text:
User talk:Cameroncb3

Welcome!
Welcome to Wikibooks, Cameroncb3!

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title: User talk:Cameroncb3


text:
Talk:Circuit Theory/Quadratic Equation Revisited

My goal in creating this page is to provide background for simplifying circuit equations in later material.

There's something wrong with one of the headers. It looks fine where it appears in the text, but the appearance in the table of contents for the page is terrible:

Accuracy for Low '"`UNIQ--postMath-0000001A-QINU`"'

I need to investigate the cause of this horror. — Preceding unsigned comment added by Cameroncb3 (talk • contribs) 03:28, 14 April 2022 (UTC)
 * You cannot use LaTeX formulas in section headings, see WP:MATH § “LaTeX vs.

”. Kai Burghardt (discuss • contribs) 11:28, 14 April 2022 (UTC)

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


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Talk:Circuit Theory/Extra Element

The extra-element theorem permits finding any transfer function, not just impedances. I plan to add descriptive material and examples when I have the time.

title: Talk:Circuit Theory/Extra Element


text:
User talk:AntiCompositeNumber

Welcome!
Welcome to Wikibooks, AntiCompositeNumber!

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Thanks for your contributions -- Jules (Mrjulesd) 04:08, 14 April 2022 (UTC)

title: User talk:AntiCompositeNumber


text:
User talk:Akbar2013

--Xania   talk 05:15, 14 April 2022 (UTC)

title: User talk:Akbar2013


text:
User talk:2601:240:E000:FB10:3DE1:1155:A5FA:D6BE

Please do not remove Query tags from a page if you have't addressed the concerns of the tag. The Lingo Show/Words was queries because it does not look like a book. There is no main page of the book at The Lingo Show. At present, it looks like a list of words. You need to create a main page of the book and make the whole book appear like other books on this site. Please see Using Wikibooks for further information on contributing.--Xania   talk 07:33, 14 April 2022 (UTC)


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User talk:SEOAgencyUK

You cannot edit indefinitely due to disruptive editing. You may appeal this action with a reasonable argument by adding the text below.

--Xania   talk 14:17, 14 April 2022 (UTC)

title: User talk:SEOAgencyUK


text:
User talk:2800:150:14F:11DC:6D4F:99B2:4E87:288F

The page you recently edited, Unicode/Versions, has had a lot of edits from unregistered accounts recently and most edits have not used any edit summaries. Please use an Edit Summary when you edit. Please also add sources when you are changing values in the text. Your recent changes have been reverted because of a lack of sources.--Xania   talk 14:56, 14 April 2022 (UTC)


text:
User:Ginkos520isthebest/sandbox

LOL

title: User:Ginkos520isthebest/sandbox


text:
User:Sr rajput 003

Sr_rajput_003

title: User:Sr rajput 003


text:
User:SupremeUmanu

Here I am! I have little to say about myself. I am usually busy working on contributions for the rest of the library, and I also hate redlinks.

title: User:SupremeUmanu


text:
Minecraft/Skeleton

{{Minecraft/mob
 * health=20|danger=3|cat=Monster|damage=Depends on charge amount of weapon|spawning=In the dark in the overworld and nether.
 * intro=Skeletons are undead mobs that carry a bow and arrows, and are bent on your destruction.
 * class={{Minecraft/undead}}{{Minecraft/sunlight-burn}}
 * drops=*1 - 2 bones
 * 0 - 3 arrows
 * bow (rare)
 * 5 exp. points (+2 for equipment)
 * skeleton skull if killed by a charged creeper

 * des=These horrors carry bows and shoot at you. They are attacked by wolves, and will run from them. As they run, they will try to shoot at it.

 * strategy=Their bow makes it hard to hit. Try circling it, blocking incoming attacks with a shield or shooting at it from a distance with a bow and arrows or a trident.

 * end=

Varients
The stray spawn in frozen biomes if there is exposed sky.

wither skeletons are ../Nether/ varients.

