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Adventist Youth Honors Answer Book/Arts and Crafts/Currency (United States)

1. Relate briefly the story of barter, showing three reasons why money came into being and naming at least ten strange forms of money used in place of coins or currency.
Barter: as a dictionary puts it, barter is the exchange of something you own for something else that someone else owned. For example, if I raised chickens, and you grew apples, and I wanted some apples and you wanted a chicken, we would come to an agreement to exchange my chicken(s) for your apple(s).

After a while, I had enough of apples, and wanted something else. My other neighbor was vegetarian, and grew corn, but he did not want chickens. I found out that he also liked apples, so I bartered my chickens for your apples, and then traded the apples I got for my neighbor's corn. In a clumsy way, the apples were a medium of exchange, because they allowed me to trade for what I wanted. Unfortunately, you did not always want chickens, and apples were not always in season, so there were times in the year that I could not trade.

Simply put, a medium of exchange is a substitute used in trade to avoid the inconvenience of the barter system. This allowed the value of your apples, the corn, and my chickens to be valued differently. For example, I did not believe that I should only get one apple for one chicken. The chicken is bigger than an apple. Perhaps the first medium of exchange were stones. I would trade my chicken for four stones, and you would trade your apples for one stone, and the corn would be traded for two stones.

Very soon, we decided stones would not be a good medium of exchange, because:
 * 1) it was not very portable
 * 2) it could not be easily divided
 * 3) it was heavier than it was worth
 * 4) sometimes we could not recognize it
 * 5) and the neighbor's kid found a rockpile on the other side of the stream

Fast forward a few years, and currency has now been developed. Currency is a unit of exchange, which allows goods and services to be exchanged. It is one form of money (where money is anything that serves as a medium of exchange, a store of value, and a standard of value).

Unique forms of money

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

==2. Relate briefly the history of coinage and paper currency in your country, making sure to mention the dates of the establishment of any mints or engraving plants. Also discover some change in the metal composition of a coin, giving any interesting highlights concerning such a change. ==
 * History of US Currency
 * History of US Coins

United States Mint
The United States Mint primarily produces circulating coinage for the United States to conduct its trade and commerce. The main Mint facility is located in Philadelphia, Pennsylvania, and branch facilities are located in Denver, Colorado, San Francisco, California, and West Point, New York.

Mint marks in United States coinage include: Most coins of the Philadelphia Mint earlier than 1980 are unmarked.
 * P for the Philadelphia Mint,
 * D for the Denver Mint,
 * S for the San Francisco Mint,
 * W for the West Point Mint,
 * CC for the Carson City Mint,
 * C for the Charlotte Mint, and
 * O for the New Orleans Mint.

Current Facilities
The Mint's largest facility is the Philadelphia Mint, one of four active coin-producing mints. The current facility at Philadelphia, which opened in 1969, is the fourth Philadelphia Mint. The first was built in 1792, when Philadelphia was still the U.S. capital, and began operation in 1793. Until 1980, coins minted at Philadelphia bore no mint mark, with the exceptions of the Susan B. Anthony dollar and the wartime Jefferson nickel. In 1980, the P mint mark was added to all U.S. coinage except the penny. Until 1968, the Philadelphia Mint was responsible for nearly all official proof coinage. Philadelphia is also the site of master die production for U.S. coinage, and the engraving and design departments of the Mint are also located there.

The Denver branch began life in 1863 as the local assay office, just five years after gold was discovered in the area. By the turn of the century, the office was bringing in over $5 million in annual gold and silver deposits, and in 1906, the Mint opened its new Denver branch. Denver uses a D mint mark, and strikes coinage only for circulation. It also produces its own working dies ,as well as working dies for the other Mints.

The San Francisco branch, opened in 1854 to serve the goldfields of the California Gold Rush, uses an S mint mark. It quickly outgrew its first building and moved into a new facility in 1874. This building, one of the few that survived the great earthquake of 1906, served until 1937, when the present facility was opened. It was closed in 1955, then reopened a decade later during the coin shortage of the mid-60s. In 1968, it took over most proof-coinage production from Philadelphia, and since 1975, it has been used solely for proof coinage, with the exception of the Anthony dollar and a portion of the mintage of cents in the early 1980s. (These cents are indistinguishable from those minted at Philadelphia.)

The West Point branch is the newest branch mint. Its predecessor, the West Point Bullion Depository, was opened in 1937, and cents were produced there from 1973 to 1986. The West Point Mint gained official status as a branch mint on March 31, 1988. Along with the cents already mentioned, which were identical to those produced at Philadelphia, West Point has struck a great deal of commemorative and proof coinage bearing the W mint mark. In 1996, West Point produced clad dimes, but for collectors, not for circulation. The West Point facility is still used for storage of part of the United States' gold bullion reserves, and West Point is now the United States' only production facility for gold, silver and platinum American Eagle coins.

The Mint is not responsible for the production of paper money; that is the responsibility of the Bureau of Engraving and Printing.

Bureau of Engraving and Printing
The Bureau of Engraving and Printing (BEP) is an government agency in the United States Department of the Treasury that primarily prints Federal Reserve notes for the Federal Reserve, but also produces a variety of other government security documents.

The Federal Reserve notes are printed at the bureau's facilities in Washington, D.C. and Fort Worth, Texas. The BEP produces other government products such as postage stamps for the United States Postal Service, hand engraved invitations on behalf of the White House, Treasury securities, identification cards, and naturalization certificates. The BEP does not produce any U.S. coins; that is the responsibility of the United States Mint. The Fort Worth facility was opened officially on April 26, 1991.

The BEP had its foundations in 1861 with workers signing, separating, and trimming sheets of Demand Notes in the Treasury building. In 1877, the Bureau became the sole producer of all United States bills and notes.

Coin Composition
In 1792, law was enacted which said that American money was to be made of gold, silver, and copper for the $10, $5, and $2.50 coins. The $1, half-dollar, quarter, dime, and half-dime were made of silver. The 1-cent and half-cent were made of copper.

During the Great Depression, the mint stopped producing gold coins (1933). In 1964 a silver crisis caused the replacement of silver in the quarter and dime, but the half-dollar's silver content was reduced from 90 per cent to 40 per cent silver from 1965 to 1970. Today, these coins are composed of cupro-nickel clad, with a pure copper core, and an outer layer of a 75 per cent copper, 25 per cent nickel alloy.

Nickels are also made from the 75-25 alloy, and the cent which was a copper coin, is now composed of copper plated zinc. The cents are less expensive to manufacture, and weighs 2.5 grams and is about 20 percent less than cent coins previously minted with 95 percent copper and 5 percent zinc, which weighed 3.11 grams. The composition of the cent was changed in 1982, and cents, and both copper and copper-plated zinc cents were produced in that year.

3. Explain how money is distributed in your country.

 * Currency Notes & Coins
 * Circulation of Money

Coin and currency are put into circulation by your banks (depository institution). These banks obtain the coins and currency from the Federal Reserve Banks. The Federal Reserve, the Bureau of Engraving and Printing (BEP), and the U.S. Mint do not release coins and currency direct to the public.

4. Define any of the following terms as they may apply to your country’s monetary system

 * a. Alloy: An alloy is a combination of two or more elements, at least one of which is a metal, and where the resulting material has metallic properties. The resulting metallic substance usually has different properties (sometimes significantly different) from those of its components. Nearly all coins are made of alloys.
 * b. Cast Coins: Coins which are made by pouring a molten alloy into a mold.
 * c. Clad Coinage: Coins made of layers, like a metal sandwich. Since the removal of silver from US dimes, quarters, half-dollars and dollars, these coins (except the smaller dollars) have been made of clad layers of nickel on the outside and copper on the inside. Look at the edge of the coins to understand.
 * d. Commemorative: Commemorative coins are legally issued coins with a design intended to commemorate or draw attention to some event or person. They are so called to distinguish them from regular issue coinage.
 * e.Die: An engraved tool used for stamping a design onto a coin.
 * f. Field: The field is the background—the part of the coin that shows no picture or words.
 * g. Inscription: An inscription is any letter, word, or phrase pressed into the surface of a coin.
 * h. Lettered Edge: A coins having letters written on its edge.
 * i. Obverse: The front side of currency or a coin (often called "heads" on a coin).
 * j. Reeded Edge: The reeded edges still found on many coins (always those that were once made of gold or silver, even if not so now) were originally designed to show that none of the valuable metal had been shaved off the coin. These show up as ridges along the edge of the coin.
 * k. Reverse: The back side of currency or a coin (often called "tails" on a coin).
 * l. Series: A particular design or motif used over a period of time. This can used for a single denomination, or in some cases, used for several denominations. The Liberty Seated series encompasses five denominations, the Barber series three, etc.
 * m. Overprint
 * n. Counterfeit proofing
 * o. Magnetic strip
 * p. Florescent ink
 * q. Inflation controls

6. Know how coins are graded in quality by collectors.
Grading coins is an art that requires some skill. Anyone with some practice can get a fairly good idea as to the neighborhood of the grade of a coin. It's important to know the grade of a coin because, in general, the higher the grade of a coin, the higher its value.

United States coins are usually graded on a 70 point scale that was devised by Dr. William Shelby. 0 means that you can probably tell that it was once a coin, while 70 means that it is perfect. Some people, such as unscrupulous coin sellers, may overgrade coins so that they can sell them for more money than they are actually worth.

If you don't know how to grade coins, you should not buy coins without help. If you do not know how to grade coins for yourself, you will eventually learn, but the process could be expensive. Selling coins does not present as much of a problem. Just take the coins you want to sell to several different dealers to get their opinions as to the grade. Always ask for the grade opinion before asking for a price, as it can help in negotiating a fair price.

If you are interested in learning to grade coins yourself, you may want to start with the book titled "Official A.N.A. Grading Standards for United States Coins" published by the ANA.
 * http://www.money.org/

Grade and Description

Cull  (Mutilated coin)   These coins are not just worn out, but may be bent, broken, stuck together, or incomplete.

