reading this Wiki entry, I feel it was a good overview, but not fully complete. What book/reference material would you recommend to someone who is researching all the different styles of speed reading? Is there anything out there? What book/self-study guide is the best in the speed reading field to learn from in your opinion?

Thanks

 * There are no generally accepted books that will define the best methods for speed reading. But a good way to find sources is to compare what has been posted on wikipedi in terms of references:

http://en.wikipedia.org/wiki/Speed_reading.

 * One good source is any paper or book written by R.Carver et al. These chaps have researched reading rate at the highest level for years, and have been constantly verifying their findings.  Theirs is an extremely thorough approach, and a good baseline for doing any research on reading ability and rate.

 * Beyond that, (and for interesting contrast) there are the speed reading books usually sold on the popular psychology sections of bookstores, and more cheaply in the psychology sections of libraries. You will notice the difference between these two sources.  The former scholarly research investigates reading rate and goes through a great deal of peer scrutiny, whereas the speed reading manuals generally disagree with each other in every sense and even contradict themselves throughout (similar to this wikibook as it stands).

 * The one thing I am intrigued by is the level of misconception, self deception, and non comprehension of speed readers, as is evident in this wikibook. It is utterly fascinating how people can be so innacurate regarding their own level of ability or understanding.  I am doing research in this area, and speed reading is a very rich source for collecting data about self deception in general, especially in the inability to accept the facts.  Very useful for understanding metacognition.

 * As a researcher, I've no intention to insult anyone here. If you feel your version of speed reading is good for humanity, go ahead and spread the word. People will take it or leave it as they wish. RegardsThaumaturge 09:22, 24 Jun 2005 (UTC)

 * To respond to the first question above: most of the material out there on speed reading is absolutely pathetic. It is almost all complete hype.  (The classic example of pure hype is "Mega Speed Reading" which basically says "read faster, read faster, now READ EVEN FASTER".  See, how you are a speed reader!  They charge something like 60 or 80 bucks for a set of cassette tapes... Wonderful....)  Most of the people providing feedback about this article are people for whom such systems have failed....  The only good material I can think of was published in the 1970's (some of which I attempted to recapture in this wikibook) and cannot be found these days.  I cannot recommend ANYTHING out there in current publication, which is why I put this material in this wikibook together.  The best place to learn high speed reading skills from is to study someone who developed their own system that works, experiment with reading methods, but ultimately to develop your own style, or to completely abandon the whole notion if you don't have the "right kind of brain" to make use of speed reading skills.  It is impossible to give a complete run down of a viable speed reading system because so much depends upon the individuals own abilities.  An author can only put into words what people have been able to put into words about the ways that their brains seem to work.  It is impossible to impart mental abilities in a ten page article, and impossible to put together such a description that will appease all students of psychology who will sit there and pick away at it to find ways to claim it is nonsense because it doesn't "agree" with "accepted" assumptions about how the brain works.  Some of the writing in this wikibook needs a fair amount of work, such as the section I just rewrote on "Cognitive Window" which was somewhat confusing in it's previous incarnation.  -- Jim Whitaker Metaphorman 05:54, 30 Jun 2005 (UTC)

 * To the second author, the researcher, I am seriously interested in what you see as self-contradictory or self-deceptive in this wikibook, because I will most certainly iron such out and clean it up. It is probably just bad writing rather than self-contradiction.  I haven't gotten any constructive criticism on this material yet, so it is sort of sitting there.... uncorrected and waiting for real feedback.

 * Another thing to point out, mental abilities vary enormously across the population. For example, I have an IQ in the seven to eight sigma range.  I was sent to college full time when I was 13.  Systems that work for me don't work well for others.  I am known for lightning fast cognitive faculties, and reading at speed reading rates is a natural extension of that.  I have been using speed reading skills since I was 11 years old (and teaching wide eyed people I encounter who want to learn how to do it), and it is not uncommon for me to pick up a four foot high stack of technical manuals to isolate some misunderstanding of some engineer that has screwed up a project.  To date I have a 100% hit rate in finding such things while reading at often 10K-20K WPM.  I don't read that kind of stuff to "remember" what I read (when I was a teenager I tried to "memorize" an encyclopedia and quickly learned the error of my ways - but at least I didn't waste a lot of time trying to do it :-) ), I read stacks of manuals and such to compare the information I see in the text with what I already know (or assume).  I have no self deceptions about my reading abilities, they have been tested consistently and thoroughly since I was 11.  Your reading researchers, quite frankly, are concentrating on people with IQ's of 100....  Not having read their material, but having some exposure to their conclusions, I feel safe in assuming that they are making an enormous number of flawed assumptions: about what reading is, what reading can be, and what it means to understand something.  A person doesn't have to remember what they are reading in order to recognize and evaluate ideas in printed text -- the assumption to the contrary is a fundamental flaw in their methodology.  -- Jim Whitaker Metaphorman 05:54, 30 Jun 2005 (UTC)

 * If anyone has ideas of how to expand this article, or specific ideas of shortcomings, you are welcome to put suggestions here for others such as myself to embellish (or reject), or introduce them into the text... -- Jim Whitaker Metaphorman 12:12, 30 Jun 2005 (UTC)

I think this article has only one shortcoming; The words.

It is truly the dumbest lot of tripe I have ever read about improving reading. The good news is that it is so unconvincing, it is unlikely to get anyone into trouble, chasing their tails to "forget everything after tests".

If speed reading is incompatible with long term memory, then there is absolutely no point whatsoever in training yourself to do it. Long term memory is crucial for learning, scanning data, thinking, and using the brain for any useful task. You have a really dopey idea of long term memory, AND you like to promote activities that have no value to people whatsoever. You make some attempt to sell it using hype, but really the logic is so absurd, it could be comedy. Just get a life and read books properly. That way you will actually understand them. Mcphearson 04:04, 20 July 2005 (UTC)

 * You miss the point. The point being that people are out on the web looking for information about speed reading and how to do it.  No on in their right mind claims that speed reading is about improving reading.  It is a tool to allow you to rapidly process lots of information as rapidly as your brain can do it.  It's shortcomings are spelled out rather clearly, I think. - Jim Whitaker Metaphorman 03:10, 24 July 2005 (UTC)

You have not pointed out shortcomings so much as differentiated speed reading further from reading (and made it sound useless to anyone with a brain). You have hyped speed reading into a magical technique for passing exams without having to attend. But the fact is, your prescriptions are totally conflicting to the point of idiocy. I have noticed that your original article was very different from the present one in its explanation and terminology. But no matter how much blowing with the wind you do, you just don't seem to be able to make any sense. But that's not so much your fault. The fact is, speed reading does not make sense either. Mcphearson 03:52, 24 July 2005 (UTC)

 * Anybody who uses speed reading alone in the expectation of passing a college level examination gets what he deserves. Once in a while, it works.  And yes, the terminology didn't so much change as it got deleted because so many people didn't think it was "mainstream" enough, so I toned this down to be a little more like mainstream speed reading "dogma".  My older versions attempted to explain how things worked in the brain at high speed and how to control the runaway mental processes of speed reading.  It got flamed repeatedly to the point that I figured someone else would go in and purge the article of my ideas, so I did it first.  They are still there in the older versions for anyone who wants to dig through the history of this article as you did. -- Jim Whitaker 4.227.247.178 06:22, 26 July 2005 (UTC)

Well, like I said, your success story at the bottom of the article is like one of those speed reading adverts that screams at you that you don't need to study and long term learning is unimportant. The whole book really doesn't stand up to even basic logic. Mcphearson 10:04, 28 July 2005 (UTC)

 * Who ever said anything about "logic"? This is speed reading!  The point is to introduce people to a different way of thinking and reading.  It works for some people, when they use the skill judiciously and are familiar with its weaknesses.  The story at the bottom of the page is unusual, showing how it has sometimes been used in desperate situations. -- Jim Whitaker Metaphorman 03:00, 31 July 2005 (UTC)

Hi again. The inconsistencies are probably too many to list in one go. But I can start with the practical options. You state that skimming and scanning are distinct from speed reading, but your description of the action and results of speed reading exactly matches the action and result of skimming and scanning. That is contradictory.

I can tell you that they are distinct. However, you are stating that speed reading is superior. Skimming and scanning can be achieved by ANYONE in a short time with NO REGULAR PRACTICE whatsoever, and NO REDUCTION IN THE ABILITY TO JUDGE COMPREHENSION and more useful for extracting details from text. Speed reading (as you are promoting it) requires regular practice, only some people are capable, and as the research shows, it results in reduced ability to judge comprehension. As ability to judge comprehension level is crucial for even barely competent reading, surely speed reading is a terrible way to train your mind. And as flexible reading is the most important factor in work, study etc, surely skimming and scanning will be more appropriate.

