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Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Caffeine

"The research papers quoted here are but a small sample of a large body of literature pointing towards the neuroprotection from PD by caffeine and its metabolites."

Background
Caffeine is a white, crystalline, xanthine alkaloid with the formula C8H10N4O2. It occurs naturally in coffee beans, tea leaves, and a number of seeds and fruit. In nature it functions as a pesticide, but in human nutrition serves as a neurological stimulant, being taken mostly in the form of ground, roasted coffee, tea infusions, soft drinks and energy drinks. It is one of a class of compounds known as purines which, in humans, are metabolised by the kidneys into uric acid which functions beneficially as an antioxidant and is excreted in urine. Over-expression of uric acid can result in the formation of urate crystals which are deposited by gravity in the lower limbs leading to the painful condition known as gout.

Research
2000

Ross et al conducted a survey of 8,004 Japanese/ American men aged 45 to 68 years over a 30 year period. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2849921/?tool=pmcentrez There were 102 cases of P.D. Statistical analysis showed that the risk of contracting PD decreased proportionately to the amount of coffee in the diet from 10.4 per 10,000 in non-coffee drinkers to 1.9 per 10,000 among those who drank 28 oz, or more per day. The same ratios held for men who imbibed caffeine from other sources. They also found that:-

"Other nutrients in coffee, including niacin, were unrelated to PD incidence. The relationship between caffeine and PD was unaltered by intake of milk and sugar."

2001

Ascherto et al ,studied two cohorts comprising 47,351 men and 88,565 women who were free of Parkinson's disease stroke, or cancer at baseline. A comprehensive life style and dietary questionnaire was completed by the participants at baseline and updated every two to four years. During the follow-up (10 years in men, 16 years in women), they documented a total of 288 incident cases of Parkinson's disease. An inverse association was also observed with consumption of coffee.

Chen et al measured the effects of caffeine consumption on animal PD models. They concluded:-

"These data establish a potential neural basis for the inverse association of caffeine with the development of PD, and they enhance the potential of A(2A) antagonists as a novel treatment for this neurodegenerative disease."

2002

Xu et al ,studied the effects of caffeine upon Parkinsonian mice. Their conclusions stated:-

"Acute pretreatment with caffeine attenuated MPTP-induced loss of striatal dopamine and dopamine transporter binding sites, and this attenuation was identical in mice pretreated chronically with caffeine or with saline. Thus, in contrast to the locomotor stimulant effect of caffeine, its neuroprotectant effect did not show tolerance to prior caffeine exposure. These data raise the possibility that caffeine may induce neuroprotection and locomotion by distinct mechanisms."

2003

Aschierto et al studied the influence of female hormones upon the neuroprotective effects of caffeine upon PD. They concluded:-

"These results suggest that caffeine reduces the risk of PD among women who do not use postmenopausal hormones, but increases risk among hormone users. Clinical trials of caffeine or estrogens in women should avoid the combined use of these agents."

Tan et al examined the relationship between coffee and tea drinking, cigarette smoking, and other environmental factors and risk of PD among ethnic Chinese. 200 case controlled pairs matched for age, gender, and race were recorded.

The resultant statistical analysis demonstrated that the amount of coffee drunk, the amount of tea drunk, the number of cigarettes smoked, the history of heavy metal and toxin exposure, and the history of heart disease were all factors which had a bearing on the onset of PD. One unit of coffee and tea (3 cups/day for 10 years) would lead to a 22% and 28% risk reduction of PD. One unit of cigarette smoke (3 packs/day for 10 years) reduced the risk of PD by 62%.

2004

Joghataie et al sought to assess the effect of administering caffeine to Parkinsonian rats. They concluded:-

"The results demonstrated that caffeine administration for 1 month could attenuate the rotational behavior in lesioned rats and protect the neurons of SNC against 6-OHDA toxicity."

2006

Aguiar et al carried out further studies of the effects of caffeine on parkinsonian rats.

"In conclusion, our data demonstrated beneficial effects of caffeine in this model of PD, suggesting the potential use of A2A antagonists as a novel treatment for this neurodegenerative disease."

Xu et al [9]sought to explain previously observed gender differences on the neuroprotective effects of caffeine upon PD. They studied the effects of caffeine on Parkinsonian mice coupled with the presence of oestrogen. They found that:-

"These results suggest that oestrogen can occlude and thereby prevent the neuroprotective effect of caffeine in a model of PD neurodegeneration."

2008

Sääksjärvi et al studied a cohort of 6,710 men and women, aged 50-79 years and free from Parkinson's disease at the baseline. At baseline, enquiries were made about coffee consumption in a self-administered questionnaire. They reported:-

After adjustments for age, sex, marital status, education, community density, alcohol consumption, leisure-time physical activity, smoking, body mass index, hypertension and serum cholesterol, the relative risk for subjects drinking 10 or more cups of coffee per day compared with non-drinkers was 0.26.

The results support the hypothesis that coffee consumption reduces the risk of Parkinson's disease, but protective effect of coffee may vary by exposure to other factors.

2010

Costa et al reviewed the evidence from 22 previous epidemiological studies and concluded-

"This study confirms an inverse association between caffeine intake and the risk of PD, which can hardly by explained by bias or uncontrolled confounding."

Kachroo et al [12]tested the effects of caffeine against PD models induced by the use of the pesticides Paraquat and Maneb. The conclusions were:-

"Caffeine at 20mg/kg significantly reduced TH+ neuron loss (to 85% of the respective control). The results demonstrate the neuroprotective potential of caffeine in a chronic pesticide exposure model of model of PD."

Trin et al  found that coffee and tobacco, but not caffeine or nicotine, are neuroprotective in fly PD models, and that decaffeinated coffee and nicotine-free tobacco are as neuroprotective as their caffeine and nicotine-containing counterparts and also that the neuroprotective effects of decaffeinated coffee and nicotine-free tobacco are also evident in Drosophila models of Alzheimer's disease and polyglutamine disease.

They also report that the neuroprotective effects of decaffeinated coffee and nicotine-free tobacco require the cytoprotective transcription factor Nrf2 and that a known Nrf2 activator in coffee, cafestol, is also able to confer neuroprotection in fly models of PD. They sum up these findings as:-

"That coffee and tobacco contain Nrf2-activating compounds that may account for the reduced risk of PD among coffee and tobacco users. These compounds represent attractive candidates for therapeutic intervention in PD and perhaps other neurodegenerative diseases."

Xu et all examined the time window of caffeine's neuroprotection as well as the effects of caffeine's metabolites (theophylline and paraxanthine) in the MPTP mouse model of PD. Their findings were:-

"In the first experiment, caffeine pre-treatment (30 mg/kg ip) significantly attenuated MPTP-induced striatal dopamine depletion when it was given 10 min, 30 min, 1 h, or 2 h but not 6 h before MPTP (40 mg/kg ip) treatment. Meanwhile, caffeine post-treatment also significantly attenuated striatal dopamine loss when it was given 10 min, 30 min, 1 h or 2 h but not 4 h, 8 h or 24 h after MPTP injection. In the second experiment, both theophylline (10 or 20 mg/kg) and paraxanthine (10 or 30 mg/kg) administration (10 min before MPTP) significantly attenuated MPTP-induced dopamine depletion in mice, as did caffeine (10 mg/kg) treatment."

"Thus the metabolites of caffeine also provide neuroprotective effects in this mouse model of PD. The data suggest that if caffeine protects against putative toxin-induced dopaminergic neuron injury in humans, then precise temporal pairing between caffeine and toxin exposures may not be critical because the duration of neuroprotection by caffeine may be extended by protective effects of its major metabolites."

2011

Tanaka et al carried out a study of 249 PD cases and 368 controls to see whether the previously recorded neuroprotective benefits of drinking coffee were repeated for Japanese and Chinese teas. (also caffeine-rich). Their results concluded:-

"A clear inverse dose-response relationship between total caffeine intake and PD risk was observed. We confirmed that the intake of coffee and caffeine reduced the risk of PD. Furthermore, this is the first study to show a significant inverse relationship between the intake of Japanese and Chinese teas and the risk of PD."

2012

Previous epidemiological research has shown that the intake of caffeine reduces the risk of contracting PD. Postuma et al set out to establish whether caffeine might be beneficial to people with PD.

A cohort of 61 PD patients was assembled and and given additional caffeine intake or a placebo for 6 weeks. The rest were given placebos. Measurements were taken at the start and end of the experiment of mobility, sleep markers, fatigue, depression, and quality of life. The result was that the mobility of patients on enhanced caffeine improved: other factors were unaffected.

There is scope for a continuation of this work to establish the duration of th benefits conferred and the effect on uric acid levels.


text:
Talk:Arduino/Analog output

Hi F of x,

I was reviewing your article, and found it was very clear, nicely formated and illustrated. I did find a couple of elements that are a bit dissonant with the Yoreme methodology, which I'd like to point out:
 * 1) Abundance of information that is not directed to the students operating. This information is extremely usefull for students that have a theoretical approach to learning (the best kind of students if you ask me). However, especially with pubers, this might demotivate more restless practice-oriented learners. What we have done to make the information available for those interesed is benefit from hyperlikning (especially to Wikipedia articles). Where my knowledge is sufficient, I will implement the hyperlinking.
 * 2) The next observation is something where Jergas and I have different points of view. It refers to the ammount of solutions that should be made available to students. In general, the idea of formats is that the students have to experiment and figure out how to complete as many tasks as possilbe. We usually tell them the results they should get, but avoid doing much more than hinting as to how to do it. Now, and here is where Jergas and I differ, is that, while Jergas believes this should be done from the beginning, I think that we have more chances of being succesfull at keeping students motivated (at least the insecure and the information-oriented learners) by introducing this kind of dynamic little by little. I wish we could show you examples of both approaches, but I can't garantee that they will be translated in the very near future (not enough of them, anyway). I'll try to improve the article in this direction when I'm solving it (in the evening). Remember that you can always undo changes you don't agree with.
 * Like my dear Erno was saying, we disagree on some minor doctrinal issues. No matter, I asked him to please make changes to your work, ie, hack on it, rather than discussing doctrine too much. Jergas (talk) 21:43, 22 May 2012 (UTC)
 * That being said, clearly all doctrine springs from me; so, insofar as to our disagreements: he is, a fortiori, wrong! Jergas 21:43, 22 May 2012 (UTC) (the Jerx hath spoken, discuss:talk)
 * LOL &8'P

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

title: Talk:Arduino/Analog output


text:
User:Altoribio

Al Toribio

 * I'm learning Japanese, I think the Japanese language is interesting and fun to learn.
 * I am a bit of an otaku.
 * I know hiragana, katakana, and I am learning kanji.