PO-1  (Poor)  Identifiable date and type

FR-2  (Fair)  Mostly worn, though some detail is visible

AG-3  (About Good)  Worn rims but most lettering is readable though worn

G-4   (Good)  Slightly worn rims, flat detail, peripheral lettering nearly full

G-6   (Good)  Rims complete with flat detail, peripheral lettering full VG-8  (Very Good)  Design worn with slight detail

VG-10 (Very Good)  Design worn with slight detail, slightly clearer F-12  (Fine)  Some deeply recessed areas with detail, all lettering sharp F-15  (Fine)  Slightly more detail in the recessed areas, all lettering sharp

VF-20 (Very Fine)  Some definition of detail, all lettering full and sharp VF-25 (Very Fine)  Slightly more definition in the detail and lettering VF-30 (Very Fine)  Almost complete detail with flat areas

VF-35 (Very Fine)  Detail is complete but worn with high points flat

EF-40 (Extremely Fine)  Detail is complete with most high points slightly flat

EF-45 (Extremely Fine)  Detail is complete with some high points flat

AU-50 (About Uncirculated)  Full detail with friction over most of the surface, slight flatness on high points AU-53 (About Uncirculated)  Full detail with friction over 1/2 or more of surface, very slight flatness on high points

AU-55 (About Uncirculated)  Full detail with friction on less than 1/2 surface, mainly on high points

AU-58 (About Uncirculated)  Full detail with only slight friction on the high points MS/PR-60 (Mint State/Proof) No wear. May have many heavy marks/hairlines, strike may not be full MS/PR-61 (Mint State/Proof) No wear. Multiple heavy marks/hairlines, strike may not be full MS/PR-62 (Mint State/Proof) No wear. Slightly less marks/hairlines, strike may not be full

MS/PR-63 (Mint State/Proof) Moderate number/size marks/hairlines, strike may not be full

MS/PR-64 (Mint State/Proof) Few marks/hairlines or a couple of severe ones, strike should be average or above

MS/PR-65 (Mint State/Proof) Minor marks/hairlines though none in focal areas, above average strike

MS/PR-66 (Mint State/Proof) Few minor marks/hairlines not in focal areas, good strike

MS/PR-67 (Mint State/Proof) Virtually as struck with minor imperfections, very well struck

MS/PR-68 (Mint State/Proof) Virtually as struck with slight imperfections, slightest weakness of strike allowed

MS/PR-69 (Mint State/Proof) Virtually as struck with minuscule imperfections, near full strike necessary MS/PR-70 (Mint State/Proof) As struck, with full strike

==

c. Collect and mount a type set of coins from your country minted during the 20th Century.
A type set is generally defined as a collection that contains one, and only one, of each design for a series or complete coinage series. A "complete" type set collection for the 20th Century would need to show all the designs of U.S. coinage minted from 1901 to 2000, and would be very difficult and costly to assemble. A "Lincoln Steel" type set would contain only the penny from 1943.

Here is a mostly complete list of the "type" coins required, collect one of each type:

Small Cents

 * Lincoln 1909 V.D.B.
 * Lincoln 1909-1958
 * Lincoln 1943 steel
 * Lincoln Memorial 1959-

5 Cent Nickels
 * Liberty Head WC 1883-1912
 * Buffalo Type 1 1913
 * Buffalo Type 2 1913-1938
 * Jefferson Wartime 1942-1945
 * Jefferson 1938-

Dimes
 * Barber 1892-1916
 * Mercury 1916-1945
 * Roosevelt 1946-1964 Silver
 * Roosevelt 1965- Clad

Quarters
 * Barber 1892-1916
 * Standing liberty type 1 1916-1917
 * Standing liberty type 2 1917-1930
 * Washington 1932-1964
 * Washington Clad 1965-98
 * Bicentennial 1976 clad
 * Bicentennial 1976 40% silver
 * State quarters 1999 – clad
 * State quarters 1999 – 90% silver

Half Dollars
 * Barber 1892-1915
 * Liberty Walking 1916-1947
 * Franklin 1948-1963
 * Kennedy 1964 Silver
 * Kennedy 1965-70 40% silver
 * Kennedy 1971-Clad
 * Kennedy Bicentennial 1976 clad
 * Kennedy Bicentennial 1976 40% silver

Dollars
 * Morgan 1878-1921
 * Peace High Relief 1921
 * Peace 1922-1935
 * Eisenhower 1971-1978 clad
 * Eisenhower 1971-1978 40% silver
 * Eisenhower Bicentennial 1976 clad
 * Eisenhower Bicentennial 1976 40% silver
 * Susan B. Anthony 1979-1999
 * Sacagawea 2000 -
 * Presidential dollars 2007 –

Quarter Eagles, $2.50 Gold Pieces
 * Liberty Coronet 1840-1907
 * Indian Head 1908-1929

Half Eagles, $5.00 Gold Pieces
 * Liberty Coronet with Motto 1866-1908
 * Indian Head 1908-1929

Eagles, $10.00 Gold Pieces
 * Liberty Coronet 1866-1907
 * Indian Head No Motto 1907-1908
 * Indian Head 1908-1933

Double Eagles, $20.00 Gold Pieces
 * Liberty Coronet 1877-1907
 * Saint Gaudens Roman Numerals High relief 1907
 * Saint Gaudens No Motto 1907-1908
 * Saint Gaudens with motto 1907-1932

Bullion Coins
 * One ounce silver $1.00 1986-
 * Tenth ounce gold $5.00 1986-
 * Quarter ounce gold $10.00 1986-
 * Half ounce gold $25.00 1986-
 * One ounce gold $50.00 1986-
 * Tenth ounce-one ounce platinum $10.00-$100.00 1997-

Here's a suggestion for a series, "Washington" quarters:

Notes:
 * 1) Washington Quarters were made of 90% silver up to and including 1964. You are competing with 'silver collectors' who collect these coins for their 'raw metal' value, which can be up to ten times the face value of the coin - $2.50 for a 25-cent quarter. See http://coinflation.com
 * 2) Roosevelt dimes were made of 90% silver up to and including 1964.
 * 3) The 1964 Kennedy half-dollar is also 90% silver. The Franklin half-dollar(s) before that were also 90% silver.
 * 4) There is no Washington Quarter with a 1975 date. For 1975 and 1976, the US Mint stamped out the Bicentennial Quarter design which showed a date '1776 - 1976'. Unless you have a proof set that shows that it was released specifically in 1975 and 1976, you cannot tell the difference in the circulated coins.
 * 5) Nickels minted from 1942-1945 during World War II contain 1.75 g (0.05626 oz) silver. The silver content of these "war nickels" as of October, 2007 is worth $0.77.
 * 6) As of October 2007, the value of the metal in the nickel coin has reached 6.8 cents, a 36% premium over its face value, due to the rising costs of copper and nickel against a falling U.S. Dollar. In an attempt to avoid losing large quantities of circulating nickels to melting, the United States Mint introduced new interim rules on December 14, 2006 criminalizing the melting and export of pennies and nickels. Violators of these rules can be punished with a fine of up to $10,000, five years imprisonment, or both.

 * The Coinage Act of 1965, Pub.L. 89-81, 79 Stat. 254, enacted 1965-07-23, eliminated silver from the circulating dimes and quarter dollars of the United States, and diminished the silver content of the half dollar from 90% to 40%. This act was in response to coin shortages caused by the rising price of silver.


text: Template:Paper money

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

title: Template:Paper money


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Cookbook:Peas Supreme

| North America | Vegetarian Cuisine

Ingredients

 * 1 package (16 ounces) frozen green peas
 * 2 tablespoons butter
 * 1 can (4 ounces) sliced mushrooms, juice reserved
 * 1 tablespoon flour
 * 1 can (8 ounces) water chestnuts
 * Cooking spray
 * ¼ cup bread crumbs (optional)

Procedure

 * 1) Preheat oven to 350°F.
 * 2) Cook peas according to package instructions, then drain.
 * 3) In a separate pan, melt butter.
 * 4) Add mushroom juice and flour to melted butter. Stir until thickened.
 * 5) Add mixture to peas, then add water chestnuts and mushrooms.
 * 6) Place in medium baking pan coated with cooking spray.
 * 7) Sprinkle breadcrumbs on top if desired.
 * 8) Bake for 12–15 minutes, or until heated through.

title: Cookbook:Peas Supreme


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Help talk:Welcome, newcomers

Adapted from en:Wikipedia:Welcome, newcomers. --mav

A model to consider
One model to consider in the evolution of the WikiBooks project is the NCBI bookshelf. This is a series of textbooks and biology authoritative references that have been made accessible to the public through the auspices of the United States National Library of Medicine. A key point of the access is the cross-referencing between biomedical research abstracts and the topics in the books, which provides a model where the books serve as a knowledge framework and summary to assist in the organization and exploration of the growing body of biomedical literature. It is conceivable that a similar relationship could be fostered between WikiBooks and Wikipedia. Courtland 18:15, 5 August 2005 (UTC)

title: Help talk:Welcome, newcomers


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Jeep Liberty/Factory Options/Off-Road Group

2003
Includes Trac-Lok differential, heavy-duty engine cooling, P235/70R16 SR-A OWL A/T tires, Skid Plate Group (requires V6 engine)

2004
(4WD models only) - Trac-Lok rear differential, heavy-duty engine cooling with auxiliary oil cooler for automatic transmission, P235/70R16 SR-A all-terrain OWL tires and Skid Plate Group with tow hooks (requires 3.7L engine) (not available with 17" Chrome Wheel and Tire Group)

2005
(4WD models only) - Trac-Lok rear differential, heavy-duty engine cooling with auxiliary oil cooler for automatic transmission, P235/70R16 SR-A all-terrain OWL tires and Skid Plate Group with tow hooks (requires 3.7L engine)

2006
(4WD models only) - Heavy-duty engine cooling with auxiliary oil cooler for automatic transmission, P235/70R16 SR-A all-terrain OWL tires and Skid Plate Group with tow hooks (requires 3.7L engine)

2007
(4WD models only) - Heavy-duty engine cooling with auxiliary oil cooler for automatic transmission, power steering cooler, P235/70R16 SR-A all-terrain OWL tires and Skid Plate Group with tow hooks


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Foundations and Current Issues of Early Childhood Education/Chapter 3/3.2

Definition
Differentiated instruction is a teaching approach that assumes there is a diversity of learners in every classroom and that all of those learners can be reached using different techniques and materials according to each student's ability (Bowers 2006). This approach increases learning for all students, regardless of academic skill level or background. Using differentiated instruction, educators adapt content, process, and product according to student readiness, interest, and learning profile. “When a teacher differentiates instruction, he or she uses the best teaching practices and strategies to create different pathways that respond to the needs of diverse learners” (Staff Development for Educators 2006). Fundamentally, differentiation is the effort teachers apply to respond to the diversity among learners within their classrooms. Teachers can differentiate instruction with an individual student, within a small group, or with a whole class. Contrary to what many people think, differentiating instruction does not mean that teachers provide separate, unrelated activities for each student but does mean they provide interrelated activities that are based on individual student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea (Learning Point Associates 2007). Unlike individualized instruction, where teachers focus on the specific needs and skills of each individual student, differentiated instruction concentrates on the needs of student clusters (Starr 2004).

Importance
In a typical classroom, students vary in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning. If teachers want to maximize their students' individual potential, they will have to attend to these differences. Carol Tomlinson (2007) asserts that research shows that students are more successful when they are taught based on their own readiness levels, interests, and learning profiles.