You infer that people are amazed at their results when they learn speed reading, and that this is a distinguishing feature. The same is true when you show someone how to scan for the first time. They are reading at 1000 to 10000wpm plus and getting an overview of the main concepts, and realizing that their comprehension level is low, but still being amazed at their results.

In these first three examples, skimming and scanning are not self deluding practices. Speed reading (and its related theories) is consistently deceptive and the pseudo(pretend)scientific theories support the self delusion. Thaumaturge 7 July 2005 07:20 (UTC)

 * I concur. The good thing about these wikibooks is that someone with sense and knowledge is curious enough to read and  state the obvious about where the absurdities lie (ie, speed reading).  After trying hard throughout my job and degree and in practice training, I have discovered that ANY kind of speed reading is just poison for the mind.  It makes novels less interesting, work reading full of holes, and exam results shrink.  It feels great for a while to be able to glide over the page with smooth speed and feel like you are going somewhere fast.  But then you test yourself with the most realistic comprehension test possible (exams, work, and conversation about the material with other knowledgable people) and you find this kind of reading will consistently let you down time and time again. It is no surprise (and very reassuring) that people have been sued for making even moderate claims about speed reading. And yes, I have used the methods pushed in this wikibook, and stating that some people are incapable is just the most ridiculous excuse I have heard, it is backed up with dodgy nlp theory, and it is inconsistent with the findings of reading research and psychology.  Speed reading is EXTREMELY limited in usefulness.  And it sets up so many bad reading habits it should be avoided like the plague.  The only possible thing you can use it for is the most pulpy and useless reading materials known to man.  That may be 90% fluff, but normal writing is at least 90% meaningful.  Normal text requires a good level of comprehension to get the gist of and understand in a useful way.

 * Here is some repeated advice to save any newbie a lot of time and effort: Just focus on good comprehension as a good workhorse level of reading, good imaginative study strategy, and a very very very small and focused amount of skimming, rather than mind limiting speed reading (and for overview purposes only).  Authopten 08:03, 12 July 2005 (UTC)

After reading through the article I can't see why the other comments here are making such a big deal with the article. The article does not make any preposterous claims and the discussions about how useful speed reading is seem to be rather irrelevant. What I gather from this is that, speed reading, as explained here, is a tool for information synthesis and retrieval, not for information storage (memorization). I can certainly see a use for accelerated information synthesis.

On the article: the last "success story" at the end does indeed feel a bit out of place, and rather biased. Some of the referenced links seem a little dubious as well; as they show the same type of reading speed hype commonly found in popular literature on the subject.

 * What on earth is wrong with being biased? This is a how-to booklet on speed reading, not wikipedia - thank God.  In this context, virtually anything goes.  Metaphorman 04:34, 28 September 2006 (UTC)

I would certainly be interested in links to academic research on the subject instead.

 * What you will find is a lot of derision about how speed reading and academics aren't a good mix and suggestions by some about what to do when you are faced with overwhelming amounts of reading to do. Probably the best selection of reading is on a link on the wikipedia page: Study skills page with dozens of reading and rapid reading links which I am adding to the links at the end of this wikibook.  Metaphorman 04:34, 28 September 2006 (UTC)

Clean up
Can this be divided up into subpages for easier reading? Pufferfish101 03:15, 28 February 2006 (UTC)

 * Given that it is sequential in nature, building on what preceeds it, my answer is "not really" Metaphorman 04:36, 28 September 2006 (UTC)

Thanks
I've not yet made up my mind about the material here, but working in the IT field, and being able to absorb (and apply) more material at up to 2000wpm than most of my colleagues are able to absorb (let alone apply) at the commonly accepted deep-reading speed of 100-400wpm (300wpm is as slow as I am able to go without losing focus and comprehension), I do not automatically discount your claims.

I'd like to thank you for putting up this page, as it makes for interesting reading anyway, and must have constituted a lot of work. Let the reader beware and make up their own mind based on whether it works for them.

Zuiram 23:06, 22 October 2006 (MET/DST)

 * After having examined the article more closely, I've found that it does a fair job of expressing how I normally read, with the exception that I haven't yet mastered assimilating several lines at a time, and that I haven't been using my glasses as I should.
 * Zuiram 21:21, 23 October 2006 (MET/DST)

 * I'm also one of the people trying to make up my mind on how to improve my reading speeds. Thanks for the text. A funny note about comment above: The time difference between them is almost a day. 84.42.184.28 (talk) 18:51, 25 April 2010 (UTC)

Worst Wikipedia article I've ever seen
Is there a single Wikipedia rule that this monolith of nonsense doesn't break?

+1. Same here. Generally, Wikipedia can probably get one person to just clean out the speedreading garbage from all wiki sites. Never read so many scientifically rejected theories on one page. But as long as there are people out there that look for the quick fix instead of the real skill, we will have to live with this. No reason to be bitter about it, though. 84.63.58.109 (discuss) 15:08, 3 July 2012 (UTC)

title: Talk:Speed Reading


text:
Talk:FHSST Physics/Atomic Nucleus/Composition

is because im color blind or is there no picture where it says figure 15.1?

Pictures are coming - to see things check the full pdf file on the FHSST website. We are doing our best to keep everything up to date but we need help - volunteering?? Marknewlyn 04:43, 14 Jun 2005 (UTC)

Well, if there is a easy way to get those images out of the PDF, or from their site, I'd be willing to lend some time to it (I'm not the same user as above, but I'm still willing to help) Bobbias 07:20, 21 July 2007 (UTC)


text:
Movie Making Manual/Burning a DVD

 * DVDs are upper-field first
 * If making a 16:9 menu from an imported PhotoShop file, make sure you use non-square pixels (1.2:1)
 * You can use ReStream or DVDPatcher to set the 16:9/4:3 flag.
 * You can use Bitrate Viewer to check the parameters of your MPEG-2 file (including its aspect ratio)

/Sales and exhibition /Tools and equipment /Post-production

title: Movie Making Manual/Burning a DVD


text:
Cookbook:Cuisine of Puerto Rico

Sauces & Condiments

 * Sofrito
 * Puerto Rican Adobo
 * Ajililmójili
 * Recaíto

Snacks and Appetizers

 * Guayaba y Queso (guava jelly and cream cheese)
 * Plantain Chips
 * Chicharrones (fried pork rinds)

Soups and Salads

 * Frijoles negros (black bean soup)
 * Asopao (chicken soup)
 * Cookbook:Sopón de pescado (fish soup)

Rice

 * Pasteles de Arroz
 * Arroz con maiz (rice and corn)
 * Arroz con Gandules (Rice & Pigeon Peas)
 * Arroz con pollo (Chicken with Rice)

Plantain

 * Pasteles de Masa
 * Tostones (fried plantain)
 * Piñón (also called Pastelon de Maduros, similar to lasagna)
 * Pavo Relleno de Mofongo (Turkey with plantain stuffing)

Seafood

 * Salmorejo de Jueyes (Crabs in Salmorejo Sauce)
 * Serenata de Bacalao (Codfish Salad)

Beef

 * carne frita con cebolla

Pork

 * Lechon Asao o Asado (Roasted Pig)

Side dishes

 * Mofongo
 * Empanada (also called Pastelillos de Carne, a type of fried meat pie)

Beverages

 * Coquito
 * Piña Colada

Desserts

 * Tres Leches Cake
 * Polvorones
 * Flan de Queso
 * Tembleque
 * Brazo Gitano
 * Majarete

title: Cookbook:Cuisine of Puerto Rico


text:
User talk:Solaris~enwikibooks

What is the problem with democracy in it’s current form?

I see various images. I see a closed wooden chest, but with light coming out from the inside. I see a cartoon cat opening this chest slowly, with music in the background creating tension. The tension get's stronger. The cat looks pretty stupid; it's not very smart. It slowly opens the chest and the light get's stronger and stronger. But then a huge first pumps out unexpectedly and punches the cat inthe face. After that I see long halms of grass near the egde of a river,bending stronly in the wind. Bending but not cracking. The grass islong and small, but also extremely flexible. Next I see a futuristic city viewed from above. Their is a platformin the sky. It's huge and I hear sounds everywhere. Sounds likehammers and saws and of tonnes of steel being dropped. It's a busy scene where many things are happening. Slowly this scene changes, as I feel my imagination is not strong enough to view this scene. Instead I get a similair image of men being at work near a busyroad. There are cars constantly passing by as this is a huge crossroad, but the cars are slowed down enormously by the work. In the background there is an entrance to a freeway, but it's closed off from this side. This is a crossroad. From this side the freeway is inacsessable, but from another angle it is. Cars speed up andenter the freeway, but here the cars are almost stuck. They can reach the freeway, but only with great difficulty.The world and it's goverenments are like the building project in the air of this futuristic city. It's complex and it's nearly impossible to get a good overview. Work is constantly being done. It's a work in progress and it's nowhere near finished. We look inside our own box of logical thought, our perception, but what the government sees as the right solution, can be nothing more then a giant fist that punches you in the face. Government projects are like a huge blackbox, you don't know what's inside. At many times the solution plays out worse then you expected. There's also a reason for me not seeing this complex image of the futuristic building project correctly; it's too complex and I am not ready. Similairly the world is not ready to divise such a perfect and complex building plan. Right now the government act like the men doing work at the road. They work, but not very efficiently. They will get the job done, but while doing so they also narrow the road to the freeway of prosperity.