title: User:Altoribio


title: File:Signal.1.A.ConSeq.20120523.pdf


text:
Template:How are you doing (expression)

How are you doing?

title: Template:How are you doing (expression)


text:
Template:Nice to meet you (expression)

Nice to meet you.

title: Template:Nice to meet you (expression)


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User:Xtgyal/WGSS

A list of sample college courses in Women, Gender, and Sexuality Studies (WGSS), for hopefully eventual inclusion on Wikiversity. Course co-/prerequisites are included to emphasize the interdisciplinary nature of the field. Nicole (xtgyal) (talk) 21:31, 23 May 2012 (UTC)

 * Advanced Feminist Theory (Women's & Gender Studies)
 * Advanced Psychology of Aging (Psychology)
 * African American Colonial Culture (Anthropology)
 * African American Culture (Anthropology)
 * African Americans in Film and Theater (Theatre)
 * African American Women Filmmakers (Theatre/Women's Studies)
 * African American Women in History (History)
 * African American Women Writers (English)
 * African American Writers (English)
 * The African Diaspora (African American Studies)
 * African Women Writers (English)
 * AIDS and African American History, Rhetoric, and Literature (African American Studies)
 * American Government (Government & Politics)
 * American Government and Public Administration (Political Science)
 * American Literature and Music as Social Protest (English)
 * American National Government (Political Science)
 * American Women and Popular Culture (Women's Studies)
 * Anthropology of Media (Anthropology)
 * Applied Contextual Leadership (Education Counseling & Personnel Services)
 * Applied Policy Analysis and the Black Community (African American Studies)
 * Approaches to Women's Studies I (Women's Studies)
 * Approaches to Women's Studies II (Women's Studies)
 * Ascetics, Saints, and Sinners: Western Religious Thought (Philosophy/Religious Studies)
 * Asian American Sexualities (Comparative Literature/LGBT Studies)
 * Asian American Women: The Social Construction of Gender (Asian American Studies/Women's Studies)
 * Austen and the Brontes (English)
 * Austen/Shelley/Hollywood (English)
 * The "Bad" Life: Deviance, Disability, Defiance (American Studies)
 * The Beginnings of Queer Identity, 1660-1900 (English/LGBT Studies)
 * Biology of Reproduction (Biological Sciences/Women's Studies)
 * Biomedical Ethics (Philosophy & Religious Studies)
 * Black American Literature (English)
 * Black Culture: Race, Gender, and Labor (African American Studies)
 * Black Culture: Women and Work (African American Studies)
 * Black Culture in the United States (African American Studies)
 * Black Feminist Thought (Women's Studies)
 * Black Masculinities (LGBT Studies)
 * Black Women in the Public Eye (Women's Studies)
 * Black Women in United States History (African American Studies/History/Women's Studies)
 * Black Women Writers (English)
 * B-More: Baltimore and Urban Communities (Women's & Gender Studies)
 * British Literature: Unfortunate Women (English)
 * Caribbean Literature in English (English)
 * Caribbean Women (Women's Studies)
 * College Algebra with Applications (Mathematics)
 * Communication and Gender (Communication/Women's Studies)
 * Comparative Politics (Political Science)
 * Comparative Public Policy (Political Science)
 * Composition (English)
 * Congress (Political Science)
 * Constructions of Manhood and Womanhood in the Black Community (African American Studies/Women's Studies)
 * Contemporary International Politics (Political Science)
 * Contemporary Multicultural Voices (English)
 * Costumes and Clothes in History (Theater, Film, & Media Studies)
 * Cultural Anthropology (Anthropology)
 * Cultural Perspectives on Gender (Spanish)
 * Cultural Themes in America (American Studies)
 * The Cultured Body (Anthropology/Sociology)
 * Dance in History (Theater, Film, & Media Studies)
 * Digital Queers: Public Space, Art, and Performance in the Digital Age (LGBT Studies)
 * The Diversity of Women (Women's & Gender Studies)
 * Documentary Practices (Theater, Film, & Media Studies)
 * Economic Issues of Gender (Economics)
 * The Economics of Race and Gender (Economics)
 * Elementary Mathematical Models (Mathematics)
 * Elementary Spanish I (Spanish)
 * Elementary Spanish II (Spanish)
 * Embracing Diversity in Classroom Communities (Curriculum & Instruction)
 * Emily Dickinson (English)
 * The Erotic Imagination in Christianity and Hinduism (Women's & Gender Studies)
 * Europe in the Third World: Colonialism to Crisis (History)
 * Exploring Homophobia: Demystifying Lesbian, Gay, and Bisexual Issues (LGBT Studies)
 * Facilitation and Leadership Skills in Lesbian, Gay, Bisexual, Transgender, Queer, or Ally Organizations (Education Counseling & Personnel Services/LGBT Studies)
 * Family Resources (Family Studies)
 * Family Theories and Patterns (Family Science)
 * The Female Coming-of-Age Novel (English)
 * Feminism and Philosophy (Philosophy)
 * Feminism and Religion (Religious Studies)
 * Feminist Analysis of the Workplace (Women's Studies)
 * Feminist and Nationalist Thought in Black Communities (African American Studies)
 * Feminist Critical Theory (English/Women's Studies)
 * Feminist Cultural Studies (Women's Studies)
 * Feminist Pedagogy (Women's Studies)
 * Feminist Perspective on Women in Art (Art History & Archaeology/Women's Studies)
 * Feminist Philosophy (Philosophy)
 * Feminist Reconceptualizations of Knowledge (Women's Studies)
 * Feminist Theories and Women's Movements: Genealogies (Women's Studies)
 * Feminist Theory (Women's Studies)
 * Femmes Fatales and the Representation of Violence in Literature, Opera, and Film (French/Women's Studies)
 * Film and Literature (English)
 * Film and Media Production Modes (Theater, Film, & Media Studies)
 * Film Studies (English)
 * Food and Culture (Anthropology)
 * Francophone Women Writers (French)
 * Fundamentals of Leadership in the Nonprofit Sector (Family Studies)
 * Fundamentals of Speech Communication (Communication Studies)
 * Gay and Lesbian Philosophy (LGBT Studies/Philosophy)
 * Gays and Lesbians in US History (History)
 * Gay Themes in American Literature (English)
 * Gender and Ethnicity in Modern French Literature (French)
 * Gender and Sexuality in American History (History)
 * Gender and Social Life (Sociology)
 * Gender Identity in Transition (Psychology)
 * Gender in Cross-Cultural Perspective (Anthropology)
 * Gender in Latin American History (History)
 * Gender Issues in Families (Family Science/Women's Studies)
 * Gender Roles and Social Institutions (Sociology/Women's Studies)
 * Gender, Sexuality, and the Black Family (African American Studies)
 * General Psychology (Psychology)
 * Globalization in Cross-Cultural Perspectives (Anthropology)
 * Governments of the World (Political Science)
 * Group Dynamics and Team-Building (Human Resource Development)
 * Health Advocacy Across Service Settings (Health Science)
 * Health Care Policy (Health Science)
 * Health Care Systems (Health Science)
 * Hispanic Popular Cultures (Spanish)
 * Historical Themes (History)
 * Historical Writing: Women's History (History)
 * Histories of "Deviant" Women: Crones, Comedians, and Criminals (LGBT Studies)
 * The History of Drag (LGBT Studies)
 * History of European Civilization From the 17th Century (History)
 * History of Modern Southeast Asia (History)
 * History of Sexuality in America (History)
 * History of the United States Since the Mid-19th Century (History)
 * History of the United States to the Mid-19th Century (History)
 * Human Development (Psychology)
 * Human Evolution and Prehistory (Anthropology)
 * Human Sexuality (Health/Psychology)
 * Identity and Culture: Gender and Media in Global Perspective (Cultural Studies)
 * Interdisciplinary Approaches to Global Problems (Social Science)
 * Interest Groups and Public Policy (Political Science)
 * Intermediate Spanish I (Spanish)
 * Intermediate Spanish II (Spanish)
 * International Health (Health Science)
 * International LGBT Issues (LGBT Studies)
 * International Perspectives on Lesbian and Gay Studies (Comparative Literature/LGBT Studies)
 * International Perspectives on Women (Women's Studies)
 * Introduction to African American Studies (African American Studies)
 * Introduction to American Politics (Political Science)
 * Introduction to Art History (Art History)
 * Introduction to Black Women's Cultural Studies (African American Studies/Women's Studies)
 * Introduction to Black Women's Studies (African American Studies/Women's Studies)
 * Introduction to Contemporary Social Problems (Sociology)
 * Introduction to Cultural Studies (Cultural Studies)
 * Introduction to Economics (Economics)
 * Introduction to Ethics (Philosophy)
 * Introduction to Family Studies (Family Studies)
 * Introduction to Film and Media Studies (Theater, Film, & Media Studies)
 * Introduction to Gender Studies (Women, Gender, & Sexuality Studies)
 * Introduction to Health Behavior and Health Promotion (Health Science)
 * Introduction to International Relations (Political Science)
 * Introduction to Lesbian, Gay, and Bisexual Literature (English/LGBT Studies)
 * Introduction to Lesbian, Gay, Bisexual, and Transgender Studies (LGBT Studies/Women's Studies)
 * Introduction to Literature in Spanish (Spanish)
 * Introduction to Literature by Women (English/Women's Studies)
 * Introduction to Mass Communication (Mass Communication)
 * Introduction to Philosophy (Philosophy)
 * Introduction to Political Science (Political Science)
 * Introduction to Probability (Mathematics)
 * Introduction to Psychology (Psychology)
 * Introduction to Queer Latina/o Studies (LGBT Studies)
 * Introduction to Sociology (Sociology)
 * Introduction to Women's Studies (Women's Studies)
 * Introduction to Women's Studies: Women and Society (Women's Studies)
 * Introduction to Women's Studies: Women, Art, and Culture (Women's Studies)
 * Issues in Domestic Violence (Sociology)
 * James Baldwin and Audre Lorde (LGBT Studies)
 * Jewish Women in International Perspective (Jewish Studies/Women's Studies)
 * The Judicial System (Political Science)
 * Lady Gaga, Beyoncé, and Nicki Minaj: Gender and Spectacular Consumption (Women's Studies)