Another reason for differentiating instruction relates to teacher professionalism. Skilled teachers are conscientious about students' diverse learning needs. Differentiated instruction enables teachers to open up learning opportunities for all students by offering varied learning experiences. It also allows teachers to put best practices into a meaningful context for learning, while adding new instructional strategies to their repertoires. Differentiation also helps teachers to understand and use assessment as a critical tool to drive instruction. It gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing. Finally, this approach helps teachers meet curriculum requirements in a meaningful way for achieving students' success (Staff Development for Educators 2006).

Implementation
Differentiation meets students where they are (Holloway 2006). Learning what students already know about a particular topic is vital for teachers in making instructional plans in a differentiated classroom. Therefore, in implementing a working differentiation plan into a classroom, a teacher’s first priority is learning what prior knowledge and experiences his or her students posses. From there, teachers can then differentiate their instruction within several classroom elements based on student readiness, interest, or learning profile. Four of these classroom elements include: learning environment content, process, and products (Tomlinson 2004). Learning Environment The learning environment is how a classroom works and feels. At the elementary level, differentiating within the learning environment involves making sure there are places in the room for students to work quietly and without distraction, as well as places that invite collaboration. It also means that teachers provide various instructional materials that reflect a variety of cultures and home settings. In addition, teachers have to remember to set clear guidelines so that independent work matches individual needs, as well as develop routines that allow students to know how or where get help when teachers are busy with other students and cannot help them immediately. One of the most important factors in creating a differentiated learning environment involves helping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson 2004).

Content
Content is the information that students need to learn and how they will gain access to information. At the elementary level, teachers may differentiate instruction for content through the use of reading materials at varying readability levels. For students with reading problems, teachers may present ideas through both auditory and visual means: they may put text materials on tape or use reading buddies. In addition, teachers may use spelling or vocabulary lists at the readiness levels of their student clusters. Finally, teachers using the differentiated instruction approach meet with small groups as a method to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners (Tomlinson 2004).

Process
The process of learning involves the activities in which students engage in order to make sense of or master the content they are learning. At the elementary level, differentiating instruction within the process of learning often requires teachers to be creative in their methods of planning and instruction. Most often, differentiating teachers can use tiered activities through which all learners work with the same central understandings and skills, but proceed with different levels of support, challenge, or complexity. In addition, they offer manipulatives or other hands-on activities for students who need them to facilitate learning. Teachers using differentiating instruction also tend to provide learning centers that encourage students to explore areas of the class topic of particular interest to them. Some teachers also develop personal agendas, task lists written by the teacher, containing both work for the entire class and work that addresses students’ individual needs. These are completed either during a specific time or as students complete their work if it is early(Tomlinson 2004). Teachers do often find it necessary to vary the length of time individual students may take to complete an assignment in order to provide additional support for struggling learners or to encourage more advanced learners to pursue a topic of interest in greater depth (Holloway 2006).

Products
The products of learning are the culminating projects that ask students to rehearse, apply, and extend what they have learned while studying a unit. At the elementary level, teachers using differentiation can be creative with this element of learning. Some teachers may give students options as to how they wish to express required learning; including such options as: creating a puppet show, writing a letter, or developing a mural with labels. Other teachers may choose to use rubrics that match and extend students' diverse skill levels. Within this approach teachers may choose to allow students to work alone or in small groups on their products, just as they would throughout the process, encouraging students to create their own product assignments as long as the assignments contain specified required elements (Tomlinson 2004).

Additional Resources
For educators who are interested in utilizing differentiation within their own classrooms, it is both helpful and vital to partner with someone knowledgeable and skilled in this approach. In addition, there is a great deal of information available on the internet. Two such resources are: “Preparing Teachers for Differentiated Instruction: What the Research Says” written by John H. Holloway and found on the NEA website, and “How to Differentiate Instruction” which can be found on the Teachnology Tutorials website. Both of these sites offer insight and research-based ideas for instruction and planning of differentiated lessons.

Multiple Choice Questions
1. Differentiated instruction assumes

a. students all learn in the same manner. b. teachers should teach the same material in the same way. c. there is a diversity of students in every classroom. d. students should all pass a written test to prove mastery.

2. Differentiating instruction

a gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing. b. allows teachers to put best practices into a meaningful context for learning. c. helps teachers meet curriculum requirements in a meaningful way for achieving students' success. d. all of the above

3. In differentiation, assessment is

a. in the form of a written test. b. unnecessary. c. a critical tool which drives teacher instruction. d. a critical tool used to prove mastery.

4. In differentiating instruction within content, a teacher may

a. develop routines that allow students to get help when teachers are busy with other students and cannot help them immediately. b. use rubrics that match and extend students' diverse skill levels. c. use tiered activities through which all learners work with the same important understandings and skills. d. use reading materials at varying readability levels.

5. In differentiating within the process of learning, a teacher may

a. provide materials that reflect a variety of cultures and home settings. b. develop personal agendas, task lists written by the teacher containing both in-common work for the whole class and work that addresses individual needs of learners. c. use spelling or vocabulary lists at the readiness levels of their students. d. give students options as to how they wish to express required learning.

Essay Question
How can the use of differentiated instruction eliminate the necessity of placing students in classes based on academic skill level?

Differentiated instruction assumes that a typical classroom is made up of students who differ in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning, and therefore helps teachers to shape student learning based on student readiness, interest, and learning profile. Within this approach, teachers meet with small groups, or clusters, of students as opposed to a whole group teaching method. This allows teachers to specifically tailor their instruction based on the needs of each student cluster, thus allowing them to teach the same information to slower students as well as those who are more advanced. This means they may use it as a method to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of more advanced learners. In order to accomplish this seemingly difficult task, experienced teachers will design their classrooms to include areas where students may work quietly and without distraction, as well as areas designed for student collaboration. Skilled in this approach, teachers will present ideas through both auditory and visual means, use reading materials at varying readability levels, and use spelling or vocabulary lists at the readiness levels of the students using them. They will also make use of tiered activities, offer manipulatives to student clusters who require them, and provide learning centers that encourage students to explore subsets of the unit which are of particular interest to them. Finally, using differentiation, teachers will be creative with the final products of student learning. Some students will show their learning in a creative manner, such as a play or puppet show, while others will be given other options. Through employing these methods, teachers can reach slower learners as well as more advanced learners within the same classroom, thus eliminating the need to place students in classrooms based solely on academic skill level.


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User talk:Fantetcm

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text:
Digital Signal Processing/Multirate Filters

Multirate Filters
There are many instances where the rate at which a signal can be processed by a particular component or module is different from the speed at which data enters that module.

Upsampling
Upsampling creates more samples in the same amount of time, typically by inserting zero-valued samples between the preexisting samples. At first blush, this may seem like an ill-conceived approach. However, if one considers that a discrete signal is already zero between the sample points, the approach begins to make more sense.

Spectral Effects
Inserting a single zero between each of the samples will cause the spectrum to replicate and fold, creating a mirror image. If the original sample rate was $$f_s$$, the new sample rate will be $$2f_s$$, and the spectrum will fold and replicate at $$\frac{f_s}{2}$$. This image can then be filtered out using a low-pass filter.

Inserting more than one zero between sample points will cause the spectrum to replicate and fold accordion-style. If N zeros are inserted, N images will be created. Again, these images can be attenuated by applying a low-pass filter.

Implementation
Typically, the low-pass filter and the upsampler are implemented as a unit, and the upsampling takes place only conceptually. Since the zero-valued samples will not contribute to the sum of products in an FIR filter, these multiplications are simply skipped. Zero times anything is zero.

Downsampling
Downsampling, or decimation is the process of discarding certain samples so that there are fewer samples in the same amount of time. Once discarded, those samples can never be replaced and error is introduced into the system. However, a downsampled system can also be processed with a slower filter, which is typically less expensive.

Spectral Effects
Downsampling causes the spectrum to spread. If the spectrum is periodic, there could be some overlapping of spectral objects, and this causes aliasing. Aliasing of this sort is typically resolved by passing the downsampled signal through a low-pass filter to help remove the overlapped areas.

Ideal Reconstructor
An ideal reconstructor can be created by having an upsampler followed directly by a downsampler.

Similarly, if a single is separated, each branch can be delayed and downsampled, and then combined together with zero loss. This enables the signal to be processed at a much slower rate then the input data rate, without losing any data.

Fractional Decimation
Upsampling and downsamping alter the size of the data set by an integer ratio of samples. In order to achieve a fractional sample rate, upsamplers and downsamplers need to be coupled together to change the data rate to a fraction of the input data rate.


text:
User:Ravichandar84

Hi! I am a Wikibookian from Chennai, India. I am a software programmer by profession but my interests also include history, among many others.

I am quite a regular contributor to the English-language Wikipedia with over 32,000 edits. I don't frequent Wikibooks as much, but then, with over 1,500 edits, I have contributed much more than the average Wikibookian. I've written a book on Introduction to .NET Framework 3.0 and am working on another on Iranian History.

Maintenance

Links I need to check

 * WB:NPP
 * WB:ROLL
 * WB:VFD
 * Template messages

My Favorite WikiBooks

 * C#
 * ASP.NET
 * Chess
 * Wikijunior Languages
 * Persian

Tools for newcomers
Just check this out..

title: User:Ravichandar84


text:
Climate Change/Mitigation Strategies

In this section, we assume anthropogenic climate change is well underway and examine what individuals and social structures can do to slow or reverse the trend.

It is consensual that at present all strategies to address climate change in a global scale will be extremely infective, not by design but for failure to comply and commit to them, and extremely costly, especially due to the first reason. If measures are not taken simultaneously by all the unbalance will aggravate the impact on those that will attempt to implement them.

Community contributions to mitigation
This section highlights some current thinking about how communities might deal with a changing climate. These include encouraging people to live closer to where they work, building up (not out), increasing use of public transportation, increasing recycling programs, more efficient use of water resources, more renewable energy sources, and even "green" urban planning.
 * Cradle to Cradle: Remaking the way we make things
 * Pacala S, Socolow R, 2004: Stabilization Wedges: Solving the Climate Problem for the Next 50 Years with Current Technologies. Science, Vol. 305, No. 5686, pp. 968-972.LINK

Individual contributions to mitigation
Here we discuss how personal conservation can help to limit greenhouse gas emissions.
 * /Principles/
 * In the office - computers, printers, windows, etc.
 * In the home - appliances, water use, etc.
 * /Transport/ - gasoline, diesel, biodiesel, hybrids, and even bikes/walking.
 * /Lighting/ - compact fluorescent bulbs, LEDs, OLEDs
 * /Heating and Cooling/
 * /Alternative Energy/ - Roof-mounted solar panels, personal wind turbines, etc.
 * /Food/ - Adopt a balanced diet, trade some of the meat, milk, eggs based foods for fish, vegetables, and cereals.
 * /Sustainable Development/

How societies/countries can reduce emissions
Governments are now aware and intend to take action to reduce greenhouse gas emotions, these are several areas that can contribute to it.