Of political party’s and treacle

The current political system is like a plate full of treacle. The treacle is stirred with a large wooden spoon, but it's very syrupi and sticky. It takes a great amount of effort to spir this treacle. Small waves move about in circles, like when a stone is dropped in the water. But the waves too are very syrupi and even when the spoon is used to stir heavily; you can't really get the waves to move. Next to the plate stands a clock. As I look at it it's markers speed up and I feel like everything around me is rushed. I see shadows of things moving. Afterimages of things moving so fast I can't see them properly. Time speeds up and as I look at the plate again I can see that the treacle get's harder and harder as time passes; like cement drying in the sun. It get ever harder to steer the syrup.

Next I see senate. A large room shaped like in a half circle, with many chairs in many rows; but nearly all are empty. Hollands prime minister speaks. It is a long speech, but he is doing it with great vigor. His hands move in various shapes to strengthen his tale and I can hear passion, or even a bit of anger in his voice. However, there are few people in this large room and the few that are there seem either bored or preoccupied with other things. Behind me is a large screen, with the name of various political party's and their logo's on it and as my attention is drawn to the screen the scene slowly changes and I see a room full of people. This room is even larger then the first and it is filled with people. Supporters of the political party and the press. Journalist write down eagerly every word that is spoken and photographers take many pictures, as their blue light flashes in this darkened room. The atmossphere is lively and everyone seems excited. There are flowers given to those who held a speech. This is a gathering of an important political party at the elections. I see again a large screen, but this time there are statistics beamed on it. I see percentages of how well each party did. Everyone is happy (this is decmoracy), but suddenly the scene changes and I see the same clock as before and time speeds up. I view the treacle on the table again and it looks just the same. It's quite hard and nearly impossible to stir.

The democratic process of elections every 4 years is not enough to soften the treacle and make it easier to stir. Even though everyone (or most people) appear to be happy with democracy in it's current form, it's still flawed.

Coming back to my analogy of the plate of treacle. Maybe it's not treacle at all the plate needs to be filled with. Treacle might smell and taste nice and sweet; but it can also stick to your teeth leaving a bad aftertaste. Maybe we need a toothbrush to clean the teeth or maybe we need to fill the plate with something else like yogurt. Yogurt is clean and white; you don't need to stir it and it's also very healthy (more so then treacle which has a lot of sugar). You don't need to stir yogurt; as it's less sticky so that would be a defenite advantage. Also; if it doesn't leave an aftertaste you don't really need a toothbrush that much....

What does the treacle stand for and what does the yogurt stand for?

Let's start with the treacle. I look closely at the treacle in the plate and suddenly a bunch of strawberry's appear. They float around in the brown/grayish sirup and they look very nice. I pick one of the strawberry's out and I hold it in my hand. I weigh it (it's suprisingly heavy) and I lick it (it's very sweet). The strawberry get's bigger and heavier as I hold it; it's the size of a 2 person tent now. A door appears out of nowhere and children are playing in it. I look inside and I see a suprinsly large room filled with toys like lego blocks, dolls and plastic toy cars. A slide appear at the top of this strawberry and there's a stair too, so the children can climb at the top of the berry and slide down. The strawberry appear to be multi functional. I touch it's side and it's still soft and squishy: it's still a real strawberry. A natural product. I get the feeling the floor is very important. The floor the strawberry is standing on is hard. It gives a good foundation for the children to play on. I see the small strawberry's floating around in the treacle and I realize that treacle or any kind of liquid is not a good foundation to build anything on. But at the same time; the treacle needs to be liquid for you to stir it. The treacle changes to yogurt and the yogurt changes to ice. I see a vast water which is frozen. People are skating on it; as are some fantasy figures including a cartoon wolf, a snowman and a piguin. The ice is also a good foundation to build on. It can handle nearly anything exept heat. On the other hand; treacle tastes quite nice if it's hot. So the treacle also has some good quality's that ice doesn't have, even though ice is a better foundation. Like the mighty eagle that fly’s in the sky; the real solution can be found by spreading your wings, fly away and look from above on the problem.

The solution?

Strawberry’s floating in yogurt is a nice recepy, but even better it is to freeze the yogurt; so the straberry’s have a good foundation. But the best way would be to freeze the yogurt, while still retaining the ability to heat it at will. The strawberry’s are very important: they are the center of government and they need to be moved, changed, or simply replaced if nessecary. You can only do that if the yogurt is liquid and thus it needs to be heated.

The problem with the current political system is that the sticky treacle is said to be the only way we can be governed. The plate is the egde of reason and beyond it no one looks; which reminds me of my analogy of the boxes. Most people think inside their own little box of perception; even though there are thousands upon thousands of other boxes to look in. But the place is not really the problem: government needs to be defined in a rigid framework and the plate is very good for this. But the quality of the sirup is questionable at best. Like I said: it is very hard to stir. The process of stirring is the everlasting political debate of solutions. But solutions are hard to find if the only place you look is in the sticky sirup that is hard to stir.

Yogurt ice provides a very rigid framework for the straberry’s to function. Strawberry’s are seperatly governed community’s, who look and function alike; but who all have control over a different geographical area. Like the many lines engraved on the skin of the berry, there need to be red lines of government choices. Like the lines on ones hand; they are unique. Although all hands look very much alike; the pattern of lines on your hand is unique. Strawberry’s are small and managable; they are nice to eat but they don’t fill your stomach (although they are still very healty). Likewise; a society needs to be cunked into little pieces that can govern most things for themselves. This will keep the model easy to manage. Stirring in a large plate of hard-to-stir treacle will not be nessecary.

The yogurt is the interacting between the straberry’s. There is still a central system of government; but the real power is still in the hands of these small community’s. People are skating on the yogurt ice to and from different straberry’s; with their skates leaving lines behind on the ice. These are also lines of goverment choice, but they are on a higher level: the national level. Sometimes outside influence is needed; so that the yogurt can be heated and the strawberry’s can be organised. And remember; this whole scene is still very small and fragile. A plate can be broken and straberry’s can be eated without much effort. The system is a means to achieve something and not a goal by itself. The plate is standing on a tabel. At that table people are looking at the scene before them. They have forks, spoons and knife and many other things you need for eating. These are tools they need to shape the model as I explained in new ways: for it will never be perfect. These people are always moving; people stare at the scene and have there say then they move away and other people fill there place. This is a control group. People randomly selected have there say in shaping the model on the table.

There’s really, much, much more to this image stream; but right now I can’t be bothered to write it all down. There are some many suble and meaningful perception to be found in this image stream. Perhaps at a later time I will write that all tdown. For now I think this will do.

The European constitution

I another interesting thing that comes to mind in this context is the voting for the European constitution. This was actually the first time in Holland we had a referendum. For many weeks politicians campained for it. They all expected us to vote in favour of it. But as time slowly passed and the day of the voting drew near, it grudually became clear that the voting would go against. Nomatter how hard these politicians tried, they could not get the population to vote in favor. The results was 62% against 38% I believe, but that doesn't even matter. What does matter is the way this referendum was executed. It really makes me sick. It had little to do with democracy at all! The first time such a referendum was held here, and all politicians expected us to vote for it. Much of the media was fixed on this. It seems to me that this is nothing more then an attempt at indoctrination. In our country the situation is getting worse. Time and time again the population shows that they do not agree with what politicians do. But they dont learn from it. Democracy at least in it's current form is flawed. Elections once every four years is not enough for democracy to function properly. At least not in this country. The referendum was only one example of the huge gap that’s between politicians and the population.

The problem is that politician are too far removed from society. They have lived inside their own world for my years. Like an astronaut who has lived in a space station for half his life, doesnt really know what is happening back on earth. Or like a mother who doesn't know how her child is behaving at school (until she get's the report card that is), but even that can show a heavily disorted image. How can you tell what is right for people, if you don't even know what they want? Let me give another example. I am a member of a students society. There are many people there I like, but some of their behavior is puzzling to me. Students who take 8 years over a 4 year degree; with the argument that the government will pay anyway. This same argument they often use to explain why they don't have a job. But many also feel that some jobs are just "too good" for them. I am part of this social group, but at the same time I have a part time job in a greenhouse. I am sure that most students would detest such a job. But I think it's ok really. Ok; I don't earn that much, but they work is nice enough and I work with nice people (although undoubly most are not nearly as smart as me). It really doesnt matter for me; at many times these lower educated people are more fun to talk with anyway. My point is: many students feel they are too good to have such a job and to work with such people. But at the same time, these are the people that will govern us some day. If they feel they are too good for the rest of the population, how can they govern that population well and fair?