 * Latin America and the United States (History)
 * Latin American Women's Issues (Foreign Languages & Literature)
 * Latin American Women Writers (Spanish)
 * Latinas in the Americas (Anthropology)
 * Law and Identities (Comparative Literature/LGBT Studies)
 * Law and Society (Government & Politics)
 * Leadership, Social Organizations, and Social Activism (Women's & Gender Studies)
 * Leadership, Theory, and Practice (Human Resource Development)
 * Legal and Ethical Issues in Health Administration (Health Care Management/Health Science)
 * The Legal Status of Women (Government & Politics/Women's Studies)
 * Lesbian Communities and Differences (LGBT Studies/Women's Studies)
 * Lesbian, Gay, and Bisexual Literatures (English/LGBT Studies)
 * Lesbian, Gay, Bisexual, and Transgender Community Organizations (LGBT Studies)
 * Lesbian, Gay, Bisexual, and Transgender Film and Video (LGBT Studies)
 * Lesbian, Gay, Bisexual, and Transgender Leadership (Education Counseling & Personnel Services)
 * Lesbian, Gay, Bisexual, and Transgender Literatures (LGBT Studies)
 * Lesbian, Gay, Bisexual, and Transgender People and Communication (LGBT Studies)
 * LGBT Families (Comparative Literature/LGBT Studies)
 * LGBTQ Politics and Social Movements (Comparative Literature/LGBT Studies)
 * LGBT Writing in the US (English/LGBT Studies)
 * Life Histories of African Women (History)
 * Literary Works by Women (English/Women's Studies)
 * Literature (English)
 * Literature by Women After 1800 (English/Women's Studies)
 * Literature by Women Before 1800 (English/Women's Studies)
 * Literature by Women of Color (English/Women's Studies)
 * Literature in History I: The Beginnings Through the Renaissance (English)
 * Literature in History II: The Rise of Anglo-American Literature (English)
 * Literature in History III: Twentieth-Century Voices (English)
 * Literature of Women (English)
 * Love, Sex, and Poetry in the Long 19th Century (English/LGBT Studies)
 * The Making of the Modern Middle East (History)
 * Marriage and Family Relationships (Social Work/Sociology)
 * Masculinity in Perspective (Women's Studies)
 * Mediated Bodies: Gender, Race, and Class on Stage and Screen (Theater, Film, & Media Studies)
 * Medical Sociology (Sociology)
 * Methods of Literary Study (English)
 * Mexican Cultural Symbols: La Malinche, La Virgen de Guadalupe, and La Llorona (Spanish)
 * Migration and Sexuality (Latina/o Studies)
 * Microeconomic Principles (Economics)
 * Organizational Behavior (Human Resource Development)
 * Organizations and Society (Sociology)
 * Peoples of the Middle East (Anthropology)
 * Perspectives on Identity and Culture (American Studies)
 * Perspectives on Rape and Sexual Assault (Health Science)
 * Philosophy and Women (Philosophy)
 * Political Geography (Geography & Environmental Planning)
 * Political Research (Political Science)
 * Power, Gender, and the Spectrum of Difference (Women's Studies)
 * Precalculus (Mathematics)
 * The Presidency (Political Science)
 * Principles of Biology I (Biological Sciences)
 * Principles of Government and Politics (Government & Politics)
 * Principles of Macroeconomics (Economics)
 * Principles of Microeconomics (Economics)
 * Principles of Strategic Public Relations and Integrated Communication (Mass Communication)
 * Psychological Perspectives of Human Sexuality (Psychology)
 * Psychology of Human Sexuality (Psychology)
 * Psychology of Lesbian Culture (Psychology)
 * Psychology of Women (Psychology/Women's Studies)
 * Public Administration (Political Science)
 * Public Policy Analysis (Political Science)
 * Public Policy and the Black Community (African American Studies)
 * Public Relations for Nonprofit Organizations (Mass Communication)
 * Public Relations Writing (Mass Communication)
 * Race, Class, and Gender (Philosophy)
 * Recognizing Homophobia in the New Millennium (LGBT Studies)
 * Readings in Lesbian, Gay, Bisexual, and Transgender Studies (LGBT Studies)
 * Queer Adaptations in Film, Fiction, and TV (LGBT Studies)
 * Queer American Cultures (LGBT Studies)
 * Queer and Trans Collaborations (LGBT Studies)
 * Queer Conceptions of Race (LGBT Studies)
 * Queer Cultures (American Studies)
 * Queer Film and Video (English/LGBT Studies)
 * Queering Citizenship in the Global South (Comparative Literature/LGBT Studies/Women's Studies)
 * Queer London (LGBT Studies)
 * Queer Mags and Rags: Studies in 20th Century LGBT Print Culture (LGBT Studies)
 * Queer Poetics: Autobiographics in the Age of Facebook (LGBT Studies)
 * Queer Poetics, or Gay Is Very American (English/LGBT Studies)
 * Queers, Arts, and Culture (LGBT Studies)
 * Queer Theory (LGBT Studies)
 * Queer Youth (LGBT Studies)
 * Race, Gender, and Sexuality (English)
 * Race, Sexuality, and the Transnational (Comparative Literature/LGBT Studies)
 * Redefining Gender in the US, 1880-1935 (History/Women's Studies)
 * Reproductive Technologies and the Future of Motherhood (Women's Studies)
 * Seafaring Sexualities (History)
 * Self-Defense Against Sexual Assault (Physical Fitness & Recreational Sport)
 * Sex and the City (Comparative Literature/LGBT Studies)
 * Sex Differences: Psychological Perspectives (Psychology)
 * Sex, Gender, and Jewish Identity (LGBT Studies)
 * Sexuality and Culture (Anthropology)
 * Sexuality and Gender in Popular Culture (LGBT Studies)
 * Sexuality and Literature (English/LGBT Studies)
 * Sexuality and Modernity (Art History)
 * Sexuality in a Diverse Society (Health Science)
 * Sexuality in the Cinema (Comparative Literature/English)
 * Social Inequality (Sociology)
 * Social Welfare (Sociology)
 * Sociology of Gender (Sociology/Women's Studies)
 * Sociology of Race, Class, and Gender (Sociology)
 * The Study of Political Philosophy: Ancient and Modern (Government & Politics)
 * Survey of Western Art (Art History)
 * Teaching and Learning About Cultural Diversity Through Intergroup Dialogue: LGBT/Heterosexual (Education Leadership, Higher Education, & International Education)
 * Teaching and Learning in a Diverse Society (Education)
 * Themes and Issues in Women's Studies (Women's Studies)
 * Themes and Movements of French Literature in Translation (French)
 * Themes in Literature (English)
 * Theories of Feminism (Women's Studies)
 * Theories of Sexuality and Literature (English/LGBT Studies)
 * Theory of International Politics (Political Science)
 * Trans Literature (English/LGBT Studies)
 * Urban Government and Politics (Political Science)
 * US Latina/o Studies I: An Historical Overview to the 1960s (Latina/o Studies)
 * US Latina/o Studies II: A Contemporary Overview, 1960s to Present (Latina/o Studies)
 * Victorian Women in England, France, and the United States (History/Women's Studies)
 * Virginia Woolf (English)
 * Voices of Medieval Women (English)
 * Where the Wilde Things Are: Queer Identities in Drama and Performance (LGBT Studies)
 * Woman as Citizen (Women's & Gender Studies)
 * Womanisms and Feminisms: Theories and Methods (Women's Studies)
 * Women and Aging (Women's & Gender Studies)
 * Women and Conservative Social Movements (Women's & Gender Studies)
 * Women and Crime (Criminology & Criminal Justice/Sociology)
 * Women and Family in American Life (American Studies)
 * Women and Gender in Film (Electronic Media & Film)
 * Women and Gender in the Workplace (Women's & Gender Studies)
 * Women and Health (Women's & Gender Studies)
 * Women and Literature (English)
 * Women and Medicine (Women's & Gender Studies)
 * Women and Not-for-Profit Leadership: Governance and Advocacy (Women's & Gender Studies)
 * Women and Politics (Political Science)
 * Women and Science (Biological Sciences/Women's Studies)
 * Women and Sexuality (Women's & Gender Studies)
 * Women and Society in the Middle East (History/Women's Studies)
 * Women and the Civil Rights Movement (History)
 * Women and the Law (Political Science)
 * Women, Environment, and Health (Women's & Gender Studies)
 * Women, Gender, and Conflict Resolution (Women's & Gender Studies)
 * Women, Gender, and Science (Interdisciplinary Studies)
 * Women, Gender, and Sexuality (Women, Gender, & Sexuality Studies)
 * Women/Gender and the Visual Arts (Art)
 * Women, Health, and Healing (Sociology)
 * Women in 20th-Century US History (History)
 * Women in Africa (History/Women's Studies)
 * Women in America Since 1880 (History/Women's Studies)
 * Women in America to 1880 (History/Women's Studies)
 * Women in an International Context (Women's & Gender Studies)
 * Women in Art (Art History)
 * Women in Classical Antiquity (Classics/Women's Studies)
 * Women in German Literature and Society (Germanic Studies/Women's Studies)
 * Women in Islam (Religious Studies)
 * Women in Medieval Culture and Society (History/Women's Studies)
 * Women in Modern Western History (History)
 * Women in Music (Music)
 * Women in Perspective (Women's Studies)
 * Women in the Media (Journalism/Women's Studies)
 * Women in the Middle East (Women's Studies)
 * Women in the Military (Sociology)
 * Women in the Third World (Political Science)
 * Women in Western Europe, 1750-Present (History/Women's Studies)
 * Women in Western Music (Music)
 * Women in World Religions (Religious Studies)
 * Women of Color (Women's Studies)
 * Women of the African Diaspora (Women's Studies)
 * Women, Public Policy, and Social Change (Political Science/Women's & Gender Studies)
 * Women, Religion, and Ritual (Women's & Gender Studies)
 * Women's Culture and Creativity (Women's Studies)
 * Women's Health (Health Science/Women's Studies)
 * Women's Health Policy (Women's & Gender Studies)
 * Women's Issues in World History (History)
 * Women's Spiritual Practices (Women's & Gender Studies)
 * Women's Words, Women's Lives (Women's Studies)
 * Women Through Theatre (Theatre)
 * Women, Work, and Family (Women's Studies)
 * Women Writers (English)
 * Women Writers of French Expression in Translation (French/Women's Studies)
 * Work and Occupations (Sociology)
 * Workers and Work in the United States (History)
 * World Literature (English)
 * World Literature by Women (Comparative Literature/Women's Studies)
 * World Literature Written in English (English)
 * Writing for a Liberal Education (English)