 * /Carbon Sinks/ - including sequestration
 * /Public Transport/ - efficient urban planning, trains, buses, and shared resources
 * /Renewable Energy/ - solar, wind, tidal, geothermal
 * /Nuclear Power/ - fission now, fusion later?
 * /Fossil Fuel Economics/ - Hubbert's peak and making it a plateau (maybe)
 * /Natality/ - Promote family planing and reductions of population.

title: Climate Change/Mitigation Strategies


text:
HSC Mathematics Advanced, Extension 1, and Extension 22-Unit/Preliminary/Trigonometric ratios

Trigonometric ratios deals with sin, cos and tan, which are the three main trigonometric functions. Here we define them in two equivalent ways, exploring regions where they are positive and negative, and various identities (things which are always true) about them.

Definitions
Here we introduce two definitions of the trigonometric ratios. We present the right-angle triangle definition first, because it is conceptually easier to understand, and is more useful in the geometrical and physical applications. However, whereas the first definition is only applicable for angles between 0° and 90°, the second definition is more general, being valid for all angles, including those greater than 360° and those less than 0°.

Right-angled triangle
Consider a right-angled triangle like the one shown here. We choose one of corners (not the right-angle) and name the angle there $$\theta$$. Then, we label the sides, according to whether they are opposite (it doesn't touch the angle), the hypotenuse or the other adjacent side. We then define sin, cos and tan to be functions of $$\theta$$ (pronounced and written 'theta') such that
 * $$\begin{align}

\sin(\theta) & = \frac{\mbox{Opposite}}{\mbox{Hypotenuse}} \\ \cos(\theta) & = \frac{\mbox{Adjacent}}{\mbox{Hypotenuse}} \\ \tan(\theta) & = \frac{\sin(\theta)}{\cos(\theta)}=\frac{\mbox{Opposite}}{\mbox{Adjacent}} \end{align}$$ Note that these are functions of $$\theta$$, not just a constant multiplied by $$\theta$$. Also, note that these are used so commonly that we normally omit the parentheses:
 * $$\sin(\theta) = \sin\theta\,$$

and similarly for cos and tan.

Limitations of this definition
Since this is a right-angled triangle, and the angle sum of a triangle is 180°, $$\theta$$ may only range from 0° to 90°. To define sin, cos and tan for other ranges, we look to a better definition, as below.

Unit circle
$$x^2 + y^2 = 1 \;$$

The unit circle, radius: 1, center: (0, 0):

The unit circle is a very good way for defining the trigonometric functions. If you make an angle t with the x-axis and the radius, the sine value of that angle is the y-value of the intercept between the radius and the circle, and the cosine value is the x-value of the intercept between the radius of the circle. So for any angle t, the point on the graph where the radius meets the circle has the coordinates (cost, sint)

This is because the radius can form a right-angled triangle with the x-axis with one corner on the origin, the other corner on a point on the graph either above or below the x-axis and right or left of the y-axis, and the right-angled corner somewhere on the x-axis below or above the other corner.

Trigonometric ratios of: – θ, 90° – θ, 180° ± θ, 360° ± θ.
The relation sin2θ + cos2θ = 1, and those derived from it, should be known, as well as ratios of – θ, 90° – θ, 180° + θ, 360° + θ in terms of the ratios of q. Once familiarity with the trigonometric ratios of angles of any magnitude is attained, some practice in solving simple equations, of the type likely to occur in later applications, should be discussed.

The exact ratios.
Ratios for 0°, 30°, 45°, 60°, 90° should be known as exact values. The exercises given on this section of work should emphasize the use of the exact ratios.

Bearings and angles of elevation.
The compass bearing, measured clockwise from the North and given in standard three-figure notation (e.g. 023°) should be treated, as well as common descriptions such as ‘due East’, ‘South–West’, etc. Angles of elevation and depression should both be defined, and their use illustrated.

Sine and cosine rules for a triangle. Area of a triangle, given two sides and the included angle.
The formulae

$$\frac{a}{\sin A} = \frac{b}{\sin B} = \frac{c}{\sin C}$$

$$a^2 = b^2 + c^2 -2bc \cos A \;$$

should be proved for any triangle. The expression for the area, 1/2bc sinA, should also be proved.

In applications of these formulae, systematic ‘solution of triangles’ is not required. (This is the type of exercise where the sizes of (say) two sides and one angle of a triangle are given and the sizes of all other sides and angles must be found). The applications should be a means of fixing the results in the pupil’s mind, and should be restricted to simple twodimensional problems requiring only the above formulae. Attention must be given to interpreting calculator output where obtuse angles are required.


text:
Outdoor Survival/Preparedness

You should be prepared for going into the outdoors even if is for less than a day.

 * Make sure you know the area you are going to ahead of time even if it is just looking at maps.
 * Check the weather.
 * Tell some one you trust where you are going and for how long. If you are going some where with a park service tell them too.
 * Make sure the people going with you are prepared.
 * Know some first aid and read this wikibook.
 * Talk to some one who has been where you are going or has more experience, better yet invite them along.
 * Make sure you keep your car in good condition for car trips.
 * Bring a survival kit.
 * Go with at least one person if you can.
 * Practice survival skills. Practicing them can be lots of fun.

If an emergency happens relax, prioritize, and be creative with what you have.

title: Outdoor Survival/Preparedness


text:
User:Lonjers~enwikibooks

Hi I am a 21 year old comp sci student. I also have the same user name on wikipedia.

title: User:Lonjers~enwikibooks


text:
Wikibooks:Requests for deletion/Final Fantasy IV

Final Fantasy IV
A game guide. Does not satisfy the drafted Game textbook guidelines. For what it's worth, a more comprehensive version exists at Final Fantasy IV. GarrettTalk 23:54, 22 February 2007 (UTC)

 * Keep I'm happy with keeping video game guides here especially if they were created before new guidelines were written. If video game guides bring more people to the project then that's a good thing. Xania [[Image:Flag_of_Poland_2.svg|15px]]talk 21:59, 23 February 2007 (UTC)
 * Delete - Just like we've been doing with the rest of them. Keeping guides here was "forbidden" some time ago and there are better homes for them elsewhere like StrategyWiki. Please remember to set up a page like Second Life as the redirect including the page protection and deleting the talk page. -within focus 06:42, 24 February 2007 (UTC)
 * delete. Videogame policy guides represent a violation of wikibooks policy, and do not belong here. see my note below for additional justifications. This book must be deleted, although time can be granted to transwiki it to a proper place. --Whiteknight (talk) (projects) 21:18, 25 February 2007 (UTC)


text:
Wikibooks:Requests for deletion/Final Fantasy VI

Final Fantasy VI
Given the appearance of one FF book here it seems sensible to run the others past the community -- Herby talk thyme 18:40, 23 February 2007 (UTC)

 * Keep I'm happy with keeping video game guides here especially if they were created before new guidelines were written. If video game guides bring more people to the project then that's a good thing. Xania [[Image:Flag_of_Poland_2.svg|15px]]talk 22:01, 23 February 2007 (UTC)
 * Comment: but will they bring in the right sort of people? People wanting to work on within-policy wikibooks, I mean, rather than gaming ones. Interestingly enough, not long after many guides had been deleted someone (Whiteknight, was it?) said there had been no decrease in traffic, so I don't feel that the absence of game guides will hurt Wikibooks all that much, regardless of whether they fit within policy (which, according to Jimbo, they do not). GarrettTalk 22:15, 23 February 2007 (UTC)
 * Delete, does not satisfy the "more than a walkthrough" stipulation of Game textbook guidelines; while currently only proposed, it closely follows what Jimbo said earlier. I've kept a copy at Final Fantasy VI. GarrettTalk 22:17, 23 February 2007 (UTC)
 * Delete - Just like we've been doing with the rest of them. Keeping guides here was "forbidden" some time ago and there are better homes for them elsewhere like StrategyWiki. Please remember to set up a page like Second Life as the redirect including the page protection and deleting the talk page. -within focus 06:42, 24 February 2007 (UTC)
 * delete. Videogame policy guides represent a violation of wikibooks policy, and do not belong here. see my note below for additional justifications. This book must be deleted, although time can be granted to transwiki it to a proper place. --Whiteknight (talk) (projects) 21:15, 25 February 2007 (UTC)


text:
Wikibooks:Requests for deletion/Final Fantasy VIII

Final Fantasy VIII
Another FF one -- Herby talk thyme 18:41, 23 February 2007 (UTC)

 * Keep I'm happy with keeping video game guides here especially if they were created before new guidelines were written. If video game guides bring more people to the project then that's a good thing. Xania [[Image:Flag_of_Poland_2.svg|15px]]talk 22:03, 23 February 2007 (UTC)
 * Delete - Just like we've been doing with the rest of them. Keeping guides here was "forbidden" some time ago and there are better homes for them elsewhere like StrategyWiki. Please remember to set up a page like Second Life as the redirect including the page protection and deleting the talk page. -within focus 06:42, 24 February 2007 (UTC)
 * Transwiki to strategy wiki; it is also GFDL, and it is intended specifically for game guides such as this. PCU123456789 (talk) 18:51, 24 February 2007 (UTC)
 * Delete. Videogame guides are not textbooks, cannot be used to teach a class in a school or other academic place of learning, and do not belong on wikibooks. That this book might help to bring traffic to our project does not matter. This book, and all videogame strategy guides are outside the mission of wikibooks, and do not belong here. The current text of WB:WIW states "Wikibooks hosts educational resources", and also says "[wikibooks] ...is for textbooks. A textbook is a book which is actually usable in an existing class". Videogame strategy guides do not meet this criteria. The proposed rewrite of the WB:WIW policy, located at What is Wikibooks/Unstable Goes further by explicitly stating that videogame strategy guides are not allowed here, and that policy is getting very close to being accepted wholesale by the community. I am not against a last-ditch effort to move this book to a more appropriate place, but this book is a violation of policy, and therefore must be deleted. --Whiteknight (talk) (projects) 21:14, 25 February 2007 (UTC)
 * Comment - The video game guides were never removed from Wikibooks gracefully and with the full concensus of Wikibooks users. It was more of an aquiescense that perhaps rather than trying to fight city hall that everybody involved with their development could simply go elsewhere.  And I believe that Wikibooks lost considerable energy and new talent as a result.  I know of several Wikibookians that got their start developing sections of the video game guides that later went on for some of the more "traditional" textbooks.  That several of these video game guides are still here on Wikibooks is more of a testament about how divisive this whole issue became and that the issue was never really fully resolved.  --Rob Horning 23:01, 27 February 2007 (UTC)
 * Delete, but make sure it's transwikied first. -- SB_Johnny | talk 23:28, 27 February 2007 (UTC)
 * Copied the info with a list of contributors to Final Fantasy VIII/Characters, Final Fantasy VIII/Other characters, Final Fantasy VIII/Timeline, and Final Fantasy VIII/Guardian forces. -- Prod-You 06:24, 1 March 2007 (UTC)


text: Wikibooks:Requests for deletion/Wii Sports


text:
Wikibooks:Requests for deletion/Ethnomedicine

Ethnomedicine
This book is a bunch of folk remedies and "old wives' tales." I don't see how this has any place as a textbook. (However, some of it could be rewritten into a text on folklore?) --PurplePieman 06:50, 3 March 2007 (UTC)