My image stream has showed me two different solutions. One involves a direct control system where people are randomly selected from the poplutation to form a kind of control senate. Not to make decisions, but to judge them from time to time. They don't even have to have real political power. An advice group would be good enough. How does this help? For one thing it removes at least part of the gap that is between politicians and society. A group of people randomly selected, maybe give up there job for a years or so, to sit in a senate that judges certain laws and descisions. Politicians will be constantly reminded that they are governing for the people and when they do it badly they will get negative advice from this control group. Question is; would these people have enough expertise to judge laws effectivly? It’s an interesting question that cannot be answered rigth away, but perhaps this isnt even important. What is important is that a randomly selected group of people, will come from many different corners of society. They will all have a different perception and they will all have different strength and weaknesses; unlike politicians who all basicly think in the same box.

A second solution would be that drastically decentralize the government. Small groups function better then large groups most of the time, since they have less problems and situations to solve. If a model has less variables, it will be easier to solve. An easy basic system, is much easier to optimize then a large and extremly complex system. This could be part of the reason why our current governmental system is so inefficient. Another benefit of such small groups is that communication is potentially much better and efficient. If many peole have insight into the work a governor is doing, then that governor will undoubly improve his work.

Extra points

As I said before; there is much more to be gotten from this IS then I have done so far, but I can answer these points.

1: The strawberry feels completly natural, with a soft and squishy surface, but it is actually hollow inside. The inferior is darkened, with only scarce light coming from a neon light hanging at the ceiling. Small children are playing. In one corner I see a tabel with lego blocks on it. Two children are using these large, colored blocks to build a house, tower or similair building. There's also a t.v. where a particular children's show is playing. Another child is riding a bicycle. As I focus more on the interior of this room it appears to grow larger and larger. I hear strange sounds that somehow the straberry is growing. I see the strawberry is actually hanging at the branch of a plant. There're many plants here and the strawberry appears to be only a small part of it.

The straberry is indeed a part of the government. The playful additude suggest very much the thinking outside of the box that must be done to achieve it. The building blocks stand for the building of an efficient organisation and the lego blocks are chosen because different parts of the plain must be stacked upon each other. Small, managable component's. The tv shows whats going on in the world, with extensive coverage and the bicycle is actually for the moving around and seeing with your own senses what is going on in the world.

2: The key difference lies in the treacle versus the yogurt ice. The treacle is the set minded thinking of politicians today. The treacle is our extensive model of society with everything in it from the public school system, to motor taxes. The problem is that this model is so large, complex and inefficient that altering it is like stirring in the treacle: it takes a long time and because of opposing party's and conflicting needs you never actually get what you want. Many laws are discussed that changes just a little bit of the current system, but the system is so large and complex that all overview is lost. That's why the strawberry's are so great. They are managable community's, like pions on a checkers board. All are capable of moving independent, but you need all of them to stand a chance at winning the match. Cooperation on national basis is needed, but only when truly nessecary. This garantees some important things, but the main benefit is easier management, because your working with a much smaller and easier to manage model. Other then that I believe the 12 headed council we've spoken of before is still very much in order here, as is the book of law that still lies at it's center, but is used more guidance then for law. It's more of a philosophy then a strict set of rules. Then there are other points we've discussed. Flexibility (the ability to change the government on higher levels then just the changing of a law) and communication (so that the population has direct influence on the government itself and not just through a four year voting system).

Interestingly this model is entirely opposite from the current trend of globalisation. Is it any wonder that the European constitution is unwanted by even the European population? Another interesting question to think about.....

What IS the best solution to the present difficulties andinhumanities inthe world?

Again I see the image of the cat opening the black box. You don't know what's inside, but the answer comes out unexpectedly. It suprises you and baffles you completly. All good solutions seem crazy on the surface. I see a freeway with cars passing by at both sides. The are manystrokes and all strokes are full of cars, but they don't hinder each other. These are independent modules workign seperatly, but all are very efficient. I see various drivers of cars signalling each other. They simply greet each other. Now I see a round table, with about 12 seats and 12 persons occupying the seats. A book lies in the middle. This is a way of governing. A selected number of people working on equal basis at this round table. Their's a book of law in the middle, but it's only a book. The government is made by the people and not by the rules inthe book, because if you put the law above everything; you are thinking inside the small treasure chest as describing above and you cannot get out. But in fact there are many thousands of chests all in the same room. All are boxes of the same size and shape. You onlyneed one key to open them all at will and that key is creativy; or thinking outside the box.I see a PDA computer. I put it in my pocked. I can feel it in my jacket, but it doesnt bother me. I hear a signal and I take it out; it seems I've been e mailed. I'm at the freeway again, but now I'm drying at the other side of the road. There are modules indepentdant of each other, but trough IT; communication is easily possible. It's convienent and efficient. There is a strong splitting of tasks, but also strong inter communication between all tasks. Communication makes people move like the grass in the wind. Always moving when itblows, but never cracking. I see thousands upon thousands of tanks in a dark and futuristic scene. They are filled with people. At least that's what I think. They are about the size of a norally lengthed person, but the glass of these tanks are green and filled with fog. I can't see what's inside. This is a dark room in an omnious setting. I'm overwelmed by it's size. Suddenly a hand breaks the glass of one of the tanks. Mist spreads out. Fluid scattersacross the ground. It's slimy and green. I've never seeen anything like it. A grey hand and upper arm appear out of the tank, trying to press the button that will open the glass. It's not human. I see long fingers with claws and I'm scared, because I have no idea what will pop out of this tank. Like this tank there are many thousands in this room. All filled with strange and bizzare creatures. I see other tanks are breaking too and strange beasts are moving out. Theare similair to humans in form, but they are defenatly not. They are alien. I see weird green beasts with six arms and blue aquatic seeming creatures with many tentacles coming out of the back of their head. All are coming out of their tanks. They have been in statis for a long while, but now these alien have awoken. The more creatures I see coming out of the tanks, the more I feel at peace in this scene. Lights go on and the room is no longer dark. There arenot only aliens in this huge room, but also humans like me and the humans and alien interact. They are speaking to each other in strange tongues. I view this science fiction scene and it reminds me of tv shows like star trek where human and aliens interact on a (mostly) friendly basis. People are scared of the unkown. Solutions presented by image streaming seem strange and alien, but the more it evolves into society, the less scary it is.

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 Solaris. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Solaris~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 23:46, 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) 05:30, 19 April 2015 (UTC)

title: User talk:Solaris~enwikibooks


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User:Oska

Meta account

title: User:Oska


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User talk:168.209.98.35

I'm confused. You have a user account but you're editing anonymously? - Omegatron 15:58, 13 Jun 2005 (UTC)

 * Sorry may be a a bit of forgetfullness together with sloppiness. --IKnowNothing 09:29, 3 Jul 2005 (UTC)

Please don't clear information
Acetone peroxide synthesis is a controversial article, but it is not appropriate to remove information that you think people shouldn't have (it is considered vandalism). It's an instructional resource, so it's entirely appropriate that potential sources of the required chemicals should be provided. Please see the talk page for more discussion, and to justify any future edits that you may make. Additionally, please log in with your user account before making any more edits, it looks like you are trying to hide behind your IP address, and that looks bad. (Donovan|Geocachernemesis|Interact) 22:26, 26 July 2005 (UTC)

Please stop. If you continue to clear information from Acetone peroxide synthesis, you will be blocked from editing Wikibooks. (Donovan|Geocachernemesis|Interact) 22:26, 31 July 2005 (UTC)

title: User talk:168.209.98.35


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User:Steviejay~enwikibooks

I've just graduated with an undergraduate degree in Media Studies, and aim to complete a masters and PhD in the coming years.

I have just started the School of Media Studies which I will be working on for a while to come. If anyone would like to help developing the school, please let me know and we can sort something out. Once the school is up and running I'd welcome anyone with an interest or knowledge of Media Studies to help out with the school!

Contact me at [mailto:steven.jewell@gmail.com steven.jewell@gmail.com]

title: User:Steviejay~enwikibooks


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User:Kils~enwikibooks/virtual university

The Virtual University is an initiative of students, professors and philanthropists for some free education via the www, with interactive components.