title: User:Xtgyal/WGSS


text:
User:Xtgyal/RELG

A reading list for major world religions. Nicole (xtgyal) (talk) 12:11, 23 May 2012 (UTC)

Vedism/Hinduism (1000M)

 * 1) véda
 * 2) ṛgveda (1700 BCE)
 * 3) karma-kāṇḍa
 * 4) ṛg-saṃ-hitā
 * 5) * śākalya
 * 6) ** (Griffith, 1896) - single-PDF, 506p.
 * 7) ** (Griffith, 1896) - multi-HTML
 * 8) ** (Müller/Oldenberg, 1897) - multi-HTML (abridged)
 * 9) ** - single-HTML
 * 10) ** - single-PDF
 * 11) ** - multi-HTML
 * 12) ** - multi-PDF
 * 13) ** - multi-PDF
 * 14) ** - multi-MP3 (abridged)
 * 15) ** - multi-GIF
 * 16) ** (Geldner, 1951) - single-PDF
 * 17) ** (Geldner, 1951) - multi-HTML
 * 18) jñān-kāṇḍa
 * 19) sāmaveda (1700 BCE)
 * 20) karma-kāṇḍa
 * 21) sām-saṃ-hitā
 * 22) * - single-PDF
 * 23) * - multi-GIF
 * 24) * rāṇāyanīya
 * 25) ** (Griffith, 1895) - single-HTML, 120p.
 * 26) yajurveda (1000 BCE)
 * 27) śuklá
 * 28) karma-kāṇḍa
 * 29) yajur-saṃ-hitā
 * 30) * vajasaneyi
 * 31) ** (Griffith, 1899) - multi-HTML
 * 32) kṛṣṇa
 * 33) karma-kāṇḍa
 * 34) yajur-saṃ-hitā
 * 35) * taittirīya
 * 36) ** (Keith, 1914) - single-PDF, 341p.
 * 37) ** (Keith, 1914) - multi-HTML
 * 38) ** - multi-PDF
 * 39) atharvaveda (900 BCE)
 * 40) karma-kāṇḍa
 * 41) atharva-saṃ-hitā
 * 42) * (Griffith, 1896) - multi-HTML
 * 43) * - multi-GIF
 * 44) * śaunakīya
 * 45) ** (Bloomfield, 1897) - single-HTML (abridged, 80p.)
 * 46) ** (Bloomfield, 1897) - multi-HTML (abridged)

Judaism (18M)

 * 1) tanakh
 * 2) * - multi-HTML PDB
 * 3) * - multi-HTML
 * 4) * - multi-MP3
 * 5) * - multi-HTML
 * 6) torah (500 BCE)
 * 7) nəḇî'îm (150 BCE)
 * 8) kəṯûḇîm (150 CE)

Zoroastrianism (0.21M)

 * 1) avesta (445 BCE)
 * 2) yasna
 * 3) * - single-HTML, 103p.
 * 4) * - single-PDF
 * 5) * - single-HTML
 * 6) visperad
 * 7) * - single-HTML
 * 8) * - single-PDF
 * 9) vendidad
 * 10) yašt
 * 11) siroza
 * 12) khordeh avesta

chronological list of texts

 * 1) Rigveda (1700 BCE): Vedas: Vedic
 * 2) Samaveda (1700 BCE): Vedas: Vedic
 * 3) Yajurveda (1000 BCE): Vedas: Vedic
 * 4) Atharvaveda (900 BCE): Vedas: Vedic
 * 5) Jahwist (900 BCE): Torah: Tanakh: Judaic (18M): Abrahamic (3.8G)
 * 6) Elohist (800 BCE): Torah: Tanakh: Judaic: Abrahamic
 * 7) Deuteronomist (600 BCE): Torah: Tanakh: Judaic: Abrahamic
 * 8) Priestly Source (500 BCE): Torah: Tanakh: Judaic: Abrahamic
 * 9) Avesta (445 BCE): Zoroastrian (210k)
 * 10) Mahabharata (400 BCE): Itihasa: Hindu (1G)
 * 11) Ramayana (400 BCE): Itihasa: Hindu
 * 12) Nevi'im (150 BCE): Tanakh: Judaic: Abrahamic
 * 13) Tipitaka (29 BCE): Theravada (100M): Buddhist (500M)
 * 14) New Testament (63 CE): Christian (2.2G): Abrahamic
 * 15) Ketuvim (150 CE): Tanakh: Judaic: Abrahamic
 * 16) Mishnah (200 CE): Talmud: Judaic: Abrahamic
 * 17) Puranas (350 CE): Itihasa: Hindu
 * 18) Gemara (500 CE): Talmud: Judaic: Abrahamic
 * 19) Qur'an (650 CE): Islamic (1.65G): Abrahamic
 * 20) Kojiki (712 CE): Shinto (65M)
 * 21) Nihon Shoki (720 CE): Rikkokushi: Shinto
 * 22) Sirat Rasul Allah (767 CE): Sira: Sunnah: Shi'a (200M): Islamic: Abrahamic
 * 23) Shoku Nihongi (797 CE): Rikkokushi: Shinto
 * 24) Al-Kutub Al-Sittah (865 CE): Hadith: Sunnah: Sunni (1.45G): Islamic: Abrahamic
 * 25) Al-Kutub Al-Arbʿah' (940 CE): Hadith: Sunnah: Shi'a: Islamic: Abrahamic
 * 26) Kebra Nagast (1225): Rastafarian (1M): Abrahamic
 * 27) Bhai Bala Janamsakhi (1592): Janamsakhis: Sikh (30M)
 * 28) Ādi Granth (1604): Sikh
 * 29) Gurū Granth Sāhib (1678): Sikh
 * 30) Dasam Granth (1713): Sikh
 * 31) The Four Valleys (1857): Baha'i (7.9M): Abrahamic
 * 32) The Seven Valleys (1860): Baha'i: Abrahamic
 * 33) Iqan (1861): Baha'i: Abrahamic
 * 34) Gems of Divine Mysteries (1863): Baha'i: Abrahamic
 * 35) Aqdas (1873): Baha'i: Abrahamic
 * 36) Ofudesaki (1882): Tenrikyo (2M)
 * 37) Thought Vibration or the Law of Attraction in the Thought World (1906): New Thought (2.5M)
 * 38) Book of Shadows (1950): Wiccan (1M)
 * 39) Dianetics (1950): Scientology (500k)
 * 40) The Science of Faith (1952): Seicho-no-Ie (800k): New Thought
 * 41) Scientology (1952): Scientology

title: User:Xtgyal/RELG


text:
Happiness/Everyone needs a spiritual centering

<Happiness '''The most important thing in life is the spiritual centering. The spiritual centering consists of the personal philosophy of life. A spiritual centering should include the five principles of love, peace, truth, strength and joy. If we live with wisdom according to these five principles, we grow into happiness, into enlightenment, into a life in the light (in God, in fulfillment).'''

The path of inner happiness
Basically, the path of inner happiness consists of health practices and of mental work. Health exercises are sports (walking, jogging, biking - if necessary on the exercise bike), yoga and meditation. Add to this a healthy diet. Mental work means to avoid negative thoughts and to encourage positive thoughts. Negative thoughts lead to internal tensions, the destruction of the health and to bad social relationships. They are often associated with feelings such as fear, anger and addiction.

'''Positive thoughts create positive feelings and a constructive external behavior. Positive thoughts we get by self-reflection, positive intentions and reading in positive books.''' Importante is a constant attention to the inner thoughts, feelings and positive life principles (love, peace, truth, strength, happiness). Recommendable are the philosophy of happiness (Epicurus), Buddhism, Christianity and Yoga. The positive psychology found many good ways to live a happy life. It is important that we are always in touch with ourselves, our inner truth and love. A spiritual teaching gives us an orientation. For proper application in our concrete situation we are responsible for ourselves. What is good for us? What brings us forward on the path of happiness? What is useful to build up a happy world?

'''The easiest way of spiritual centering is the daily reading in a spiritual book. We can also read something positive in the internet. We must not read much. A small text, a meditation a day is enough to keep us on the path to lasting happiness. For many people a daily oracle card is helpful to get a positive outlook on life.''' For this we need each day just a minute. That time has everyone. The gain is long term immeasurable.

Think about your daily happiness practice. '''How can you integrate The Five Principles of Health into your life? What is your main way of spiritual centering (Yoga, Buddhism, Christianity, Philosophy, Positive Psychology)? Which spiritual role-model inspires you and gives you energy for a positive life (Buddha, Jesus, Epicurus)?''' What exercises do you want to practice regularly?

--> Buddha oracle, Angel oracle, I Ching oracle, Yoga oracle, Happiness oracle (Tarot)

The Way of Love
1. Live in inner peace (calmness, stillness) and act for the happiness of all beings. For some people it is important to live in the outer peace, to achieve the inner peace. Basically, the inner peace is the result of a calm mind. A calm mind we get when we focus in wisdom (Spirituality, God, Yoga) and work continually on our negative qualities, addictions, fears and aggressions.

2. Everyone should find his personal balance of rest and action. Those who live in the right inner balance, save their energy, their physical and mental health.

3. Our mind grows into the light, if we strengthen the positivity and the love in us. We should constantly practice positive thinking, positive speaking and positive doing. When we facilitate the desire for a happy world, then we grow further towards enlightenment. The secret to this wish is the connection from the inner to the outer world. We are not spiritually separated from other beings. Their happiness affects us. When we visualize other beings as happy, then we also feel happy. Those who encourage the goal to a happy world creates positivity within. When we send light to all beings, then one day light will come through to our souls. When we do something good for the world, the world will reward us with a positive psyche.

4. We should make the inner happiness, not the outer happiness to the center of our lives. If we follow the two principles of love for God (inner peace, spiritual practice) and love for all beings, we will transform our minds. Our inner tension will dissolve and happiness will appear.

5. '''With inner happiness, we can see the positive in the world, in our fellow men and in ourselves. We live in the light and in the love.''' The longer we live and the longer we practise the way of love, the more we grow into the light.

Discussion
Michael: Spirituality should for us only be a fun factor. Otherwise we quickly get a religious-related neurotic disorder! Everything comes by itself? Nils: From nothing comes nothing. If you look at life, religion and enlightenment as a fun factor, then you will shrink spiritually in the long term. '''Who lives primarily his outwardly pleasures, who sees the sense of life only in fun, external wealth, career and relationships, gets attachments, gets internal tensions, he uses up in the stresses of life and blockes his happiness energy more and more. Unfortunately, it is true that a man must choose between God and the world, between fun and spiritual practice. The path to enlightenment is persistent inner work. The more you practice, the faster you progress.'''

A religious neurosis arises when you are practicing spiritually wrong. You should feel exactly what you need, what is good for you and what brings you forward spiritually. Many Christians practice their religion without inner feeling only formally. It is also inconvenient if you are too dogmatic. Religious fanatics live out their religion from the ego and hurt themselves and the world.

If you undertax yourself on the spiritual path, you will not grow spiritually. If you overtax yourself, you produce inner tensions and block your enlightenment. You should find out exactly what fits you best on the spiritual path. And you must be persistent until the end. Shortly before you get enlightened comes a stage where you have to let go of the goal of enlightenment. Otherwise you tense up yourself to strong by the sense of purpose. '''Many New Agers and many evangelical Christians believe that you just have to live your life and enlightenment (the grace of God) comes by itself. That's a big mistake. The Lord loves spiritually hard-working people. Otherwise, he gives not his grace.'''