 * Keep - now there's a novelty. OK it needs work (page naming apart from anything else) but anyone who doesn't take the research info on Green Tea for example as pretty serious has failed to keep up to date (that doesn't mean all the topics are equally good) -- Herby  talk thyme 10:20, 3 March 2007 (UTC)
 * Although a few (uncited) studies are mentioned, this book is definitely written from the POV of herbalism, which is more interested in traditional remedies than ones that are scientifically proven. I doubt that the class this textbook is written for would be in a normal university. If this book is allowed, then we should also allow books on chakras, crystal power, energy healing, etc.PurplePieman 02:34, 4 March 2007 (UTC)
 * Presumably even ones on Satanism  -- Herby talk thyme 09:22, 4 March 2007 (UTC)
 * I'm sure Wikibooks differentiates between making statements about what people believe, and presenting those beliefs as fact. That's a part of having NPOV, if I'm not mistaken. PurplePieman 14:50, 4 March 2007 (UTC)
 * Comment - looks like it might be some sort of class project given the number of contributors -- Herby talk thyme 13:40, 3 March 2007 (UTC)

 * Keep - As with Herby this book could be classed as a textbook and is a topic which interests many people. Xania [[Image:Flag_of_Poland_2.svg|15px]]talk 23:33, 3 March 2007 (UTC)
 * Keep -- Needs massive amounts of work, but "ethnobotany" is an important field of study ("ethnomedicine" is a new term to me). -- SB_Johnny | talk 18:37, 4 March 2007 (UTC)
 * Keep - I think that with proper citations and possibly a link to another book dealing with more typical remedies (I'm not sure if we have any books on medicine\physical health)in order to reveal the fact that there are multiple alternatives, the book would be compliant with NPOV. Yes, the book advocates the use of medicines for healing purposes, and this would need citations in order to be validated (if you could find proper citations for energy healing and crystal power, they would be fine as well IMO, after all we have a book on lucid dreaming), but with the citations it would be just as valid as a book on Western medicine. I'm sure that there have been studies to show that "traditional" methods can be just as effective as Western remedies. Or we could argue that the book is simply stating what the traditional uses are, not necessarily advocating the use in that manner, which could be useful for example in an anthropology class studying the use of natural resources. If the tone of the book was changed to a more factual tone it would satisfy policy requirements IMO and therefore we should work towards that end rather than deleting the book. Mattb112885 19:02, 4 March 2007 (UTC)
 * Keep. It is tough to keep in mind sometimes that we are less concerned with "fact" then we are with verifiability. It may be difficult to prove that herbal remedies work as well as modern medicines (if they can even be shown to work at all), but it is easy to show that people study this subject, and use these remedies in practice. I would recommend a prominent placement of Content Disclaimer. --Whiteknight (talk) (projects) 23:06, 4 March 2007 (UTC)
 * Keep and comment This is a classroom assignment for Anthropology 201 at Western Washington University. Please do not delete this entry or we will not get credit for this assignment. Thank you Snedkerangela
 * Strong Keep From an anthro standpoint, the study and documentation of these remedies is valuable whether they work or not. So long as it is written from an anthropological perspective it seems like a strong keep to me. -- xixtas talk 14:25, 5 March 2007 (UTC)
 * Keep - needs editing for spelling, apostrophe's [sic], grammar, and factual correctness, but has value nonetheless. I look forward to seeing it develop. Webaware talk 14:39, 5 March 2007 (UTC)

Kept. Clear consensus to keep, no votes against, excluding the nomination. --Whiteknight (talk) (projects) 00:08, 6 March 2007 (UTC)


text:
CAT-Tools/DéjàVu X/Wordcount

The Word count feature, as well as being able to report how many duplicate sentences have been found, should be able to report a similar breakdown to that offered for "unmarked" sentences: empty, manually translated, exact, fuzzy, etc.

title: CAT-Tools/DéjàVu X/Wordcount


text:
MediaWiki Developer's Handbook/Class Reference

refer to here: wiki sdk doc


text:
User talk:194.154.22.37

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. -- Herby talk thyme 11:06, 16 March 2007 (UTC)

Xerol Oplan (talk) 10:48, 26 May 2010 (UTC)

title: User talk:194.154.22.37


text:
User talk:194.154.22.38

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. -- Herby talk thyme 11:06, 16 March 2007 (UTC)

Don't remove content without an explanation.
Please don't remove content from Wikibooks without explaining why you are doing so. It could otherwise be mistaken for vandalism. I have restored the material you removed earlier. --Jomegat (discuss • contribs) 14:52, 11 March 2013 (UTC)

title: User talk:194.154.22.38


text:
Horticulture/Poecilocapsus lineatus

The Fourlined Plant Bug is a pest of many food crops and ornamental species, capable of causing serious damage if infestations are heavy.

Description
The adult has a unique appearance, with yellow and black striped along its back.

Symptoms and Signs
Foliar spotting, blotching, distortion, and leaf drop.

Host plants

 * ../Acer/ (Maple)
 * ../Aconitum/ (Monkshood)
 * ../Ageratum/ (Flossflower)
 * ../Alchemilla/ (Lady's Mantle)
 * ../Antirrhinum/ (Snapdragon)
 * ../Artemisia/
 * ../Astilbe/ (Astilbe)
 * ../Chrysanthemum/
 * ../Cirsium/ (Thistle)
 * ../Coreopsis/ (Tickseed)
 * ../Cornus/ (Dogwood)
 * ../Cucumis/ (Cucumber)
 * ../Cucurbita/ (Squash)
 * ../Dahlia/
 * ../Delphinium/
 * ../Forsythia/
 * ../Gaillardia/ (Blanket flower)
 * ../Geranium/ (Hardy Geranium)
 * ../Helianthus/ (Sunflower)
 * ../Heuchera/ (Alumroot)
 * ../Hydrangea/
 * ../Hyssopus/ (Hyssop)
 * ../Ipomoea/ (Morning Glory)
 * ../Lactuca/ (Lettuce)
 * ../Lavandula/ (Lavender)
 * ../Leucanthemum/ (Daisy)
 * ../Lonicera/ (Honeysuckle)
 * ../Lupinus/ (Lupine)
 * ../Mentha/ (Mint)
 * ../Origanum/ (Oregano)
 * ../Paeonia/ (Peony)
 * ../Papaver/ (Poppy)
 * ../Pastinaca/ (Parsnip)
 * ../Phlox/
 * ../Pisum/ (Pea)
 * ../Potentilla/
 * ../Raphanus/ (Radish)
 * ../Rhododendron/ (Rhododendron, Azalea)
 * ../Ribes/ (Currant)
 * ../Rosa/ (Rose)
 * ../Rubus/ (Bramble)
 * ../Rudbeckia/ (Coneflower)
 * ../Salvia/ (Sage)
 * ../Solanum/ (Nightshade)
 * ../Veronica/ (Speedwell)
 * ../Viburnum/
 * ../Weigela/
 * ../Zinnia/

title: Horticulture/Poecilocapsus lineatus


text:
Cookbook:Pork Pot Pie

| Meat Recipes

Ingredients

 * 2 Pillsbury pie crusts
 * ⅓ cup margarine (or butter)
 * ⅓ cup onion, chopped
 * ⅓ cup all-purpose flour
 * ½ teaspoon salt
 * ¼ teaspoon pepper
 * 1½ cups pork broth
 * ⅔ cup milk
 * 3 cups pork, cooked
 * 1 cup frozen corn, thawed
 * 1 cup frozen peas, thawed

Procedure

 * 1) Heat oven to 425°F.
 * 2) Prepare pie crusts as directed on package for two-crust pie using 9-inch pie pan.
 * 3) In a medium saucepan, melt margarine over medium heat.
 * 4) Add onion; cook 2 minutes or until tender.
 * 5) Stir in flour, salt, and pepper until well-blended.
 * 6) Gradually stir in broth and milk; cook, stirring constantly, until bubbly and thickened.
 * 7) Add pork, corn, and peas; remove from heat.
 * 8) Spoon pork mixture into crust-lined pan.
 * 9) Top with second crust and flute; cut three slits on top.
 * 10) Bake for 30–40 minutes or until crust is golden-brown.
 * 11) Let stand 5 minutes before serving.

title: Cookbook:Pork Pot Pie


text:
Talk:Calculus/Surface area

went above my head
well if one does want to take averages then one should logically take sum (y+dy/2).ds and sum it up however if ds varies massively over the range (like a cone with a huge slope for the edge) then the calculations are still massively off

however if one views it as a small cylinders of thickness ds and radius y, like a step of cylinders..it somehow seems to make sense. perhaps someone can help correct my understanding

title: Talk:Calculus/Surface area


text:
User talk:Vijaykumar

You uploaded that nice free software timeline: Image:Timeline small.png I'd like to use it. Where did you get it from (can't find it in Google) and under what license is it? thanks for your help! Mauro Bieg 13:30, 16 March 2007 (UTC)

I designed it. The inidividual logos are the copyright of the original authors. The rest of the work is available under the BSD license. - Vijay 02:35, 3 April 2007 (UTC)

Hey, i saw that you have contributed significantly to the FLOSS Concept Booklet and i was wondering if you would be willing to help with a similar project through Ubuntu which aims to be like the FLOSS concept booklet but organized differently. https://help.ubuntu.com/community/FreeSoftwareAlternatives -- DPic https://wiki.ubuntu.com/Dpic

title: User talk:Vijaykumar


text:
Horticulture/Thrips tabaci

Onion Thrips are primarily an agricultural pest, but can cause damage to several ornamental species as well.

Symptoms and Signs
Spotting, streaking, and drop of leaves.