Many universities, like Edison college or the Open University in England, have interactive courses over the internet (Distance education), however they charge tuition. Especially as support for third world countries there are now some proposals to deliver courses and interactive material free. Erik Moeller user:eloquence proposed the wikiversity which is under construction as an umbrella for such virtual education. In Germany a demonstration version is mounted with courses, free video/audioconferences and interactive tools, for example on oceanography. First professors volunteered as "faculty patrons" for the project, like Gotthilf Hempel, Uwe Kils - all faculty worldwide is invited to add some classes and ideas to this international project, also mount some works and reading material and images and graphs on Wikisource and register with SKYPE and iVISIT for communication. A lecture (like "Biology of Antarctica") should serve as an umbrella with jumps to information. The teaching content should be contained on life Wikipedia pages, possibly with forked-off mirrors frozen at intervals after proofreading, like in the faculty checked forked off stage of the article about Antarctic krill. Fred Bauder offered on his Wikinfo server the possibility for cooperating faculty to protect selected areas, like CV, publications, hatching another crystallization point for free Internet academia: Virtual university @ Wikinfo.

International students and faculty in robes from Finland, Germany and Norway

Virtuelle Universität


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User:Kils~enwikibooks

uwe kils retired professor 609 748 9693 kils@comcast.net

title: User:Kils~enwikibooks


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Talk:Puzzles/Logic puzzles/10 Hats/Solution

The first "solution" violates the intent, which is that each person only passes along one bit of information (if you are going to allow the possibility of a delayed answer, what next? calling out the colour in a choice of languages? in an angry/mellow/falsetto voice...

The second solution works nicely though.

This problem is severly flawed. It assumes that the teacher will put one colour had randomly, then one of the other colour, and alternate between colours, but it doesn't expliciatly say this. There is nothing preventing there from being 8 red and 2 white?

The puzzle doesn't state anywhere that the 10th person answers first. And isn't this sort of test only encouraging cheating behaviour? :D


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User:Programmabilities

Things I work on here

 * The PHP book.

Things I work on outside

 * I run Programmabilities.com.

title: User:Programmabilities


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Cookbook:Olive

The olive is a bitter, tart, and/or savory fruit. Many varieties are grown, and a large number of preparation methods exist. Most olives are simply pressed for oil.

The fruit is naturally quite bitter; processing is necessary to reduce this bitterness to tolerable levels, though a noticeable amount remains in gourmet olives. Fermentation and osmosis are methods of destroying and extracting this bitterness, respectively.

Osmosis methods resemble pickling or salt curing, but are carried further since the goal is the removal of bitter water-soluble chemicals, rather than water alone. Olives are bruised and then either leached repeatedly in brine or packed in salt for long periods of time.

The green olive and black olive are the same plant; green olives are pickled before ripening, where black olives are pickled after being ripened.

In mixed drinks it is the famous garnish of the Martini; it may be used in Mortadella and is commonly used in breads as well.

Olives are a mainstay of Mediterranean cooking, a simple ingredient that can add complex flavor to a wide variety of dishes. Tapenade is a mixture of olives, anchovies and capers.

title: Cookbook:Olive


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User:Aya

Note: My main Wikimedia alias is Aya T C @ Meta. Feel free to leave me a message.

 * Warning

The content on this page, and its subpages may not represent a neutral point of view and I reserve the right to maintain strict editorial control in accordance with policy.

Generally, I don't mind other people making edits, but should an edit war occur, I prefer if you'd let me make the judgement call. Thank you.

Current projects

 * Trying to improve Wikibooks generally
 * Working on the Grand Theft Auto: San Andreas Wikibook

Possible future projects

 * Add something to the Music Theory book about historical evolution of music, tunings, and the Pythagorean Comma.

title: User:Aya


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User:Everlong

Wikibreak Notice - OK, so I've had many unannounced wikibreaks for school, travel and other business, but this time it's hardcore. I'm moving to Taiwan for a year and have decided to forgo a computer. Not that I won't frequent internet cafés and try remaining active, but this could seriously crimp my contributing. Just email me if you want to talk or spur me back into action. --Everlong 2007.01.24

Hi, my name's László. I have accounts on Wikipedia and Wikimedia Commons as well, but I enjoy working on Wikibooks the most because books are big projects that allow expression of creative vision. I hope to help make the Chinese wikibook the most complete and accessible resource for learning Chinese online.

My major interests
The italicized books are things I know at least something about. The rest are things to learn.
 * Mandarin Chinese
 * Positive Psychology and Buddhist Philosophy
 * Cantonese, Indonesian, Spanish, Jamaican Creole and language textbooks in general.
 * Linux, LaTeX and Using Firefox
 * Law and Economics, How to manage money, How to reduce home energy usage and Microeconomics
 * How To Assemble A Desktop PC, Screen Printing, How To Use An Abacus, Go

Links

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title: User:Everlong


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Linux From Scratch

This book is an open source attempt at discussing how to create a Linux computer system by starting with a blank hard disk and assembling all the "parts" needed for a Linux distribution such as Debian, Fedora core, or Slackware. If you do not know what Linux is, STOP. Go read some other book on the subject of Linux first -- perhaps Using Ubuntu Linux, Puredyne, Linux Guide, or Knowing Knoppix. Reading this book first will only make you more confused. This is not intended to be a newbie guide nor an installation manual. It is more of a map on discussing all the aspects of a real world attempt to create a Linux-controlled computer, specifically an x86 computer, as this is what the original kernel was written for. There are thousands of tutorials on how to create Linux, even a website dedicated to this very topic (linuxfromscratch.org). Those instructions are not very detailed and are closed to editing; therefore, this is a Wiki-style attempt at reproducing the instructions on how to build a Linux system from scratch, for non-computer scientists. This attempt at a new interpretation is meant as simply another resource to be used with the book from www.linuxfromscratch.org as well as any other HOW-TOs available from the Internet.

As for distros that accomplish this task, Gentoo is pretty close to installing everything from scratch. However, after the compiling of the kernel, it's highly automated from there on, using the emerge tool to download, build, and install everything. That is where this approach differs. Everything will be edited by "hand" and compiled individually.

Before you begin, read this checklist and make sure you have all of the information asked.

In order to determine if the system you are going to install Linux on is adequate, please read the "Before You Begin" section of the Linux HOW-TO.

The Linuxfromscratch site will be referred to as LFS in this wikibook.

This book will use the latest stable version of the Linux kernel.

Contents

 * /Packages/

Setting up the Hard Disk & Partitions
This book assumes that the hard disk is completely blank with no existing partitions. Make sure you are logged in as root, check by typing whoami.

The first item needed is a LINUX boot disk to run FDISK or CFDISK (or you could use a non-destructive partitioning program such as FIPS, QTParted, or Paragon Partition Manager -- DO NOT use Partition Magic, it seems to have lots of trouble understanding Linux partitions). The best way to do this part is to get a live Linux CD distribution, such as Knoppix, KLAX, SLAX or LFS, which have all the packages included. The GParted LiveCD has been released specifically for this purpose. This way you will have a booted system, access to FDISK or CFDISK, as well as shell access to run utilities.

There are several partitions to make. In theory, a Linux system could run under a single partition (like Windows or MS-DOS systems do), but almost no one does this. Therefore, the creation of specific partitions is the first step.

The naming convention for IDE devices
hd designated the device "harddisk" a,b, etc... designates the first drive, second drive, etc... 1,2,3,etc... designates the partition.

SCSI/SATA Drives are named /dev/sda1, /dev/sda2, /dev/sdb1, etc...

The disk-partitioning scheme for a Linux system
†Optional This scheme is by no means static, one could add more partitions, such as /var or /tmp (or even just use one for the entire system -- this is not recommended, however).

Creating the partitions
To create a partition on the first hard disk, use a program like FDISK or CFDISK. Since fdisk is the most commonly used program in most Linux installation HOW-TOs, we will use this in our example.

Pay attention to the names of the partitions as this information will be needed later for the /etc/fstab file.

To see the partitions available, type:
 * fdisk -l

Here we will create three partitions: the boot, swap and root. Other partitions can be created later. To start the program, type: fdisk /dev/hda (replace hda with what ever drive you are installing Linux on). To display the partition table within fdisk, type p. This guide will assume there are no other partitions. For a system with other partitions (such as Windows), please consult other guides.