Woman: '''My inner happiness is important to me. Because it's good for my soul, it is also good for my body. If your body and your soul are happy, the whole person is happy. If a person is happy in himself, he can also have happy relations with his fellow man. Yes, I care for my happiness ... I try to think positively.'''

Swami Sivananda
I was tired of this false life of sensual pleasure.

This prison of my body disgusted me.

I sought the company of great masters.

And sucked their nectarine instructions in me.

I wandered through the harrowing forests of love and hate.

I wandered far beyond the world of good and evil.

I came to the land of astonishing silence.

And the glory of the soul caught in me.

All my suffering is over now.

My heart overflows with joy.

Peace has moved into my soul.

I suddenly live in the light.

A new life begins.

Love fills my soul and my heart.

I bathe in a flood of ineffable bliss.

I see God behind all names and forms.

And realize that I am light

which gives all people light.

Videos

 * Happiness (2 min.)
 * Happiness is a Choice (4 min.)
 * Just Believe (2 min.)
 * Thank You, God (3 min.)
 * Philosophy of life (4 min.)


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Mobile Web Applications/Ch01/criteria

Chapter 1 Learning Criteria
Complete and show competency for the following learning criteria to be awarded the Mobile Web Applications Building a mobile web page in HTML5 badge.

Learning Criteria
Complete the following tasks, and where required publish your work to a stable web hosting environment.
 * 1) Project 1: Mobile Web Page
 * 2) Section 1 Quiz
 * 3) Project 2: Cascading Style Sheets
 * 4) Section 2 Quiz
 * 5) Project 3: JavaScript Detect
 * 6) Section 3 Quiz

Evidence
Create a new section on the chapter evidence page and add links to your project solutions. Be sure to include with your MediaWiki signature ~ (four tildes will insert your signature with date/time stamp).

Badge to be awarded
This badge represents an introductory understanding to mobile web application development. The badge holder should be able to engage in a basic discussion about mobile web application development. They should be able to develop a basic comprehension from the readings, media and online discussions focused on the subject domain. They should be able to develop a basic mobile web application.

title: Mobile Web Applications/Ch01/criteria


text: User:Achowat

title: User:Achowat


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User:AlisDarling

Learning happiness slowly.

title: User:AlisDarling


text:
Talk:Energy storage

I would really LOVE to see a table that shows the relative effeciency modern implementations of the listed storage mechanisms (when used to store/retrieve electric power, specifically), but I have no idea how to even begin to collect the information (it's why I'm here)-- 170.160.64.1 17:34, 23 May 2012 (UTC).

title: Talk:Energy storage


text:
Here I Stand (Game)

Here I Stand is game devised by Ed Beach and published by GMT Games. It provides a dynamic account of the Reformation from 1517 to 1555, starrting with Martin Luther's Ninety-Five Theses. There are three scenarios:
 * 1517 start
 * 1532 start
 * Tournament game (an abbreviated version of the game which starts in 1532, but gets off the ground quicker and ends sooner)

Game Concept
The players in the game are the Ottomans, Hapsburgs, England, France, the Papacy and the Protestants. The game can consist of a maximum of 9 turns if playing from the 1517 scenario. Each turn is long, consisting of a maximum of 9 phases, though most turns use only 7 of those. The first turn starts out with Luther's 95 Theses, with the Protestant player receiving the chance to start the Reformation. This phase is used only on the first turn. Then there is the Card Draw Phase. This is where you deal out cards, the "currency" of the game. All cards can be used either for its CP or command point value or for the specific event listed on the card. Different powers receive different numbers of cards, usually varying from 3-5. All powers receive an additional home card, which gives them a specific event, such as France's, which gives them a VP if played for the event. All home cards are worth 5 CP. Then, on the first turn only, the Hapsburgs, Papacy and Protestants must all discard a card for the Diet of Worms, which allows either side to make gains. The next phase is the Diplomacy phase, which features secret deal-making and allows players to declare war, make alliances, ransom leaders or remove excommunication. After that comes Spring Deployment, when each power (except the Protestants) can move troops from his capital to a space he controls. Then comes the meat of the game: the Action Phase. Here is when players play cards. Some of the actions include raising troops or ships, moving them, launching voyages of conquest, exploration or colonization, calling theological debates, assaulting fortresses, burning books and initiating piracy. The Action phase is divided into impulses where a player plays a card. This phase is always the longest, taking about 40 minutes. After they have played a certain number of cards, a power can pass, bringing the Action Round to a close. After this comes Winter, when all players must return troops home. Then, the New World voyages are resolved, and lastly, victory conditions are checked. If anyone has won, the game ends.

Victory
Victory is usually achieved by accumulating 25 VP, or victory points through conquest, the New World, religious struggle, or their power's unique abilities. Other ways of winning are conquering the required number of other keys (usually five). This victory ends the game automatically. The Protestants do not have keys; they can win by converting 50 spaces to Protestantism. Keys are the most important spaces and give extra cards and VPs.

Here I Stand as a learning resource
This game has a wealth of historical material including a number of historical personages - both as temporal leaders, explorers and as Protestant Reformers and Catholic debaters for the Counter Reformation. These are placed in the context of Europe in the sixteenth century, with the impact of the Ottoman Empire and the discovery of the New World also represented. With the specific ways of gaining victory points assigned to different players, participants get to understand the varying viewpoints which arose in Europe as the Reformation took place.

The game board
The game board consists of a map of Europe in the sixteenth century, excluding Russia and Scandinavia but including Turkey and North Africa. There is also an area depicting the New World and charts of game information. The map focuses on control of areas laid out in a point to point style. The religious debates are also affected by language with the protestant efforts to have the Bible translated into German, English and French affecting the debates in those language zones. There is also a Spanish and an Italian language zone, but these are less significant. There is naval as well as land movement and combat.

Game roles
Each player is given a 'Power Card' which gives details of the possible actions for that player, and the cost of that action in 'Command Points' (CPs), attributes of the initial ruler and a holding area for markers which can be added or moved to indicate how the player is doing during the game, both in terms of how many cards they can draw and in terms of how many Victory Points they have accrued. The roles are assymetric with players representing:

Ottoman
The Ottomans are one of the more straightforward powers. In the 1517 scenario you start At War with Hungary, a minor power, and from there you should take Belgrade and Buda, two keys. By 1532 you have control of these two keys and most of Hungary. Once the Barbary Pirates come into play, you can initiate piracy, with can be very rewarding. You also gain two VPs by defeating Hungary.

Hapsburg
The game covers the period when Charles V was Holy Roman Emperor (1519 - 1556). The way he continually moved around his Empire dealing with different problems is reflected in the Hapsburg Home card which allows him to immediately move to any Hapsburg space and then conduct 5 CPs. The Hapsburgs have the opportunity to gain extra VPs through excursions to the New World, and by the control of electorates in Germany.

England
The game replicates Henry VIII's desire to produce an heir. Although there is some variation from history allowed in the game, the reigns of Edward VI, Mary I and Elizabeth I all have religious consequences. England has the opportunity to gain extra VPs through excursions to the New World. England also gains significant VPs from the religious struggle. (See Tudor Origins of the British Empire for an additional learning resources for England during this period.)

France
France can gain extra victory points (up to 6) while Francis I is alive by using their Home Card to build Chateaux. This is no longer available after Henry II has succeeded to the throne. France has the opportunity to gain extra VPs through excursions to the New World. France can be quite challenging to play as you are surrounded by the English and Hapsburgs to the north, the Hapsburgs to the south, and the Papacy in Italy.

Papacy
In this simulation the papacy can concern itself with three principal ways of gaining VPs:
 * Defeating the Reformation
 * Building St Peters
 * Military conquest, primarily in Italy

Protestant
The reformation in Germany is central to how the Protestants start the game. A key turning point in the game for the Protestants is the founding of the Schmalkaldic League. They gain VPs for translating the Bible into German, English and French - which also enables them to speed up the Reformation. They have a number of Reformers, some of whom play a role on the map board, others of whom confront the Catholics in debates.

Links

 * Here I Stand on Board Game Geek
 * Here I Stand Review

Game Blogs

 * Battle of the Brothers: The French Perspective]
 * We Stood There]

title: Here I Stand (Game)


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Silas Marner

In a word, what is the most major theme of this novel? { Example, themes of To Kill a Mockingbird are: dignity of the human person, the effects of poverty—both financial and spiritual, justice, honor, coming of age, loss of innocence} Why did you choose that one for Silas Marner? How do you see that theme played out in the story? Which theme that we’ve mentioned here do you think is the most major or important? Why? Descriptive subtitle for the novel—Silas Marner, the story of. ..

JUSTICE is the theme that attracted my attention as I re-read the novel Who gets what they deserve? Why do they deserve that? Who, if anyone, doesn’t get what they deserve? Why is that?

Why do bad things happen to good people and vice versa? Eliot offers answers to these questions through different characters: Dunstan Godfrey Silas Beginning/Middle/End For each character: What is their greatest fault? What is their greatest virtue? How do these relate to what happens to them?

Silas Marner has many elements of a fairy tale—see the first lines. “In the days when. . .” One purpose of a fairy tale is instruction. According to George Eliot, as she presents the world in Silas Marner, what can/should we do in the face of bad luck and injustice? Dolly (p. 138) (p. 155 Nancy’s reproach) Is she correct? Do you agree? Why or why not? POINT THE AUTHOR IS MAKING You must choose to actively live your life in order to have happiness and hope.Godfrey and Silas are both essentially passive—leaves them caught in a “loop.” Only by taking action, and finally confronting their pasts is there hope and a clear future for either character.

title: Silas Marner


text: User:Bseeepojb

title: User:Bseeepojb


title: File:Signal.1.A.ConSeq.20120524.pdf


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User:Critcarenurse

Hello Rain rain go away I want to go hiking this weekend

title: User:Critcarenurse


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User talk:Critcarenurse

It's raining... Again...

 Hello Critcarenurse, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 01:11, 25 May 2012 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Critcarenurse


text: File:120524 CCN.jpg

title: File:120524 CCN.jpg


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Template:I'm thinking of

 * I'm thinking of (gerund).
 * I'm thinking of coming.
 * I'm thinking of getting a cat.

title: Template:I'm thinking of


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Talk:University of Canberra/Wikis for research

How does wiki (versity) exactly help getting research directions/ideas ?