Achievements
}}

title: Minecraft/Skeleton


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Cookbook:Rassolnik (Russian Barley and Kidney Soup)

Ingredients

 * 500 g beef kidneys
 * 2 tbsp butter
 * 2 parsley roots, sliced in strips
 * 1 onion, sliced in strips
 * 4 potatoes, sliced
 * 2 pickled cucumbers
 * 100 g sorrel
 * Salt to taste
 * Sour cream
 * Fresh parsley and/or dill

Procedure

 * 1) Trim fat from kidneys, and cut into pieces. Rinse them well.
 * 2) Cover the kidneys with cold water, and bring to a boil. Drain the water, and rinse the kidneys again.
 * 3) Cover kidneys with cold water again, and boil for half an hour.
 * 4) Melt the butter in a soup pot. Add parsley root and onion, and fry until onions are translucent.
 * 5) Add sliced potatoes to pot, and cover with filtered broth. Cook for 30 minutes.
 * 6) 10 minutes before the end of cooking, add the cucumbers, chopped sorrel, and salt.
 * 7) Just before serving, add kidneys, sour cream, and parsley or dill.


text:
User talk:2601:240:E000:FB10:9592:BEFD:CF5F:F51C

A page you recently created, StoryBots (Google Sites), has been deleted. This is Wikibooks, not Wikipedia. Encyclopedic articles do not belong on this project.--Xania   talk 07:36, 15 April 2022 (UTC)

StoryBots (Google Sites)/Netflix
Can you please respond to these issues? You are continually creating pages which are not part of existing books or creating books which don't seem to be books but seem to be more like Wikipedia article. If you are creating an article please go to Wikipedia. These pages may be deleted if they do not appear to be a book or part of a book.--Xania   talk 09:47, 15 April 2022 (UTC)

Attention
A page you have contributed to, StoryBots (Google Sites)/Netflix, will be deleted in a few days unless changes are made. This is Wikibooks where books are made. A list of episodes is not a book. Please address these issues or the page will be deleted soon. Please see Using Wikibooks for more information about contributing to the project.--Xania   talk 02:28, 20 April 2022 (UTC)


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Infrastructure Past, Present, and Future Casebook/Air Traffic Control System

Introduction
This WikiBook is a case study on the Air Traffic Control System written by Marshall Petit, Roberto Polverino, and Zach Dietz for the Infrastructure: Past, Present, and Future GOVT 490-007/CEIE 499-001 Spring 2022 course at George Mason University's Schar School of Policy and Government and the Volgenau School of Engineering Sid and Reva Dewberry Department of Civil, Environmental, and Infrastructure Engineering.

Before we start it's important to know what Air Traffic Control is and its role in flight transportation. Air traffic control includes equipment and ground-based personnel that monitor and control air traffic in specific areas. There are three sections that air traffic control can be split into including: tower control, approach and departure, and en route control [1 ].

With the number of air passengers expected to double in the next 20 years, according to the International Air Transportation Association [7 ], air traffic control will have to continue evolving and adapt to the increasing amount of flight passengers and the changing environment around Air Traffic Control infrastructure. This being infrastructure that may be vulnerable to the different technology and conditions the world is experiencing, much like what is being seen with the 5g rollout and the compatibility issues that may hold.

DISCLAIMER: The information presented in this wikibook is for academic purposes only and has no particular goal beyond presenting what has been learned. Any views presented in this wikibook are the views of their respective writers and do not necessarily reflect the views of our professor, Dr. Gifford, or that of our institution, George Mason University.

Summary
Air Traffic Control (ATC) is a critical portion of aerospace infrastructure that manages the logistics and safety of air travel in a nation’s airspace. In the United States, the ATC system is operated by a government agency called the Federal Aviation Administration (FAA) that works within the Department of Transportation (DOT). The act of improving and managing air travel was a concept that members of the aerospace community knew needed to be addressed as early as World War I. The federal government took responsibility for regulating US airspace in 1926 with the Air Commerce Act and created the first organization to manage ATC in the US, the Civil Aeronautics Authority (CAA), in 1938.

ATC is most commonly recognized as a safety measure for air travel, but it also organizes the airspace of a nation and allows aircraft to safely travel along established pathways, or routes, across an open environment. The current method of organization, along with the tools and strategies it utilizes, has been a stable part of air transportation for about 80 years. It has, however, offered stability that has given its users the ability to maintain its operation and efficiency without the need to evaluate and/or upgrade major portions of its system often. Technological advancement is an issue the FAA faces on two different accounts. First, growing technology in other industries, such as 5G communications, can affect the technology used in ATC. Second, after many years of relying on the same systems since WWII, the need to update the FAA’s own technology to create a safer and more efficient method of organizing air travel has become a cumbersome and costly task that needs to be carried out quickly, but also carefully to recognize the effects that implementation and the new technology have on American communities and the aerospace industry. There are also critics who push to not only overhaul the current system, but to also take responsibility and management out of the federal government’s hands and privatize ATC.