The boot Partition
Device  Boot    Start   End    Blocks     Id   System /dev/hda1           1    14    xxxxx+     83   Linux Device  Boot     Start   End    Blocks     Id   System /dev/hda1 *         1    195    xxxxx+    83   Linux
 * 1) Type n to create a new partition, fdisk will display:
 * Command (m for help): n
 * Command action
 * e extended
 * p primary partition (1-4)
 * 1) Select p to select a primary partition, (/dev/hda1)
 * 2) Then 1 to select the first primary partition.
 * 3) Then choose the default the 1-xxxxx refers to the number of cylinders on your specific drive, which will vary according to size.
 * 4) Hit enter for the default
 * First cylinder (1-xxxx, default 1)
 * 1) Then fdisk will display:
 * Last cylinder or +size or +sizeM or +sizeK (1-xxxx, default xxxx):
 * 1) *For this part you will create a 100MB boot partition, so enter +100m
 * 2) *If you print the partition (p), it should display your partitions
 * 1) To make this partition bootable, Type a then 1 to toggle the bootable flag. It should now print like this:

The Swap Partition

 * 1) Follow the same procedure for creating the boot partition,
 * 2) *Type n to create a new partition, fdisk will display
 * 3) *Select p to select a primary partition,
 * 4) *Then 2 to select the second primary partition. (/dev/hda2)
 * 5) fdisk will start at the next available cylinder(196), hit enter for the default.
 * 6) Then type +512M to create a partition 512MB swap partition
 * Now, type t to set the partition type, 2 to select the partition you just created and then type in 82 to set the partition type to "Linux Swap".

The Root Partition

 * 1) Type n to create a new partition, then p to tell fdisk that you want a primary partition. Then type 3 to create the third primary partition (/dev/hda3).
 * 2) fdisk will start at the next available cylinder(1189), hit enter for the default.
 * 3) As for the end, make it whatever size you want, but at least 80MB
 * 4) Now hit w to write the partition table. This step finalizes the partition creation process.
 * 5) Type fdisk -l to see the new partitions.

Creating the filesystems

 * 1) Format the boot and root partitions using ext2 filesystem. (ext3 can also be used)
 * mke2fs /dev/hda1
 * mke2fs /dev/hda3
 * 1) Initialize the swap partition; you can label it with the -l command
 * mkswap /dev/hda2
 * 1) Activate the swap partition;
 * swapon /dev/hda2

Mounting filesystems on Partitions
Mounting a partition means attaching it to the Linux filesystem, you don't mount a device or partition, you mount the filesystem "somewhere" in order to continue building Linux.

Before mounting the filesystems, they should be checked, unmounted.
 * 1) First type mount to see what is mounted, if any /hda partition is mounted, umount it. (Note: The swap partition will show as mounted per the previous step. If you want to check it you will need to unmount it with <tt>swapoff /dev/hda2</tt> first, then use <tt>swapon</tt> again.)
 * 2) To check the file system, type
 * e2fsck /dev/hda1

Information about the partitions can be displayed using the df command with the -h or human readable option which greatly improves readability.

For the initial installation, a mount point need to be created and assigned to an environment variable. Think of it as a space in memory to mount the partitions to. The variable can be anything you want, here it will be LFS and created by running:

 * 1) Create the mount point variable. (the -p switch os the parents option, it makes parent directories as needed.
 * 2) Mount the LFS (root) file system
 * 3) Check that the LFS variable is set up properly:
 * 4) *It should respond <tt> </tt>
 * 5) Check the new partition with <tt>mount</tt> to see if it is not mounted with permissions that are too restrictive (nosuid, nodev, or noatime). the response should be:
 * <tt>/dev/hda3 on /mnt type ext2 (rw)</tt>
 * 1) *All programs to be compiled will be done so under the <tt>$LFS/tools</tt> directory, so create it.
 * 1) Check the new partition with <tt>mount</tt> to see if it is not mounted with permissions that are too restrictive (nosuid, nodev, or noatime). the response should be:
 * <tt>/dev/hda3 on /mnt type ext2 (rw)</tt>
 * 1) *All programs to be compiled will be done so under the <tt>$LFS/tools</tt> directory, so create it.

 * 1) Next a symlink needs to be created for the tools directory.
 * 2) Make a directory to store the source tarballs with the correct permissions:
 * 3) to see your directories, type
 * 4) *if you want to build the packages as a SU, rather than root, see LFS chapter 4.3
 * 5) create a new .bash_profile
 * cat > ~/.bash_profile << "EOF"
 * exec env -i HOME=$HOME TERM=$TERM PS1='\u:\w\$ ' /bin/bash
 * EOF
 * 1) Create the .bashrc file for a non-login shell:
 * cat > ~/.bashrc << "EOF"
 * set +h
 * umask 022
 * LFS=/mnt/lfs
 * LC_ALL=POSIX
 * PATH=/tools/bin:/bin:/usr/bin
 * export LFS LC_ALL PATH
 * EOF
 * 1) prepare the environment for building the temporary tools, <tt>source</tt> the just-created user profile:
 * source ~/.bash_profile
 * export LFS LC_ALL PATH
 * EOF
 * 1) prepare the environment for building the temporary tools, <tt>source</tt> the just-created user profile:
 * source ~/.bash_profile

Now an environment is available for the build.

Building Temporary System
This section will guide you through the process of building all the packages you downloaded into the sources folder.

First we must move into our sources folder where all our packages are. Note: If you can't download the source files 1) look /lfs-sources directory 2) use cp command to copy the source files to $LFS/sources directory

 * cd $LFS/sources

Then follow the LFS book for installing packages in version 7.0(the one I am using) we install binutils-2.21.1a. An important thing to remember you must do this for all packages: 1. extract the content of the package. 2. go to the package 3. follow the instructions in the book 4. after building the package delete all content. AN example of this is shown below for bintuils-2.21.1a

when extracting packages we will use the tar command. For files that end with .bz2 i use tar xvjf "package name here" (without quotes) and for .gz i use tar xvf"package name here"(without quotes).

 * 1) tar xvjf binutils-2.21.1a.tar.bz2
 * cd bintutils-2.21.1a (faster way is cd binutils*)

binutils recommends that we build a separate build directory
 * mkdir -v ../binutils-build
 * cd ../binutils-build

now we prepare binutils for compilation --target=$LFS_TGT --prefix=/tools \ --disable-nls --disable-werror
 * ../binutils-2.21.1/configure \

after it is finished we use the make command to compile the package note that if you have more than one core you can use the -j"number" command so i have 2 cores so i'd use make -j2

 * make or make -j2(for 2 core processor only)

After this is complete for 64 bit computers we must create a symlink to ensure the sanity of the toolchain

x86_64) mkdir -v /tools/lib && ln -sv lib /tools/lib64 ;; esac
 * case $(uname -m) in

and then install the package

 * make install

after this is done we must remove the files/folders so go back to the sources folder

 * cd ../ or cd $LFS/sources

then remove the files/folders

 * rm -rv binutils-2.21.1 binutils-build

and voila you have successfully built your first package now use this format to build the rest of your packages, remember extract,go in extracted directory, follow book, remove content

Installing software packages
In this section, the package versions used by the LFS book will be used as they have been tested, and are known to work. The reason being that, for example, package "foo" might need package "bar" to be at a certain stage of release, and so on. Therefore, this part of the book will almost mirror the original LFS book, adding details where they are absent from LFS.

The LFS website offers a LIVE CD via emule or bittorent. To use this option, go to the LFS page and click on the <tt>packages</tt> link. Download the LIVE CD.

The Packages & Patches
The list is found at LFS Packages and LFS Patches.

Download or otherwise obtain the packages. For a more detailed list of the packages used, read this subpage

The Linux File System Structure (FSSTND)
Linux Filesystem Hierarchy FSSTND

/bin  User binaries, user programs with normal user permissions /sbin – System Binaries, Just like /bin, /sbin also contains binary executables, But, the linux commands located under this directory are used typically by system aministrator, for system maintenance purpose. /boot --- boot direcrtory (( the kernel, init image, bootload all stored here )) /dev --- system device tree /etc --- system configuration files /home --- users subdirectories /home/{username} users subdirectories /initrd /lib --- libraries needed for installed programs to run /lost+found /media --- emporary mount directory for removable devices. /mnt --- Temporary mount directory where sysadmins can mount filesystems. /opt ---Stands for option, Contains add-on applications from individual vendors. /proc --- Contains information about system process., This is a pseudo filesystem contains information about running process. For example: /proc/{pid} directory contains information about the process with that particular pid. /root /sbin --- executables that need root permission /usr --- applications software /usr/bin - executables for programs with user permission1 /var --- system variables /srv --- srv stands for service., Contains server specific services related data. /tmp --- system temporary files

title: Linux From Scratch


text:
Talk:Warfare

So, is this kind of dead? I guess I may as well start it up if no one else is interested. Staat 03:16, Jun 14, 2005 (UTC)

 * I just changed all of the section descriptions and made them sound better. I also improved the grammar significantly. Ekstasis

 * I've sort of blathered in the Evolution of Warfare section, to provide topics for others more knowledgable than myself to elaborate-upon / clean-up / move-around.... an issue that strikes me, however, is "Why is History separate from Evolution?"... it's kind of difficult to describe an Evolution without getting into the Historical events that spurred the various developments... 02 Oct 2005 [anon]

--your histographic list made me lol, love you put spies so early. oh and "Guerrilla Warfare is a redundant misnomer, as "Guerrilla" is Spanish for "little war". But we seem to be stuck with the term in English, at least." you might want to talk about how our understanding comes from the spanish way of fighting 'little wars' and utilizing the hit and fade tactic meh no forget it the rest of the book is so badly researched(rofl) and written it would look stupid to have one sensible paragraph.

title: Talk:Warfare


text:
User:Staat~enwikibooks

I should hope no one actually reads these dumb things. Nonetheless, I'm in the National Guard operating through SMP as an ROTC cadet living in eastern Iowa with an interest in linguistics, history, and military science, the two former I plan on majoring in, the latter minoring. Enough said.

title: User:Staat~enwikibooks


text:
Pharmacology/Antibiotics

Antibiotics are drugs that are used in the treatment or prevention of bacterial infections. Strictly speaking, antibiotics are natural substances produced by micro-organisms as opposed to semi-synthetic or synthetic antibiotics, which are either natural substances artificially modified or totally human created respectively. In common parlance and clinical practice this distinction is not used currently.