Host plants

 * ../Allium/ (Onion)
 * ../Ananas/ (Pineapple)
 * ../Apium/
 * ../Brassica/
 * ../Capsicum/ (Pepper)
 * ../Carica/ (Papaya)
 * ../Cucumis/
 * ../Cucurbita/
 * ../Dahlia/
 * ../Daucus/
 * ../Dianthus/ (Carnation)
 * ../Gossypium/
 * ../Impatiens/
 * ../Iris/ (Iris)
 * ../Lycopersicon/
 * ../Nicotiana/
 * ../Phaseolus/
 * ../Pisum/
 * ../Rhododendron/ (Rhododendron, Azalea)
 * ../Rosa/
 * ../Solanum/

title: Horticulture/Thrips tabaci


text:
Horticulture/Dahlia

Dahlia is a genus of bushy, summer- and autumn-flowering, tuberous perennials that are originally from Mexico, where they are the national flower.

Description
In 1872 a box of Dahlia roots were sent from Mexico to the Netherlands. Only one plant survived the trip, but produced spectacular red flowers with pointed petals. Nurserymen bred from this plant, which was named ../Dahlia juarezii/ with parents of Dahlias discovered earlier and these are the progenitors of all modern Dahlia hybrids. Ever since, plant breeders have been actively breeding Dahlias to produce thousands of cultivars, usually chosen for their stunning and brightly coloured flowers. Dahlia plants range in height from as low as 12" (30 cm) to as tall as 6–8 feet (180–240 cm). The flowers can be as small as 2" (5 cm) or up to a foot (30 cm) in diameter. The great variety results from Dahlias being octoploids (they have eight sets of homologous chromosomes, whereas most plants have only two).

Pests and diseases
Dahlias are used as food plants by the larvae of some Lepidoptera species including Angle Shades, Common Swift, Ghost Moth and Large Yellow Underwing. ../Crown Gall/ ../Wilt/ ../Rot/ (Bacteriosis) ../Powdery Mildew/ ../Leaf Spots/
 * Agrobacterium tumeifasciens
 * Pseudomonas solanacearum
 * Erwinnia carotovora
 * Erysiphe cichoracearum
 * Erysiphe polygoni

../Gray Mold/

../Blight/ ../Wilts/ ../Stem Rots/ ../Soft Rots/
 * Botrytis cinerea
 * Fusarium
 * Verticillium albo-atrum
 * Pellicularia filamentosa
 * Pellicularia rolfsii
 * Pythium debaryanum
 * Pythium oedochilum
 * Pythium ultimum
 * Sclerotinia sclerotiorum

../Smuts/ ../Viruses/ ../Nematodes/ ../Aphids/ ../Hoppers/ ../Mealybugs/ ../Whiteflies/ ../Bugs/ ../Earwigs/ ../Thrips/ ../Beetles/ ../Caterpillars/ ../Wasps/ ../Mites/ ../Slugs/
 * Entyloma dahliae: Dahlia Smut
 * Impatiens Necrotic Spot Virus
 * Tomato Spotted Wilt Virus
 * Cucumber Mosaic Virus
 * Dahlia Mosaic Virus
 * Meliodgyne haple
 * Meliodgyne incognita
 * Potato Rot Nematode: Ditylenchus destructor:
 * Buckthorn Aphid: ../Aphis nasturtii/
 * Bean Aphid: ../Aphis fabae/
 * Foxglove Aphid: ../Acyrthosiphon solani/
 * Green Peach Aphid: ../Myzus persicae/
 * Leaf Curling Plum Aphid: ../Brachycaudus helichrysi/
 * Melon Aphid: ../Aphis gossypii/
 * Rose Leafhopper: ../Edwardsiana rosa/
 * Leafhopper: ../Empoascus fabae/
 * Treehopper: ../Entylia carinata/
 * Potato Leafhopper: ../Empoasca fabae/
 * Citrus Mealybug: ../Planococcus citri/
 * Greenhouse Whitefly: ../Trialeurodes vaporariorum/
 * Mulberry Whitefly: ../Tetraleurodes mori/
 * Silverleaf Whitefly: ../Bemisia argentifolii/
 * Capsid Bugs
 * Fourlined Plant Bug: ../Poecilocapsus lineatus/
 * Tarnished Plant Bug: ../Lygus lineolaris/
 * European Earwig: ../Forficula auricularia/
 * Greenhouse Thrips: ../Heliothrips haemorrhoidalis/
 * Flower Thrips: ../Frankliniella thricti/
 * Tobacco Thrips: ../Frankliniella fusca/
 * Onion Thrips: ../Thrips tabaci/
 * Blister Beetles: ../Epicauta/ spp.:
 * Spotted Cucumber Beetle: ../Diabrotica undecimipunctata/
 * Japanese Beetle: ../Popillia japonica/
 * Oriental Beetle: ../Exomala orientalis/
 * Rose Chafer: ../Macrodactylus subspinosus/
 * Burdock Borer: ../Papaipema arctivorens/
 * Corn Earworm: ../Heliothis zea/
 * European Corn Borer: ../Ostrinia nubilalis/
 * Greenhouse Leaf Tier: ../Udea rubigalis/
 * Saddleback Caterpillar: ../Sibine stimulea/
 * Stalk Borer: ../Papaipema nebris/
 * Giant Hornet: ../Vespa crabro germana/
 * Broad Mite: ../Polyphagotarsonemus latus/
 * Bulb Mite: ../Rhizoglyphus echinopus/
 * Cyclamen Mite: ../Steneotarsonemus pallidus/
 * Two-Spotted Spider Mite: ../Tetranychus urticae/

title: Horticulture/Dahlia


text:
User talk:64.113.184.11

-- Jim Thomas (aka Jomegat) 16:09, 16 March 2007 (UTC)

title: User talk:64.113.184.11


text:
ERP5 Handbook/Lets go...

= Let's go... =

Installation of the core
An alternative way of installing and running an ERP5 site is by using RPM repositories. Below is a short and concise description of how to make ERP5 up and running in just a few steps.

First of all we need to get the Zope/ERP5 sources as well as some additional software packages. If there's a Zope installation in the system, we have to uninstall it. ERP5 uses a patched Zope version which is downloaded and installed together with ERP5. It is possible to have two installations of Zope, but that is an advanced topic and won't be covered here.

For very good downloading instructions read the Download How To on ERP5 home site. After successfully downloading and installing all the packages we can proceed with configuration and setup.

Still as a root user we go to the Products sub-directory of a newly created Zope INSTANCE_HOME directory and run the svn_update script which will do all the hard work. Since INSTANCE_HOME should be in /var/lib/zope/ we type:

cd /var/lib/zope/Products ls (as shown on a screenshot this should show us some dirs and a script) sh svn_update.sh

After the data from SVN repository has been updated we need to make sure Zope can access it. We do it by making all the sub-directories and files therein Zope's own:

chown -R zope:zope *

On the console it should look like this:

One last thing is needed to be done, before we run the Zope instance. We need to create the main manager user. It doesn't matter what the username will be, as long as it contains only the standard letters. For example if we'd want to create user 'zope' with password 'zope' we need to run the commands:

zopectl stop (to make sure Zope is stopped for adding a user) zopectl adduser zope zope zopectl start

With the output not unlike this:

Don't be scared by DeprecationWarnings. If you don't mind them, they won't mind you. :) After the final command Zope should be up and running which we can check, by going to the address: http://localhost:9080/manage in an internet browser of our choosing. The Authorization Dialog should pop-up asking for username and password. We enter the newly created zope user name and password.

If the dialog does not appear and the browser displays some kind of 'Unable to connect' message it means the Zope instance didn't truly startup. To check what's preventing the correct start up, it's best to go to zopectl interface and check the startup output. To do that we can enter:

zopectl

and after receiving the zopectl> prompt either enter:

zopectl> logtail

to display last lines of the startup log (hopefully with error message there) or type :

zopectl> stop zopectl> foreground (or zopectl> fg)

to see whole output of the startup procedure. Eliminating eventual errors is out of scope of this section.

Before we go on to creating and starting the ERP5 site, we need to make sure it has its very own space in the MySQL server. This is important since the default test database that exists in MySQL is used for the testing procedures and using it also for the regular ERP5 site might cause unexpected problems. To make a erp5 database for our new site we need to do the following (we assume the name of the database is 'erp5', but that can be anything else):

mysql (enter the mysql interface) mysql> CREATE DATABASE erp5; mysql> GRANT ALL ON erp5.* TO erp5@localhost IDENTIFIED BY 'erp5'; mysql> quit

The output should look similar to this:

This will create an 'erp5' database which can be accessed by MySQL user 'erp5@localhost' with password 'erp5' just like that:

Once we have database set up, Zope up and running and we're logged in as a manager user, we can install ERP5 site object to be able to use all the wonders of ERP5.

While in the root manage page like the one on the screenshot above we should choose from the dropdown box an 'ERP5 Site' object. After that we are presented with the configuration page for the new ERP5 site. The only thing that should be reconfigured is the ERP5/MySQL connectivity settings. Here in all three fields we enter the name of the database, user of that database and his password. In our case that would be: erp5 erp5 erp5 The database type should stay as an InnoDB.

Finally we click the 'Create a new ERP5 instance' button and wait a bit for everything to set itself up.

If the process is successful we will be redirected to the front page of ERP5 site, just like the one on the screenshot below.

Congratulations!

Enabling preferences
Before going further, enable default_site_preference by navigating to http://localhost:9080/erp5/default_site_preference and choosing Action...->Enable Preference from actionbox. Without enabling preference you might have cryptic messages (related to user interface - forms).

Validating portal rules
New simulation system in ERP5 need rules to be validated. Navigate to http://localhost:9080/erp5/portal_rules and validate every rule in that container, using rule's action box or mass validation action from container. Without validated rules many simulations won't be created, and builders won't be able to generate documents.

Adding packages
As you probably noticed, the screen is almost empty and there is nothing you can do, except to stare in admiration at the beautiful logo of ERP5. This is normal - it is because you created an empty site and haven't yet installed any packages - we call them "business templates" (see Business Templates for more).

Have a look at "Manage Business Templates" tool (accessible from "My favourites" dropdown in the top left corner) - you will see that you have only three templates: core, xhtml_style and mysql_innodb_catalog. These three are needed to make ERP5 running and are installed upon bootstrap.

To get started, install erp5_base first - it brings the most basic functionality, and anyway is required by all the other templates.

See Installation techniques for instructions how to download, install and upgrade your templates.

General Idea
From developer point of view Business Template is a package which includes developer works with some metadata and functionality typical for packaging system: dependencies, provisions, scripts, installation/upgrade/uninstallation system. Developer is able to put almost any modification of ZODB into Business Template. There are some restrictions, but BT system is evolving all the time.