Ntu223 (talk) 08:27, 24 May 2012 (UTC)
 * It's really up to the researcher - there's no set way. You could start by summarising your research interests on your user page, brainstorming ideas, searching for related information, doing a literature review, sharing data, having discussions etc. -- Jtneill - Talk - c 18:33, 24 May 2012 (UTC)


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Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Urate & Uric Acid

"This page gives strong hints that urate levels in serum could serve as a biomarker for PD. Also that raising uric aid levels within safety limits would benefit PD patients."

Background
In humans Uric acid is metabolised in the kidneys and excreted in urine. It serves as an antioxidant. Over-expression of uric acid can lead to the formation of urate crystals, which accumulate in the lower extremities under the action of gravity and can give rise to the painful condition known as gout.

Research
2000

Jones et al treated dopaminergic cells with cyanide to mimic the Parkinsonian condition.

"These results suggest that DA neurotoxicity is enhanced under the conditions induced by cyanide and involves both ROS and nitric oxide-mediated oxidative stress as an initiator of apoptosis."

2002

Duan et al tested the hypothesis that dietary folate can modify vulnerability of dopaminergic neurons to dysfunction and death in a mouse model of PD. Their findings stated:-

"The adverse effects of homocysteine on dopaminergic cells is ameliorated by administration of the antioxidant uric acid and by an inhibitor of poly (ADP-ribose) polymerase. The ability of folate deficiency and elevated homocysteine levels to sensitize dopaminergic neurons to environmental toxins suggests a mechanism whereby dietary folate may influence risk for PD."

2005

de Lau et al carried out an epidemiological survey of 4,695 individuals over 9.4 years and found that higher serum levels of uric acid were associated with a significantly decreased risk of Parkinson disease. They concluded:-

"The findings suggest the hypothesis that oxidative stress contributes to the risk of Parkinson disease and suggest a potential protective effect of the natural antioxidant and free radical scavenger uric acid."

2007

Alonso et al carried out an epidemiological study of the association between gout diagnosis and the risk of PD. They used a General Practice Research Database with data on more than 3 million Britons and identified. PD cases occurring between January 1995 and December 2001. There was clear evidence that men with a history of gout carried a lower risk of getting PD.

Davis et al evaluated the health records of 7,938 men over a period of 30 years and found that those with an above average serum level of uric acid had a 40% less chance of contracting idiopathic PD.

2008

Schwarzschild et al tested the hypothesis that serum urate could be used as a predictor of clinical and radiographic progression for Parkinson’s disease. Their conclusions were:-

"These findings identify serum urate as the first molecular factor directly linked to thItalic texte progression of typical PD and suggest that targeting urate or its determinants could be an effective disease-modifying therapy in PD."

2009

Chen et al evaluated the risk association between gout and PD diagnoses. A cohort of 15,792 participants was recruited between 1987 to 1989 and followed annually since then. The inverse association of PD and plasma urate was confirmed.

Ascherio et al examined the relationship between blood urate and PD. They established a cohort of 800 subjects and made assessments. Their conclusions were:-

"Higher serum and cerebrospinal fluid urate concentrations at baseline were associated with slower rates of clinical decline. The findings strengthen the link between urate concentration and PD and the rationale for considering central nervous system urate concentration elevation as a potential strategy to slow PD progression."

Andreadou et al measured serum Uric acid levels in 43 PD patients and 47 healthy volunteers, age and sex-matched. UA levels were correlated with disease duration, severity and treatment. The results were:-

''There may be increased consumption of UA as a scavenger in PD, possibly heightened by dopaminergic drug treatment. Given the antioxidant properties of UA, manipulation of its concentrations should be investigated for potential therapeutic strategies of the disease.''

Alonso & Sovell reviewed the pathogenesis of PD.

''The risk of PD is also lower among individuals with gout. In addition, suggestive evidence from clinical studies shows high levels of uric acid as a marker of better prognosis in PD. Future research should determine the mechanisms underlying this association. This, in turn, could be used in the development of new preventive strategies and treatments for PD.''

2011

Constantinescu, R. and Zetterberg, H. reviewed the association of serum urate with the risk of PD, the clinical progression in PD, cognitive, dietary and gender aspects, the relationship between gout and PD, and potential therapeutic implications for the future.


title: File:Fourier.2.B.CTFT.20120524.pdf


text: File:Sampling.6.B.Prefilter.20120524.pdf


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Happiness/Positive thinking

<Happiness '''Positive thinking can be defined as the method to achieve health and happiness. It concentrates on positive qualities such as inner peace, strength, love, joy and happiness. In this direction research the positive psychology. Positive thinking is a mental technique, that must be practiced wisely. It should not be misused to repress feelings (such as sadness, depression, loneliness, etc) or problems that you want to get out of. Positive thinking must be used sensitively and healingly.'''

Wikipedia: ''Optimism is a mental attitude that interprets situations and events as being best (optimized). A common idiom used to illustrate optimism versus pessimism is a glass with water at the halfway point, where the optimist is said to see the glass as half full, but the pessimist sees the glass as half empty. Optimism may be linked to health. Optimists have been shown to live healthier lifestyles which may influence disease. For example, optimists smoke less, are more physically active, consume more fruit, vegetables and whole-grain bread, and consume more moderate amounts of alcohol.''

''The relationship between optimism and health has also been studied with regards to physical symptoms, coping strategies and negative affect for those suffering from rheumatoid arthritis, asthma, and fibromyalgia. A meta-analysis has confirmed the assumption that optimism is related to psychological well-being: “Put simply, optimists emerge from difficult circumstances with less distress than do pessimists. (...) Optimists seem intent on facing problems head-on, taking active and constructive steps to solve their problems; pessimists are more likely to abandon their effort to attain their goals.”''

The learning theory
'''The learning theory suggests that positive thinking can be learned. An athlete trains for several weeks or months an external behavior. He carries a certain behavior, and after some time he masters it. Thoughts can be understood as the internal behavior of a person.''' When we consciously practice some time a positive mental behavior, then our mind accustoms to positive thinking. It automatically responds to certain external situations with positive thoughts.

'''Positive thoughts lead to positive feelings. And positive feelings lead to health and happiness. To train positive thoughts has a great gain. It gives us a happy and healthy life.''' Especially if we practice also regularly sports (yoga, walking), enough relaxation (enough breaks, enough sleep, daily meditating) and a healty diet (at least an apple a day).

'''How to learn positive thoughts? The learning method consists of four steps. First, we need a positive thought system that suits us like the philosophy of happiness.''' The philosophy of happiness teaches to make the happiness to the center of life. The essence of the philosophy of happiness are the five qualities of wisdom, peace, love, strength and joy. These five properties we practice every day.

The second step is systematically to train positive thoughts. The best way is to remember every morning on the five positive qualities. We create a positive plan of the day. We get up with a positive thought. We retain our positive vision during the day. And at night we think about the day and what we can do better the next day. We feel our negative emotions (fear, anger, grief, addiction). What negative thought is associated with it? What positive thought helps us to overcome it? Which thought brings us into a positive attitude towards life? Helpful positive phrases are, "I'm a winner. I reach my goals. Wisdom is to organize my life so that I can live healthy and happy. "

The third step is to observe consistently our thoughts throughout the day, and to stop all negative thoughts. If we recognize a negative thought, we push him away immediately. We consider what positive thought is helpfull right now. We develop a positive thought and set it in place of the negative thought. If we make this at the long term, our negative thoughts are becoming less and our positive thoughts grow more and more. Nils was able to overcome his depression by this technique.

The constant observation of thought is the essence of positive thinking. Often we overcome our negative thoughts already through the constant observation of our mind. We are aware of our negative thoughts and that already deprives them their power. Sometimes we have to intervene forcefully. And just at the beginning of our mental work we should be relatively strict with our thoughts. If our inner children are educated good, we can give them a little more freedom.

'''The fourth step is the stabilization of positive thinking. It is not easy all day to control our negative thoughts. We need strong helpers to keep us on our long-term path of inner happiness. Such helpers are the daily spiritual reading in a book, the daily oracle reading, the daily meditation, walking and a group of positive thinking people.''' Very good it is to distribute some caregivers throughout the day. We create our system of daily happiness exercises. We're putting so many exercises for us in right intervals in the day that we keep ourselves constantly on the path of the positive. We stay with perseverance on our way of wisdom and happiness. If we fall off the path once, we stand up again next day. In particularly difficult situations helps the constant change of lying (hearing meditation music), reading (praying, chanting), sports (yoga, walking) and work (doing good to others). We are practicing it for so long until our negative emotions have calmed down und we are positive again.

Overcome Pain and Grief
'''The supreme principle of conduct in suffering situations is outwardly behaving properly and at the same time managing the thoughts and feelings as well as possible. Is the difficult situation outside gone, we can heal our emotional wounds.''' At certain points of the problem we got inner tensions. This tensions must be resolved again when the external stress situation is over. When we don´t heal ourself after stress situations, they remain permanently in our mind. In the long term they affect our mental well-being. They lead to neurotic behavior and can cause physical illnesses.

If a problem affects you emotionally, it is good to do a helpful ritual. '''Think first about the problem. Thinking leads to constructive engagement with the problem. You realize that you can do something.''' You are not a helpless victim. You can live as a winner. You can solve the problem in any way. '''What is your helpful idea about your problem? “My idea is …”'''

Read a few pages in a spiritual book. Think about which book you need now. A spiritual book has a positive energy field. If we spend some time in this energy field, we get a positive spirit. Which book will strengthen your positive energy? Read it! After reading, take a walk for an hour or dance 20 minutes as you like. Move all the rage and excitement out of your body. Think a Mantra (a positive sentence) and do a meditation (stop your thinking five minutes). Then think about your problem. Usually you will come to rest mentally in half an hour. Half an hour then go just you like. Then you’ll see things clearly. You will be able to have positive ideas. Make after the walk some yoga exercises (creative hatha yoga) and a long meditation in sitting (meditation with the inner voice) or lying down. Hook up a nice music and remain lying down for so long, until your mind completely is at rest. Arise then again, eat something nice and think about what you need now. Give it yourself. Often it is very helpful to do something creative. We can paint, write, make music and express our feelings on our personal way. We can do something good for our fellow human beings and thus bring us into the energy of love. What is your way of love now?

'''If the problem is very big, you can do several rounds of reading, walking, doing good, enjoying and meditating. Usually you get then to the point, where peace arises within you.''' Be very gentle with you and heal emotionally more and more. If a problem can not be solved in one day, stop after a while your thinking about the problem. Forbid you every further reflection. Avoid harmful rumination, which leads to nothing and only reinforces the internal stress. For large problems, you can take every day a certain time for problem handling.

'''To solve emotinal problems is a creative process. You must feel exactly what you need now. What is currently the best way to solve your problem, to find inner peace and positivity?''' People are different and require different strategies. It is important to avoid self-defeating behaviors, such as tablets, smoke, drink, drugs, alcohol or eating too many sweets. It is better to manage the problem with the techniques of inner happiness. Then we grow spiritually on our problems. We grow inwardly on the problems of life until we will find ever lasting happiness.