Antibiotics form part of a wider range of antimicrobial agents, a group which also includes antifungals, antivirals, antiprotozoals and disinfectants. This group is also known as chemotherapeutic agents.

Blind therapy
Initial or Blind or Umbrella or Empirical therapy refers to the treatment of an infection without knowing the causative pathogen. This will refer to the first presentation of an infected patient, where the clinician must decide which antibiotics to use prior to laboratory confirmation.

Bacteriostatic
A drug that inhibits growth or development of a bacterium, rather than directly killing it. Bacteriostatic drugs depend upon the immune system of the patient for activity, and so make for a poor choice where the immune system is compromised, for example patients with AIDS. A drug that is bactericidal for one strain of bacteria may only inhibit the growth of another strain. Although it might seem logical that bactericidal drugs would be preferable to bacteriostatic drugs, the type of infection is important in determining which kind of drug to use. Endocarditis seems to be best treated by bactericidal drugs. Meningitis is another candidate for bactericidal drugs. Strikingly, a bacteriostatic drug can antagonize the action of a bactericidal one in the treatment of meningitis. In treating urinary tract infections and preventing staphylococcal wound infections, studies have shown that bacteriostatic drugs work as well as bactericidal drugs.

In central nervous system infections, a rapidly bactericidal drug can release bacterial products that stimulate inflammation. For this reason, it is recommended that corticosteroids be given at the same time as a bactericidal antibiotic for bacterial meningitis. Certain bacteriostatic drugs may be preferable in cases of streptococcal and clostridial gangrene, because they inhibit the production of the toxins that cause much of the morbidity.

Some infectious disease physicians wrongly believe that bacteria-killing drugs are automatically preferable to those that inhibit bacterial growth.

The MIC (minimum inhibitory concentration) is the minimum concentration of drug which can inhibit the growth of the microorganism.

Bacteriocidal
A drug that directly kills a bacterium. The MBC (minimum bactericidal concentration) is the minimum concentration of drug which can kill the microorganism.

Chemotherapeutic Spectrum / Antimicrobial Spectrum
The range of bacteria that an antibiotic affects, divided into Narrow Spectrum and Broad Spectrum.
 * Narrow spectrum antibiotics act against a limited group of bacteria, for example sodium fusidate only acts against staphylococcal bacteria.
 * Broad spectrum—antibiotics act against a larger group of bacteria, for example amoxicillin.

Combination therapy
The use of two or more agents simultaneously. This combination can produce:
 * 1) An additive effect
 * 2) Synergistic effect, where the effect of using both agents together is greater than the sum of the effects of the drugs. This can be seen in
 * 3) Co-trimoxazole
 * 4) Co-amoxiclav
 * 5) Penicillin with an Aminoglycoside for endocarditis
 * 6) Quinupristin with dalfopristin
 * 7) Antagonism, where the combination reduces the activity of each antibiotic. This is seen where a bacteriostatic and a bactericidal drug are used in combination.

Reasons why this may be preferred include:
 * 1) To avoid the development of resistance, particularly in bacteria
 * 2) To provide broad coverage in polymicrobial infection
 * 3) Severe infections where the cause is unknown, or in empirical therapy.
 * 4) Synergy in specific infections
 * 5) Where the pathogen cannot be easily killed and prevention of emergence of resistance. (Tuberculosis, Leprosy)

Reasons why combination therapy might not be preferred include:
 * 1) Increased toxicity
 * 2) Antagonism - the two agents interact resulting in reduced antibiotic effect
 * 3) Increased cost

Some agents are available in combination within a single pharmaceutical preparation, for example co-amoxiclav contains both the active agent "amoxicillin" and the enzyme inhibitor "clavulanic acid", which extends the spectrum of amoxicillin.

Superinfection
It is a phenomenon may be defined as appearance of bacteriological and clinical evidence of new infection during the chemotherapy of a primary one.

Some causative organism of Superinfection
 * 1) Candida or fungal infection commonly
 * 2) Enterobacteriaceae (Shigella, Salmonella, Escherichia, Klebsiella)
 * 3) Pseudomonas
 * 4) Staphylococcus

Mechanism of Action—

Normal bacterial flora like E. coli produces vit-K. But antibiotics can destroy the flora, those who are sensitive to that antibiotic and there is imbalance of the flora. Then there is development of endogenous bacteria and overgrowth of micro-organism. So, there is another infection called Superinfection. Superinfection may occur in two ways—

Superinfections mostly occur in broad spectrums. Due to antimicrobial therapy there is removal of the inhibitory influence of the drug sensitive flora that is normally inhibited in the nasopharynx and other body orifices. Many of these floras produce antibacterial substance called Bacteriosin. As a result of alteration of normal microbial flora of the host, there is establishment of growth of exogenous microorganism and endogenous proliferation of microorganism which are relatively not sensitive to that particular antibiotic. So, secondary infection is superimposed on the original infection. Usually they are Candida. The Superinfection is common and usually dangerous.

The incidence of superinfection can be reduced by using a narrow spectrum, such as benzylpenicillin, in preference to a broad spectrum antibiotic, such as cefotaxime.

Mechanism of Action
Variation in site of action can indicate why certain antibiotics operate against certain bacteria, but not others.

The principle sites of action are:

 * 1) Cell wall synthesis : Beta-lactam (Penicillin, Cephalosporin, Carbapenem and Monobactam), Fosfomycin, Glycopeptide
 * 2) Cell membrane function : Polymixine
 * 3) Protein synthesis : Macrolide, Tetracyclin, Lincosamide
 * 4) Nucleic acid synthesis : Fluoroquinolone, Nitroimidazole, Nitrofurantoin, Folic Acid Antagonist, Aminoglycoside

Complications of antimicrobial therapy

 * 1) Development of bacterial resistance (drug resistance) including cross resistance.
 * 2) Toxicity
 * 3) Chronicity
 * 4) Relapse
 * 5) Allergy and Hypersensitivity reaction
 * 6) Superinfection

Causes of anti-microbial failure—

1.  Development of drug resistance

2.  Improper diagnosis

3.  Improper selection of antimicrobials

4.  Improper dose and dosing schedule

5.  If the combination therapy is not used where necessary

Rational use of antibiotics
The main basis is “SANE”

S → Specificity

A → Availability

N → Need to the community

E → Efficacy

1.  Right diagnosis should be made either clinically or by laboratory.

2.  Right decision should be made whether the chemotherapy is needed or not.

3.  Proper selection of drug—

 * Specificity

 * Routes of administration

 * Cost effectiveness

 * Safe drug

 * Proper combination

 * Easy availability

 * Essential drug (drugs needed for the vast majority of the population—ORS, Paracetamol)

4.  Right dose—usually we give initially loaded dose followed by maintenance dose.

5.  Right duration—at least 3-5 days antibiotic should be continued.

6.  Right time schedule—to maintain MIC and MBC.

7.  Status of the patient—

 * Age of the patient

 * Hepatic and renal function

 * Pregnancy

 * Lactating mother

 * Immune system of the patient

 * Site of infection

Chemoprophylaxis—

It is the use of drug to prevent infection by one organism virtually uniform susceptibility.

Categories—

A. True prevention—protection from invasion of microorganism, to which they are exposed.

 * a. Penicillin prevent group-A β-hemolytic streptococci. The illness is mainly Rheumatic fever, Acute-Glomerulonephritis etc.

 * b. Co-trimoxazole to prevent recurrent UTI caused by E. coli.