From consultant point of view Business Template is installable/upgradeable/uninstallable set of objects for which dependency will be computed automatically. Business Template file - ending with .bt5 extensions usually - could be compared to popular .rpm or .deb file format. Business Template system in ERP5 is like yum, rpmdrake or dselect.

Business Template files exists in some kind of repository - on http server, on local filesystem - with generated XML file bt5list. One ERP5 installation is able to be connected to many Business Template repositories; and of course developers are able to publish many types of repositories, e.g. development, testing or stable.

erp5_base
This bt5 installs three basic data types: Person, Organisation and Currency, and some auxiliary types. It also installs three modules:

 * person_module (Persons)
 * organisation_module (Organisations)
 * currency_module (Currencies)

It also installs some mechanism for processing basic information about people and organisations they might be working for.

Basic use case
We would like to record information about a company and one person who is working for this company.

Step 1 - create an Organisation
Go to the Organisations module, and select "Add Organisation" from the "Action" dropdown. A new form will appear. Fill it in with some data.

Note the "Contact" listbox at the bottom of the first tab ("View"). It is empty; if you enter an email and save the form, after a while the listbox will show "default_email" - it is an object of a type "Email", which contains the email address you've just entered. The way it works is that the "email" field on the Organisation's "View" tab is somehow linked to the "default_email" object. You can add more email addresses; if you'd like to change the default email, change the id of "default_email" to anything you like, and then change the id of the other email into "default_email". It works the same way for phone number, fax and address, and many other things.

If you want to record country or activity you have to go to portal_categories and create subcategory trees under the appropriate base categories (region and activity in this case)).

Step 2 - create a Person
Go to the person module, select "Add Person" from the "Action" dropdown. Fill in the person's name, email and other information.

Step 3 - employ the Person
Go to the person's "View" tab - there is a field labelled "Organisation", with a little gear next to it. This is called "Relation String Field". Click on the gear - you'll see a list of organisations you've created before. Tick one and click "Update Relation" button. Done - the person now works for this company. Now, next to the gear, you can see a little airplane - it takes you straight to the organisation the person is working for.

Look at the "Career" tab - there is a listbox "Career Steps", with one object labelled "default_career". This is an object of the type "Career", and it represents an employment contract; it is treated as current employment, because it's id is "default_career". You can edit the object; however, despite being the default, it is not active because it's status is "Draft" - this is a workflow state. To start the employment, select "Start Career Step" from the "Action" dropdown - the status will change, and the object will become read-only.

There is a shortcut for terminating the current employment and starting up a new one - go to the Person object and from the Action dropdown select "Terminate the current career step" - and see what happens.

Step 4 - make the person a user
To let the newly created person log into the system, you have to first create an Assignment for him (Action->Add Assignment), then open it (Action->Open). You don't even have to fill any data into the assignment, it just has to be there.

Then, go back to the person, select "Assignment" tab, give him a login and password, and you're done.

Caveat: if you use a bit older version of ERP5, you can skip the assignment part, but the Career tab has to say that the person's role is "internal", and login and password are on "Details" tab.

erp5_trade
This bt5 installs data types:
 * Internal Packing List
 * Internal Packing List Line
 * Purchase Order
 * Purchase Order
 * Purchase Packing List
 * Purchase Packing List Line
 * Sale Order
 * Sale Order Line
 * Sale Packing List
 * Sale Packing List Line
 * and many others

Most important modules provided by this business template are:
 * internal_packing_list_module (Internal Packing Lists)
 * sale_order_module (Sale Orders)
 * purchase_order_module (Purchase Orders)
 * sale_packing_list_module (Sale Packing Lists)
 * purchase_packing_list_module (Purchase Packing Lists)

Basic use case
Assumption: erp5_base, erp5_pdm and erp5_trade Business Templates properly installed.

Scenario description
We are ACME corp., John Smith is our sale and purchase manager. We want to purchase some goods from our supplier and then sell them to our customers.

System preparation
Create organisation ACME corp. in Organisations module, create John Smith in Persons. Also create EUR currency in Currencies.

Purchasing goods...
Go into Purchase Orders, create new Purchase Order.

...and selling them

 * instruct how to add erp5_base, erp5_trade and erp5_pdm from Nexedi's BT repository
 * basic use of installed BTses: add product, add companies, persons, add sale order, watch product movement history
 * invoke desire in reader to play with ERP5
 * clean up above - it is copy/pasted - need rearrangement

title: ERP5 Handbook/Lets go...


text:
Wikijunior:Bugs/Ladybug

What does it look like?
Lady beetles belong to the family Coccinellidae and the order Coleoptera. There are about 450 species native to North America. There are over 5000 species worldwide. Lady beetles are small insects between 1/32-inch and 5/8-inch long. They can be either shiny and smooth or hairy. Their elytra (wing covers) are usually brightly colored orange, yellow, or reddish, with small black spots.

Lady beetles are almost hemispherical in shape, like half of a pea. They have chewing mouthparts. The small head is turned downward and the legs are short. Head, legs, and antennae are black. Larvae (grubs) are warty or spiny and dark colored. Pupae may look like bird droppings.

Convergent Lady Beetles are 1/4-inch to 3/8-inch long. The pronotum (area just behind the head) is black with a white border and 2 converging white stripes. The elytra are red or orange with 13 black spots. Sometimes the spots are large forming 3 transverse bands.

Ashy Gray Lady Beetles are 1/8-inch to 1/4-inch long. They can be pale yellow to ashy gray with irregular black or brown spots.

Leaf-eating Lady Beetles are less rounded and tend to be dirty yellow in color. The most common leaf-eating lady beetle in North America is the Mexican Bean Beetle.

Multicolored Asian Lady Beetles are approximately 3/10-inch long. They are sometimes called Halloween lady beetles because they are seen in late October and have a yellow-orange color like a pumpkin. The larvae are long and somewhat flat with tiny flexible spines.

Nine-spotted Lady Beetles are about 1/4-inch long. They are black with yellowish or white markings on the head. The legs and underside are black. The elytra are yellow-red or orange with 9 black spots.

Spotless nine-spotted Lady Beetles are about 1/4-inch long. The head and thorax are black with yellow or white markings. The legs and underside are black. The elytra are yellow-red with or without a black spot.

Two-spotted Lady Beetles are about 1/8-inch to 1/4-inch long. The head and thorax are black with yellow marks. Elytra are orange with 2 large black spots. The underside is black to reddish brown. Larvae are velvety black with yellow and white spots.

Where does it live?
Most of the lady beetles east of the Rocky Mountains were introduced from other places. Lady beetles are found on foliage throughout the world. In the fall they sometimes fly into houses looking for places to spend the winter. Huge swarms fly into mountain canyons in the West where they spend the winter under leaves. They return to the valleys in the spring. Lady beetles are the official state insect of Delaware, Massachusetts, New Hampshire, New York, Ohio, and Tennessee.

Ashy Gray Lady Beetles occur across most of the United States but are rare in Oregon and Washington. They are common in the American Southwest. Their habitat is deciduous forest and areas with scattered trees.

Convergent Lady Beetles are native to North America. They live in woods, meadows, and gardens. They occur in great numbers in the mountains and fly to valleys in February or March.

Fourteen-spotted Lady Beetles were accidentally introduced to the United States from other countries in the late 1960s. They probably came via shipping on the St. Lawrence Seaway. They are now seen in several areas of the North Eastern United States.

Mealybug Destroyers were brought from Australia in 1892 to destroy mealybug infestations in California citrus groves. They are still sold for this purpose.

Mexican Bean Beatles are widespread in the mountains of the United States. They were first discovered in Colorado in 1853. They may have been hidden in hay sent for cavalry horses during the Mexican-American War.

Multicolored Asian Lady Beetles live in trees. They were first introduced into pecan and apple orchards to eat aphids. They are now believed to threaten native biodiversity in North America. They spread rapidly in Louisiana and Mississippi and currently thrive in many parts of the United States.

Spotted Lady Beetles range throughout the eastern United States and are common in the Southwest. They are often seen on flowers in open areas. Two-spotted Lady Beetles live in meadows, fields, gardens, and houses in North America. Nine-spotted Lady Beetles live in meadows, gardens, crop fields, and marshes throughout North America, except the South West. Spotless nine-spotted Lady Beetles are found along edges of California forests.

What does it eat?
Lady beetle species vary in their feeding habits. Relatively few are hunters. Adults and their larvae are best known as aphid eaters, but they also feed on mealy bugs, scales, spider mites, and other soft-bodied insects. They eat eggs of the Colorado Potato Beetle and European Corn Borer.

A few species feed on plant and pollen mildews, fungus and leaves. Leaf-eaters eat melons, potatoes, and beans in much of the world except South America and Australia. Larvae of most species feed on aphids, scales and mites. Larvae feed continuously while molting. When the final larval stage is reached feeding stops and the search for a place to pupate begins. Ashy Gray Lady Beetles feed on aphids, especially on walnut trees. The larvae easily move about leaves and branches feeding on aphids and other soft-bodied insects.

Convergent Lady Beetles eat almost 60 aphids a day. Their eggs hatch into voracious aphid-eating larvae.

Larvae of the common Red Lady Beetle are sometimes found in ant nests where they eat scale insects.

Vidalia Beetles were the first of 179 species to be purposely imported to North America. They are often credited with saving the California citrus industry in the 1880s. They eat Cottony Cushion Scale Bugs introduced to California from Australia in the 1860s.

How does it defend itself?
Lady beetles have several insect enemies, such as assassin bugs and stink bugs. Spiders and toads sometimes eat them. Their best defense is flight, but they sometimes fall to the ground and “play dead.”

They have bright colors and spots to warn of distasteful repellents. They secrete a bad tasting, irritating amber fluid from the leg joints. This defense is called “reflex bleeding.”

Larvae release repellents from abdominal glands, so birds and other vertebrates usually avoid them.

Ladybird beetles have a safety system based on social groups. When hibernating, they cluster together in great numbers, each one releasing a very small amount of repellent. As a group they make a strong vapor to warn off predators that might not detect the scent from a single beetle.

What stages of metamorphosis does it go through?
Lady beetles undergo complete metamorphosis. In the spring, small clusters of tiny, oval eggs are deposited on leaves. After about one week the very small first larvae emerge. The empty shells are left stuck to the leaf surface. The larvae are usually long and alligator-shaped. They are covered with tiny bristles. They have six strong legs, but no wings. Pale spots tell predators that they taste bad.

The larvae molt three times before entering the pupal stage about 4 weeks later. Pupae are slightly rounded and dark in color. They attach to leaves, stems or rocks.