Happy in Five Minutes
In every life there is pain, loss, illness, loneliness and death. We have no claim to a long life still to be spared by fate. What is your pain today?

1. The problem: Describe briefly your situation and your problem. How exactly is your situation? What is the problem? Where is the center of the problem? 2. The Emotions: What are the feelings it in you? Fear, anger, addiction / desire, grief. What feeling is strongest? Where is the feeling sitting in your body? 3. The thoughts: What thoughts are connected with your feelings? Why are you sad, anxious, angry or longing? Count all your stressful thoughts down. (My thoughts are ...)

4. Thinking: What triggers your problem? What is the way out of your problem? What brings you to love, success, fulfillment, satisfaction? Think about your problem for so long, until you find a solution. Think about different solutions. Collect all the information you need. 5. Implementation: Follow your positive thoughts. Fulfil your positive life plan. Avoid meaningless brooding. Now is the time to realize powerful. Go your way to victory. "My positive sentence is ...."

Enlightenment and positive thinking
According to the Buddhist master Tsongkhapa enlightenment is created by the wise combination of positive thinking and meditation. Buddha used the term of right thinking. The combination of mind work and meditation is the basis of the eightfold buddhist path and the eightfold yoga path (Patanjali).

title: Happiness/Positive thinking


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wikt: Pronoun

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title: Template:Present progressive


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Category:Expressions with gerunds

These resources use the Gerund in English.

title: Category:Expressions with gerunds


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Category:Plans

These are TESOL resources concerning expressing plans in English.

title: Category:Plans


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User:Brendon111

I am Brendon. Feel free to talk to me. Brendon is > here > 18:24, 24 May 2012 (UTC)

title: User:Brendon111


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User talk:Brendon111

This is my talk page. So, looking forward to have some sensible discussions. Brendon is > here > 18:25, 24 May 2012 (UTC)

title: User talk:Brendon111


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User:Watchduck/bin2svg

bin2svg is a small program that takes a binary matrix and returns the corresponding SVG path of the area covered by ones.

It was initially written in Matlab and later translated to Python. The code is shown below.

Files created with this program are marked with and sorted into the hidden category Created with bin2svg.

Example
>>> from numpy import array >>> from bin2svg import bin2svg >>> mat = array(0, 0, 0, 1], [1, 1, 1, 0], [1, 0, 1, 0], [1, 1, 1, 0) >>> mat array(0, 0, 0, 1],       [1, 1, 1, 0],        [1, 0, 1, 0],        [1, 1, 1, 0) >>> bin2svg(mat) 'M3,0h1v1h-1M0,1h3v3h-3M1,2v1h1v-1'

If the function gets the binary matrix $$\begin{bmatrix} 0 & 0 & 0 & 1 \\ 1 & 1 & 1 & 0 \\ 1 & 0 & 1 & 0 \\ 1 & 1 & 1 & 0 \end{bmatrix}$$ it will create the intermediate matrix $$\begin{bmatrix} 0 & 0 & 0 & 1 & 2 \\ 1 & 0 & 0 & 24 & 3 \\ 0 & 5 & 8 & 0 & 0 \\ 0 & 6 & 7 & 0 & 0 \\ 4 & 0 & 0 & 3 & 0 \end{bmatrix}$$ which shows that there are three cycles of corners: Two on the outside of an area of ones (with clockwise numbers 1...4) and one hole (with anticlockwise numbers 5...8). (The 24 is a 2 and a 4 in the same place.) The outside cycles give the paths  and , and the hole gives. So the output of the function is.

In the following SVG code the result produces the image shown on the right:

Python code

 * See also: http://pastebin.com/y8rY5Vj4

title: User:Watchduck/bin2svg


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User:Qubodup

I am Iwan Gabovitch aka qubodup

 * homepage

title: User:Qubodup


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File talk:Welcome To Game Design.png

The font is unreadable, the graphic does not represent the topic and the photo of the gamepad could be trademark- and copyright-problematic (as could the font). I suggest deleting this image. I replaced it by text on the school page for which it was designed to provide better readability. --Qubodup (talk) 22:47, 24 May 2012 (UTC)

title: File talk:Welcome To Game Design.png


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User talk:Salogue

 Hello Salogue, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 01:12, 25 May 2012 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Go Red for women
Did you know that heart disease is the number one killer of women in Australia? It is a concerning fact that in Australia, 90% of women have at least one risk factor for heart disease, such as high blood pressure, high cholesterol or a family history of heart disease, and 50% have two or three. Most of these women are unaware that these risk factors increase their chance of developing heart disease. It doesn’t matter if it’s your mother, aunt, cousin, sister, friend or colleague. Let them know about heart disease.

Go Red for Women is the Heart Foundation’s campaign to raise awareness about women and heart disease. This year’s campaign will feature a free six week Healthy Heart Challenge, starting on 4 June. The online Challenge aims to educate women about heart disease and risk factors and encourage them to make simple changes to their lifestyle to improve their heart health. Participants can choose one of four goals and will receive a weekly eNewsletter with tips, tools, recipes and information to help them achieve their Challenge goal. Over 17,000 people signed up for the Healthy Heart Challenge in 2011. At the end of the Challenge this is what they told us: 85% increased their level of physical activity; 70% lost weight; 53% lowered their high cholesterol levels; 51% lowered their high blood pressure and 60% participants were more confident to speak to their health professional about their heart health. Do something for yourself and sign up to the Healthy Heart Challenge visit www.goredfrowomen.org.au

You can help the Heart Foundation fight against heart disease by: Signing up for the Healthy Heart Challenge with a friend, colleague or family member (registrations close 17 June) www.goredforwomen.org.au Attend a Go Red for Women event in 2012  www.goredforwomen.org.au Go Red at Work with a ‘Dress Red Day’ in your work place – organise a healthy morning tea or walk or sign up to the challenge and fundraise for Heart Foundation To find out more or to get involved contact brooke.mcilveen@heartfoundation.org.au or phone 6269 2644. Join in.... I think this is an excellent initative Salogue (talk) 19:47, 28 May 2012 (UTC)

title: User talk:Salogue


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User talk:Qubodup

 Hello Qubodup, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 01:33, 25 May 2012 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Qubodup


title: File:Signal.1.A.ConSeq.20120525.pdf


text:
Happiness/Have a Happy Job

<Happiness How can we be happy in our profession?

Wikipedia: ''Despite a large body of positive psychological research into the relationship between happiness and productivity, happiness at work has traditionally been seen as a potential by-product of positive outcomes at work, rather than a pathway to success in business. However a growing number of scholars, Boehm and Lyubomirsky included, state that it should be viewed as one of the major sources of positive outcomes in the workplace. The use of positive psychology in business has become an increasingly popular and valuable tool with which to manage and develop staff. One of the main benefits to a business with a well-planned and well-run program is increased productivity through greater output and less down time. Through a successful positive psychology program, staff can develop a deeper satisfaction in their workplace relationships, and therefore the quality of their work tends to improve, as well. A proactive business manager in today’s business world caters to the needs of his or her staff either by ensuring a well-run in-house program or by bringing in experts to facilitate the development of one.''

The choice of profession
(Nils) My son has graduated the high school. Now he faces the big question, what profession he should adopt. What should I advise him? The choice of profession is a very important decision in one's life. I think about the situation.

My son is grown now. This means that he is principally responsible for his own life. He must make his own decision. If he makes a bad decision, he will have to bear the resulting suffering. If he makes a good decision, he will receive the blessing. I'm aware that I am no longer responsible for his life. I give the responsibility for the right career choice entirely to my son. I let him decide this question.

Nevertheless, I should have an opinion on the subject of career choice: "The more information you have and the more thoroughly you think about a decision, the better is the decision. Especially with the career choice you should make the best possible decision. You should find out just about all imaginable professions. You should analyze your own interests and capabilities thoroughly. You should think about your personal life goals. You should take enough time and decide when the time is ripe for decision. Then you should consistently and successfully go your way. Thus live winners. This gives you a successful life."

So what is my advice to my son? First, it occurs to me that he should think long term. He should not think only until tomorrow, but until the day after his death. He should have his whole life in the eye and ask what he wants to achieve in his life. Does he want a good career, a lot of money, lots of external consumption and enjoyment? Does he want to help with his work to build up a happy world? Or is it the main goal for him to develop his inner happiness and to become enlightened?

A great master of inner happiness was Swami Sivananda. He said: "Let your hands work in service to humanity. Work that is done for your ego, bonds you. Work done for the common good, frees the soul." What does this mean? If we focus ourselves on the happiness of all beings, this resolves the long term our inner tensions. We strengthen the positive in ourselves. We are developing an awareness of the unity of the world. A unity consciousness activates the Kundalini energy and leads to enlightenment. The way of embracing love (Karma Yoga), in conjunction with enough rest and daily spiritual exercises (reading, prayer, yoga, mediation, walking) causes enlightenment. Our profession makes us happy, and even creates a happy world around us.

If a person works on the other hand primarily for his individual benefit, it reinforces on the long run more and more his ego structures. It strengthens his attachment to the body, to external things, to other people, to worldly pleasures and worldly recognition. He lives primarily for his ego and by this he creates growing internal tensions. His inner happiness shrinks in the long term. He has less and less inner peace, inner strength and positivity. He grows more and more into the inner suffering. We can see this clearly at the most working people.

What is a karma-yoga job? A karma-yoga profession is a profession in which the main goal is not making money, but the work for the common good. Ultimately, almost all professions can be practiced as a karma-yoga job. Inner happiness comes more from the subjective view (positive thinking) as from the external activity. Although there is a correlation between the two areas. It is most important, that we can see our profession primarily as a karma-yoga job. The point is, when does your subconscious believe that you are living primarily for the happiness of the world. We should structure our lifes so that a karma-yoga-consciousness arises. We should do a sufficient number of daily karma yoga activities. We should begin each day with spiritual exercises and finish. Then we will be happy in our job and our life in the long term.

I worked my whole life for a happy world. The money came somehow always by its own. I only had to take it and to be economical with it. And I was always happy in my job. I did many jobs. As a schoolboy I was a class president. As a student I was a political leader. I was a lawyer. I was a researcher at an university. Then I worked as a psychotherapist, yoga teacher and writer. My relationship came to an end, my son was grown up and I turned to be a hermit. This for me is a fulfilled and a grace-full life. I got to know the whole life and my focus is on God. I look positively into the future. In my feeling the light is with me.

Stress at work
Too much stress is one of the main problems of today's professional life. Someone who is constantly under immense stress, in the long run harms their health and inner happiness.They foster negativity, becomes weak and often suffer with various illnesses as a result. Those who do not learn to deal with stress exhaust themselves physically and mentally.