 * c. Rifampicin and Minocycline to prevent meningococcal infection.

B. Secondary infection is prevented in patients ill with other diseases.

 * a. Quinolones are used to prevent septicemia in immune compromised patients such as AIDS, Leucopenia etc.

C. Suppression of existing infection before it causes over disease.

 * a. PPD (purified protein derivatives) test positive, Isoniazide is given against Tuberculosis.

 * b. Chloroquine and Mefloquine are given to prevent malaria.

 * c. Anti tetanus vaccine is given in trauma

D. Surgical chemoprophylaxis—it is the use of anti-microbials on a prophylactic basis in case of a surgery. It may be used for various surgical conditions. It is justified as follows—

 * a. In operations where large number of bacteria are present in the target tissue.

 * b. Where the infection risk is low but the consequence may be fatal (prosthatic valve).

 * c. In susceptible patients (neutropenic patients)

 * d. Based on the knowledge of the probable organism

Example—

1. In colorectal surgery there is high risk of infection with bacteroids, E. coli, Clostridia. So chemoprophylaxis may be achieved with Cephalosporin and Metronidazole.

2. In gastric conditions where acid secretion is low, infection risk is high. Such as prophylaxis of Cephalosporin may be given.

3. In gynaecological infection chemoprophylaxis is indicated prior to hysterectomy or perineal floor repair operation with Cephalosporins, Metronidazole. The lower genital tract contains bacteroids, coliform and anaerobes.

4. In valvular disease Penicillin is given.

5. In leg amputation Penicillin and Metronidazole is given to prevent gas gangrene

Antimicrobial resistance
Bacteria are said to be resistant if their growth is not halted by the maximal level of an antibiotic that is tolerated by the host.

Development of antimicrobial resistance is one of the important causes of failure of anti-microbial therapy. Resistance develops as a result of the followings—

Natural resistant strains—during treatment some bacteria are naturally eliminated and those which are not will then proliferate.

Spontaneous mutation—it permits selective multiplication of resistant strains.

Transmission of genes from other bacteria—such transmission may be plasmid mediated or the resistance may occur by chromosomal or extra-chromosomal mechanisms.

The resistance is mediated via—

1.  Production of enzyme that can modify the drug or inactivate the drug

2.  ↓ the passage of anti-microbials into the cells

3.  ↑ the influx of anti-microbial into the cell

4.  Modification of the target site of the drug

Development of Bacterial Resistance—

Genetic—may be of 2 types—

1. Chromosomal—

This develops due to spontaneous mutation of DNA. Due to spontaneous mutation of DNA—

·    Alteration of PBP (Penicillin binding protein) capacity

·    Alteration of PBP

·    Alteration of amino acids in ribosomes

·    Alteration of DNA gyrase (it is inhibited by Quinolones)

·    Alteration of protein of ribosomes

·    Alteration of pathway of synthesis of folate

2. Extrachromosomal / Plasmid mediated—

Plasmid—plasmids are extra-chromosomal DNA molecule which may exist free in the bacterial cytoplasm. As they are extra-chromosomal the genetic information is readily transformed among the bacteria of same species and sometimes among the bacteria of other species. This transfer is encoded in the R-factor.

·   Production of enzymes that destroy the active drugs. (β-lactamase, acetylating, adenylating, phosphorylating enzymes, chloramphenicol acetyl transferase)

·   Reduced efficacy of drug for target.

·   Production of new synthetic pathway to bypass the metabolic block. (Sulfonamide)

·   Reduced uptake of drug. (Penicillin—altered porin channel in gm –ve, Aminoglycosides—no entry in gm +ve)

·   Enhanced influx of drug from bacteria. (Tetracycline)

Non-genetic—

1. Some organisms may inherently resistant to an antibiotic. (Vancomycin—gm -ve)

2. Microorganisms those are metabolically inactive. (Mycobacterium—non multiplying)

3. Microorganisms may loss their specific target structure for a drug of several generations.

(Mycoplasma, Chlamydia, Rickettsia all of these are devoid of cell wall, Tetracycline is given in these cases)

Limitation of Resistance—

a. To give rational dose of drug, avoidance of discriminate.

b. Use of antimicrobial combination in appropriate circumstances.

c. Constant monitoring of resistance pattern in hospital or community acquired.

Cross Resistance—means when one group of microorganisms is resistant then at the same time another group of microorganism can be resistant when they share the same chemical structure of mechanism of action.

Ex—if Polymixin is resistant then Colistin is also resistant, if Neomycin is resistant then Kanamycin is also resistant.

Health Hazard
Today’s society has access to more antibiotics than ever before, and tomorrow’s society will have even more access than today’s. Antibiotic cures for different ailments are used frequently by the human population. This seemingly benign, even beneficial, proliferation of antibiotic use has some dangerous repercussions.

Bacteria become drug resistant by exposure to a drug over a period of time long enough for it to build a resistant gene. This new resistant gene may be passed on to other bacteria through conjugation (transfer directly between cells) or transformation (picking up bits of DNA released by other bacteria). Some antibiotics such as tetracycline can actually catalyze the exchange of resistant genes between bacteria.

Disease in humans can be caused by either bacteria or viruses. A bacteria is a living, single-celled organism, while a virus is only living in conjunction with a host and is completely unresponsive to antibiotics. So, it is the reaction of bacteria, not viruses, to antibiotics that poses a hazard to human beings. This does bring to light the frequent inappropriate use of antibiotics in “treating” the common cold which is caused by a virus. Using antibiotics to battle the cold is done in vain, the only thing to be done in this case would be to let it run its course. By using antibiotics at this inappropriate time, the only effect on the body is the increased destruction of beneficial bacteria.

There are over 100 trillion bacteria in the human body, but most are innocuous, and can even be beneficial in warding off diseases. Many physicians still think of antibiotics as benign, but research has proved that they can actually change the microbial ecology of the body and facilitate the spread of drug-resistant genes to the public. Antibiotics kill off harmless bacteria that actually create competition for drug-resistant microbes. An example of the hazards of this can be seen in “Hospital-acquired infections”, where patients are often treated with multiple, powerful antibiotics which leaves them with minimal beneficial bacteria to ward off the many drug-resistant pathogens to which they are exposed.

Antibiotics are also erroneously used by farmers in the food of their livestock. These antibiotics are simply used to promote quick growth, and have massive repercussions on the human population consuming this livestock. Humans ingest the animals, who have been routinely exposed to antibiotics and have thus built up drug resistant bacterial genes, and introduce microbes into their bacteria infested GI tracts, thereby encouraging these resistant genes to spread from the infected livestocks' bacteria to their own bacteria.

Attempts to correct, or even to simply slow down, this eruption of hazardous effects of antibiotic use have been targeted towards the FDA and Department of Agriculture to reduce the use of antibiotics in livestock food, and towards physicians to utilize antibiotics more prudently. Yet, with little success in these endeavors thus far, and the increased discovery of additional antibiotics, some for lasting conditions such as heart disease, which would require the use of antibiotics over the span of one’s entire lifetime, the repercussions of society’s inappropriate and overuse of antibiotics is culminating into a dangerous epidemic.--Miacris 08:26, 20 November 2005 (UTC)

title: Pharmacology/Antibiotics


text: Demystifying Depression/List of Figures

title: Demystifying Depression/List of Figures


text:
School Science/Rotational Inertia Experiment

Set up a turntable with a pulley attached to a bench top nearby. Wind a string around the central axel of the turntable at a fixed radius, and hang over the pulley with a stack of masses attached to this end. Release the mass stack and time how long it takes to fall to ground, thus rotating the turntable with a particular torque for a fixed angular displacement (ex/ 5 revolutions). Adjust the applied torque by changing the mass stack value, and time again for the same angular displacement. Repeat for three or more further values of the mass stack, each time recording the time it takes for the turntable to complete the fixed angular displacement chosen (ex/ 5 revolutions). Using the gathered data it is possible to calculate the angular acceleration of the turntable for each value of torque applied, then plot a graph of these to calculate the gradient, which equals the rotational inertia I of the turntable. Further experiments could involve adding mass to the turntable at various radial distributions to demonstrate the effect of increasing the rotational inertia.


text: Template:IPA

title: Template:IPA


text:
Template:IPA fonts

Doulos SIL, Code2000, Chrysanthi Unicode, Gentium, GentiumAlt, TITUS Cyberbit Basic, Bitstream Cyberbit, Bitstream Vera, Arial Unicode MS, Lucida Sans Unicode, Hiragino Kaku Gothic Pro

title: Template:IPA fonts


text:
User talk:148.244.150.52

Please stop. If you continue to use Wikibooks for advertising, you will be temporarily blocked from editing. --Derbeth 20:29, 29 September 2005 (UTC)

title: User talk:148.244.150.52