The adult emerges from the pupa 5 to 6 days later. The full color gradually appears as the outermost layer hardens. Within the next few hours, the elytra are raised to let the hindwings expand and harden. Afterward, the hindwings are folded away ready for flight. The complete life cycle from egg to adult takes about a month, depending on the weather. The adult stage is the longest with some lady beetles living 2 or 3 years.

What special behavior does it exhibit?
In winter Ladybird Beetles group together to seek shelter in crevices or under bark, where they survive until springtime. In California, millions of ladybirds can be found in crevices or under bark. By December, they can be brushed into boxes where they are kept chilled until spring. They are shipped to buyers who release them in gardens or orchards to eat pests.

Large clusters of Multicolored Asian Lady Beetles usually hibernate in manmade structures. They leave a bad odor and sometimes bite. They are considered a nuisance pest.

In the Middle Ages, European ladybirds were called “Beetles of Our Lady” because they protected the vineyards from harmful insect pests. At the end of the grape harvest, growers set fire to the dying vines. A children’s nursery rhyme warns the beetles to fly away home to safety.

How does this bug affect people?
Lady beetles are generally considered useful insects, feeding on garden and agricultural pests. Commercial operators harvest millions of Convergent Lady Beetles to sell to gardeners for “natural” pest control. There is no evidence that this method is effective in many types of gardens.

Multicolored Asian Lady Beetles were introduced to North America and now threaten native lady beetle populations. They bite people and damage grapes and other fruit. If crushed with grapes, their defensive chemicals spoil wine production.

Lady beetles are often helpful to people. During the spring and summer, larvae and adults eat large numbers of plant damaging pests, reducing the need for pesticides. They have nearly eliminated the harmful pecan aphid and helped control pests that infest fruit trees and damage ornamental plants.

Seven-spotted Lady Beetles were introduced from Europe to the United States as a method of biological control. By the early 1980s, they were the dominant species in the northeast and have now replaced the Nine-spotted native species.

title: Wikijunior:Bugs/Ladybug


text:
User talk:90.192.82.190

-- Jim Thomas (aka Jomegat) 16:22, 16 March 2007 (UTC)

title: User talk:90.192.82.190


text:
Radiation Oncology/Carcinoid/Lung

Pulmonary carcinoid tumors

Reviews

 * 2003 - PMID 12839856 — "Update in pulmonary carcinoid tumors: a review article." Hage R et al. Ann Surg Oncol. 2003 Jul;10(6):697-704.

title: Radiation Oncology/Carcinoid/Lung


text:
ERP5 Handbook/Meta

ERP5's wiki lives on http://www.erp5.org/

= Authors =

Dear authors:
 * handbook shall be readable from chapter to chapter
 * do not go into details to fast, refer to wiki
 * be more descriptive than technical - technical information shall be on wiki/in code
 * better explain something few times with examples, short and technical explanation style shall be in wiki - handbook shall prepare reader to wiki-like documentation
 * you are kindly asked to add yourself to authors page.

= What to put in handbook and what on wiki =

HandBook

 * descriptive information and introductory content about ERP5
 * complete tutorial-like documents
 * group links to ERP5 wiki with descriptions - readers shall be lead
 * might be less precise, little inadequate - concentrate on what reader shall understand and not on details - this is wiki work

Wiki

 * everything what is ERP5's wiki like - look how wiki looks right now
 * various HowTos, Technical Notes, etc.

Handbook and wiki synchronisation
There is possibility that some information will start to duplicate on wiki and handbook. Then some decision shall be made - if it is on wiki, and is not so technical, propose to move it into handbook. If it is on handbook and it is to technical - create/reference to proper wiki page.

Decision shall be made by humans.

= TODOs = Put here list of extensions, which you'd like to see in book. Sign yourself with 4 tildes.

Generic

 * automatic documentation reference generator, at least parts which are fetch able from source-code
 * maybe use of DocBook system or its derivative instead of wikibooks?

Wikibooks extensions

 * automatic TOC generation

title: ERP5 Handbook/Meta


text:
Music Theory/Syncopation

Syncopation is when a normally unstressed beat is stressed. For example, music in common time (4/4) usually stresses the first and third beat. A syncopated song, on the other hand, may emphasize the second and fourth. Syncopation can also occur when a note is between two beats.

title: Music Theory/Syncopation


text:
User talk:172.188.126.90

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- MichaelFrey 18:09, 16 March 2007 (UTC)

title: User talk:172.188.126.90


text:
Introduction to Chemical Engineering Processes/Why use recycle?

What Is Recycle?
Recycling is the act of taking one stream in a process and reusing it in an earlier part of the process rather than discarding it. It is used in a wide variety of processes.

Uses and Benefit of Recycle
The use of recycle makes a great deal of environmental and economic sense, for the following reasons among others:

 * Using recycled materials lets a company achieve a wider range of separations

This will be demonstrated in the next section. However, there is a trade off: the more dilute or concentrated you want your product to be, the lower the flow rate you can achieve in the concentrated or dilute stream.

 * By using recycle, in combination with some sort of separation process, a company can increase the overall conversion of an equilibrium reaction.

You may recall from general chemistry that many reactions do not go to completion but only up to a certain point, because they are reversible. How far the reaction goes depends on the concentrations (or partial pressures for a gas) of the products and the reactants, which are related by the reaction stoichiometry and the equilibrium constant K. If we want to increase the amount of conversion, one way we can do this is to separate out the products from the product mixture and re-feed the purified reactants in to the reactor. By Le Chatlier's Principle, this will cause the reaction to continue moving towards the products.

 * By using recycled materials, it is possible to recover expensive catalysts and reagents.

Catalysts aren't cheap, and if we don't try to recycle them into the reactor, they may be lost in the product stream. This not only gives us a contaminated product but also wastes a lot of catalyst.

 * Because of the previous three uses, recycle can decrease the amount of equipment needed to get a process meet specifications and consumer demand.

For example, it may improve reaction conversion enough to eliminate the need for a second reactor to achieve an economical conversion.

 * Recycle reduces the amount of waste that a company generates.

Not only is this the most environmentally sounds way to go about it, it also saves the company money in disposal costs.

 * Most importantly, all of these things can save a company money.

By using less equipment, the company saves maintainence as well as capital costs, and probably gets the product faster too, if the proper analysis is made.

it is use to stop the wastage of the material


text:
User talk:209.232.150.253

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 19:08, 16 March 2007 (UTC)

title: User talk:209.232.150.253


text:
User talk:Hoogli/archive

Algebra and Intermediate Algebra
I saw your deletion request on the Algebra book. If you want the algebra book to be deleted, you have to nominate it at WB:VFD, it isn't a candidate to be speedy-deleted.

I am proposing an opposite action, in that the contents of the Intermediate Algebra book should be moved to the Algebra book, and that the Intermediate Algebra book should then be deleted. I dont think there is any reason to have a book on "Intermediate" algebra (which would then imply books on "basic" algebra, and "advanced" algebra). Instead, I think we should have a single algebra book with all the material in it. In essence, I would just be changing the name of this book from "Intermediate algebra" to just "algebra". the book would stay the same besides that (although additional contents may be merged in). What do you think about this plan? --Whiteknight (talk) (projects) 13:36, 27 March 2007 (UTC)

 * No problem about the late reply, I don't put time limits on them! I agree entirely that we should merge to Algebra instead of Intermediate Algebra, because the former has the more simple title and would be easier to find in a search. I'm not really motivated to do such a large merger right now, but I could find the time eventually. --Whiteknight (Page) (Talk) 00:59, 1 June 2007 (UTC)

 * What was decided in regards to the algebra books? Assuming history merges are still needed, I can do them this weekend if you'll help me by laying out what pages match up if I can't tell.  – Mike.lifeguard  | talk 01:13, 9 September 2007 (UTC)

Music Theory/Rhythm
I see you've made contributions to the music theory book. I am curious if this is a vested interest for you, or if it was a passing thing? I'm asking because I'd like to contribute, but want to know more about the basic ideas surrounding this book... i.e. purpose (beyond the obvious), intended audience, desired presentational style...etc. If you've got any insight into these, please let me know. Thanks. -- Jason C Daniels 22:10, 5 April 2007 (UTC)

Miskito redirects
Hi, I noticed that you recently redirected some pages to the Miskito course. The pages in question, whose names end in "x", "xx" and "xxx", actually do not need to be redirected, they need to be deleted. I created them when I was hopeless stuck trying to fix some technical problem with the page in question (I eventually fixed that problem). But I didn't know how to delete the "fake" pages (or get them deleted), and I was short of time so I'm afraid I didn't sort that out. So if you know how to get rid of those pages, I'd appreciate it. As you'll see, the "real" lesson 5 is there alright, so these extra pages serve no purpose at all. Thanks, Alan --A R King 14:53, 3 June 2007 (UTC)

General Chemistry/Thermodynamics/Entropy
Greetings. My attention has just be drawn to your edit to this article back in May, where you removed a considerable article written by Frank Lambert. Frank is a distinguished educator in thermodynamics for chemists, but is now quite old. He is not happy about the lose of this material. I agree that his contribution was long and that it does not fit the level of the General Chemistry articles. However, I do not want to see it lost. Do you have any thoughts where it might be moved? What about somewhere in Physical Chemistry? --Bduke 03:49, 15 August 2007 (UTC)

Happiness
Hey Hoogli, how are you doing? I haven't seen you in a while. I saw your new book that you created. I don't need to tell you that this could potentially be a NPOV problem. I'm certainly not raising a stink about it, I think there are some very interesting ways to approach this topic and keep it well within the range of NPOV. I know your work, so I know that you should be able to walk the line and I won't worry about it. Good luck with your new project! --Whiteknight (Page) (Talk) 04:03, 6 December 2007 (UTC)

What is BLOGTEF
Greetings Hoogli, I responded to your question on BLOGTEF. When you get a chance, feel free to take a look at my user talk page. Regards, Dreftymac (talk) 05:03, 21 January 2008 (UTC)

Suicide
I don't know why this book was nominated for speedy deletion but because of your comment on the talk page I have now put the deletion to a vote. You can voice your opinions about the book at Votes for Deletion. --ЗAНИA talk 00:54, 3 April 2008 (UTC)

I saw Algorithm/Find approximate maximum, and I think you misunderstand what this template is for. This is for malformed pages that seem to be mistakes. It works almost like w:WP:PROD - the page will be deleted in a week if it hasn't been improved. It seemed in that instance like you were using it to say "Hey, I've asked a question on this page, please come answer it" - while some template like that might be useful, that's not how we use this one. On the other hand, I might be misunderstanding your intent there. – Mike.lifeguard  | talk 21:09, 22 May 2008 (UTC)

title: User talk:Hoogli/archive