The root cause of job stress lies in our current economic environment. It creates profit for a small number of people and the majority of the world population suffers from increasing poverty and destitution. It produces on the one hand a lot of unemployment and on the other side many working people having an extreme pressure in their job. In the long term we need to make the inner happiness to the center of a new economic world order. The economy must be organized so that it provides everyone with sufficient food and labor, that the health of the working people is protected, that there is no destruction of the environment, and that the inner happiness grows. Not the profit (the money), but the love must be the engine of world economy. In the short term we will have to live with the unwisdom of the ruling politicians. The more important it is that all people care good for themselves and secondly, that we work as powerful as possible for a better world.

Every working person has to do enough exercises every day for his body and his soul. With a lot of stress at work for everyone a daily health and relaxation program is absolutely necessary. The law of life is relentless. Who does not care for his body has not very long something from it. A well maintained car lasts twice as long as a badly treated car. A human body can live 20 to 30 years longer if he is properly fed, sufficiently relaxed and moved well. Who wants to live healthy, must first take a clear decision. Only this gives him the self-discipline for a healthy life. He must clearly define his health goals and create a strong will to do the necessary things. Just then man has the strength to live a long healthy and positive life.

Second, one must look closely at his life situation. One has to recognize what his body and his mind exactly needs. One must consider how to organize his life so that long-term he maintains his health and increases his happiness. One must create a clear daily schedule of sport, relaxation and a healthy diet.

Third, you have to implement your health care plan at least two months every day consistently. Then your mind gets used to it. The daily health practices are then part of your life.

Incorporate the necessary health exercises creativity in your life. At least you should go for a walk on the weekend for an hour. You can meditate on the train or during breaks at work. You can use any contact with your fellow human beings to practice love and full of positive thinking. The big secret for more energy while working is to sensitively put many small breaks in the workday. Anyone who takes a break five minutes every hour, doubles his work force.

Chronic stress we must avoid. If we cannot work long term in our profession relaxed enough, we are not suited for the job. Then we have to change something in our life. We should always think long term. Our job should feed us, and he should contribute to the happiness of all beings. He should not destroy us in our health and inner well-being. If our work over calls us, we must reorganize something, work less, or if necessary, change our profession.

The most important thing in life is to live in the essence. The essence of life is health and happiness. We should take good care of us. Who cares good for himself, sometimes must say "no". He must say "no" to self-defeating thoughts and self-injurious behavior. We alone are responsible for our life. We should organize our lifes so that we at the end are happy with us. Not our job is the center of our life, but the spirituality. If you look at things this way, you can live much more relaxed. You can work relaxed. And you can let go your profession, if it needs to be. You set the priorities in your life right. Those who live by the right goals, know when and how they have to act.

The Happy Manager
(Quotes from Managerin glücklich.doc) How to discern the happy manager?

First. The happy manager is a lover of life. In practice, it depends on what you do with what you know. Knowledge is universal, situational practice, and each situation is unique. So the knowledge is never enough to cope with situations. This requires the wise person: self-willed, resourceful, inspired.

Second. The happy manager as role model. People orient themselves to humans, not methods. In the company it is not different to schools. Students learn, if they love their teachers. Employees work well, if they admire their boss. Small example from the school sector. A class in Switzerland ruined in two years six teachers. Now comes the seventh one, a 25-year-old woman teacher. Will she make it? "Yes," said one girl, "I see it in her eyes." The eyes are the window to the soul. As will be seen: love of life, happiness, strength, humor. Students need an incarnate desire to learn. To see their teacher it can show them that it pays to get involved in learning.

Third. The professional knowledge is of little use, if we don´t love our work. We must like what we are doing: the product, the service. Otherwise we'll never find in our element. The happy manager has a libidinal relationship to his product. He treats his product as the lover his beloved, spoiled it, refined it, brings it in top form. The customers see it on the product that it is loved. And they use it, what makes the manager completely happy.

title: Happiness/Have a Happy Job


title: File:WxWidgets.test.20120525.pdf


title: User:Clarkcj12


text: Template:Convert/m

title: Template:Convert/m


text: Template:Convert/LoffAoffDbSoff

title: Template:Convert/LoffAoffDbSoff


text: Template:Convert/numdisp

title: Template:Convert/numdisp


text:
Template:Convert/numdisp/doc

The Template:Convert/numdisp processes a number, for display, by checking to display a fraction part (at "/"), else it just uses parser-function 0 to add commas, such as to show "6,000". In 99% of recent Wikipedia usage, there are relatively few articles using fractions (less than 1% of articles using Convert show fractions).
 * Usage:  →
 * →
 * →
 * →
 * → Expression error: Unexpected < operator

Implementation
The check, for fraction parts, uses parser-function to split a number at "/" (if any, as in: 6+3/8) and then checks if part 2 (the denominator, after the slash) contains a number, to trigger use of Convert/numdisp/frac). Hence, the template uses:
 * #if:

That if-expression will be true if a denominator exists (such as "8" in 6+3/8).

title: Template:Convert/numdisp/doc


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Template:Convert/numdisp/frac

This subtemplate is called by convert/numdisp and by convert/and/frn1 to process fractions according to whether the whole number part (i.e. the a in $a b/c$) is positive, negative or zero calling convert/numdisp/frac1, convert/numdisp/frac-1 or convert/numdisp/frac0 respectively.

title: Template:Convert/numdisp/frac


title: Template:Convert/and/frn1


text:
Template:Convert/numdisp/frac-1

−− undefined⁄undefined

title: Template:Convert/numdisp/frac-1


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Template:Convert/numdisp/frac1

+ undefined⁄undefined

title: Template:Convert/numdisp/frac1


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Category:Subtemplates of Template Convert

This is a category for all the subtemplates used by Convert.

Lists: Index /cm, Index /ft, Index /kg, Index /km, Index /mi, Index /nmi, Index /°, Index /Dual, Index /and, Index /to, Index /-, Index /multi2, Index /multi3.


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Template:Convert/numdisp/frac0

⁄undefined Produces a fraction $a/d$ where a is parameter 1 & d is parameter 4. Converts a hyphen into a true minus sign.

title: Template:Convert/numdisp/frac0


text: Template:Convert/ft

title: Template:Convert/ft


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Template:Convert/LoffAonSoff

This Template:Convert/LoffAonSoff invokes Template:Convert/outsep to display the converted result and unit symbol (if any), with {sep} to control wrapping. A number < 1,000 is not wrapped, or if the unit symbol is used, then only numbers above 20,000 can wrap at the unit symbol. If the unit symbol is not set (such as with "acre"), then it passes both the singular unit name  and plural,, or "s" when no specific plural name has been defined.

title: Template:Convert/LoffAonSoff


text: Template:Convert/outsep

title: Template:Convert/outsep


text: Template:Convert/round

title: Template:Convert/round


text:
Template:Rnd/doc

Usage
This template rounds to  decimal places (goes the other way for negatives) and includes trailing zeros. Scientific notation is used for numbers greater than or equal to 1, or less than 1.

Compare: As with #expr, the total number of significant digits is not more than 14:
 * gives 2.0004
 * whereas gives
 * gives 0.000020004
 * gives 0
 * gives 154268
 * whereas, even though  (see m:Help:Format produced by expr)
 * whereas, even though  (see m:Help:Format produced by expr)

Internal details
The template uses three subtemplates:
 * rnd/- — for trailing zeros
 * rnd/e+ — for scientific notation for numbers greater than or equal to 109 or less than or equal to −109
 * rnd/e− — for scientific notation for numbers greater than −10−4 and less than 10−4 but not equal to zero

title: Template:Rnd/doc


text: Template:Rnd/-

title: Template:Rnd/-


text:
Template:Rnd/-/doc

This subtemplate of rnd adds trailing zeros. It takes two parameters.
 * 1) the number to be displayed
 * 2) the number of significant figures to be displayed after the decimal point

It's used by rnd.
 * expr:2.0004 round 3
 * 2.0004

It's also used by rndnear and rndpad.

title: Template:Rnd/-/doc


text:
Template:Rndnear

0

title: Template:Rndnear


text:
Template:Rndnear/doc

This template rounds to a multiple. It takes two parameters.
 * 1) the number to be rounded (any real number)
 * 2) the multiple to be rounded to

title: Template:Rndnear/doc


text: Template:Rndfrac

title: Template:Rndfrac


text:
Template:Rndfrac/doc

This template rounds to a fraction. It takes two parameters. Fractions are expressed in the simplest terms.
 * 1) the number to be rounded (any real number)
 * 2) the denominator to be rounded to (positive interger)

The template calls gcd and rndfrac/out.

title: Template:Rndfrac/doc


text: Template:Rndfrac/out

title: Template:Rndfrac/out


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Template:Rndfrac/out/doc

This subtemplate displays the fraction.

title: Template:Rndfrac/out/doc


text: Template:Xpsoc

title: Template:Xpsoc


text:
Template:Xpsoc/doc

This is a simplified expansion demo template. See m:Template:Xpsoc.

title: Template:Xpsoc/doc


text:
Template:Xpd0

"" []

title: Template:Xpd0


text:
Template:Xpd0/doc

Version of with one parameter:
 * the template, or the parser function with colon and part after the colon

Examples:

title: Template:Xpd0/doc


text: Template:Xpd/wl

title: Template:Xpd/wl


text:
Template:Xpd/wl/doc

Examples

 * xpd/wl
 * xpd/wl
 * xpd/wl

title: Template:Xpd/wl/doc


text:
Template:Xpd3

"" [{{fullurl:special:ExpandTemplates|input=%7B%7B{{urlencode:{{{1}}}{{!}}{{{2|}}}{{!}}{{{3|}}}{{!}}{{{4|}}}} }}%7D}}]

title: Template:Xpd3


text:
Template:Xpd3/doc

Version of with four parameters:
 * the template, or the parser function with colon and part after the colon
 * three (additional) parameters

Examples:

title: Template:Xpd3/doc


text: Template:Concat

title: Template:Concat


text:
Template:Tc

This template is used in various tutorial pages and should not be altered; it should say 'in' and nothing else.

in

title: Template:Tc


text:
Template:Xpd2

"" [{{fullurl:special:ExpandTemplates|input=%7B%7B{{urlencode:{{{1}}}{{!}}{{{2|}}}{{!}}{{{3|}}}} }}%7D}}]

title: Template:Xpd2


text:
Template:Xpd2/doc

Version of with three parameters:
 * the template, or the parser function with colon and part after the colon
 * two (additional) parameters

Examples:

title: Template:Xpd2/doc


text:
Template:T2

w:List of people by name:

title: Template:T2