Actors
Public Sector:

 * The Federal Aviation Administration (FAA): A sub-agency of the United States Department of Transportation; it manages the regulation of US airspace.

 * The Air Traffic Organization (ATO): A branch division of the FAA directly charged with managing the operation of ATC.

 * The US Department of Transportation (DOT): The cabinet department of the federal government that the FAA and ATO operate within.

 * Airport Authorities: The groups, individuals, and organizations charged with maintaining the operation of their respective airports across the country. The executives are usually appointed by local government officials.

Private Sector:

 * Airline Corporations: The primary providers of commercial air transportation across the world. While there are four major companies in the United States (United, Delta, Southwest, and American), there are smaller American businesses as well as international airlines that carry passengers and goods through US Airspace.

Timeline
Wright Brothers (December 17th, 1903)

The first powered flight from the Wright Brothers proved that airplanes could be made and work, but it would not be until 1927 when planes could be used to carry passengers commercially. World War 1 (1914 – 1918)

Trench Warfare in WW1 made reconnaissance difficult, and aviation was the only means of informing allies of enemy whereabouts and plans beyond their trench lines. The use of reconnaissance aviation in WW1 actually sped the development process of planes and aviation technology. People also started to understand the importance of controlling aircraft and how there was a necessity in directing planes so that crashes could be avoided. Cars are a great comparison to what went on with aviation during this time. When automobile technology was first being used there was no means of trying to control and manage traffic in any way until the use of cars became more common.

Transcontinental airmail service (1920)

The transcontinental airmail service was established in 1920. Mail was being flown across the country which expanded aviation to other practical uses that benefit people’s everyday lives. Flight was not possible during the night at this stage and mail had to be placed on trains that then finished off the mailing route. Nighttime travel was then tested on February 22, 1921 when the U.S. Postal Service attempted an experiment to fly mail out at night using bonfires to guide the planes. This experiment consisted of multiple planes, with one that crashed soon after take off resulting in the death of the pilot. This leads us to our first form of air traffic control infrastructure being rotating beacons that ended up replacing the use of bonfires.

Air Commerce Act of 1926

Federal involvement began with the Air Commerce Act of 1926 due to the recognition of increased air traffic and the need of having standards set in order to make flight safer and more controlled. The Air Commerce Act consisted of regulations that involved aircraft inspections, air traffic rules, aircraft requiring certification, and pilots requiring licenses. Airways and navigation aids also came from the Air Commerce Act of 1926. Civil Aeronautics Authority (1938)

In 1938, Congress created the Civil Aeronautics Authority (CAA), which centralized regulation and execution of air traffic control. This was responsible for concentrating all regulation coming from the federal government into a single agency.

Radar technology (1952)

Radar technology was a primary tool in most flights involving arrival and departure by this time. This was seen as a revolutionary form of technology for air traffic control. The way it worked was through transmission involving beams of radio waves that are electromagnetic. These beams are sent out and reflected by objects. The receiver accepts the energy from the radio waves that return and the time elapsed since that initial transmission began is measured [3 ].

Federal Aviation Act (1958)

This created what is today known as the Federal Aviation Administration but back then called the Federal Aviation Agency. This allowed the agency to control and oversee safety in aviation for the industry both on the military and civilian side for the United States.

Contract ATC Towers are Introduced (1982)

In 1981, over 12,000 members of a union called the Professional Air Traffic Controllers Organization (PATCO) began a nationwide strike in retaliation to the FAA. The two parties had failed to reach a collective bargaining agreement that met PATCO’s demands, such as pay raises and reduced work hours, and acknowledged their concerns about the pressure associated with their work. President Ronald Reagan subsequently fired every member of the ATC union that continued to participate after being ordered to return to work in an effort to show that the federal government would not tolerate a strike [19 ]. The mass release of the FAA’s workforce left the agency with significantly fewer employees and in need of labor from a new source. In 1982, the FAA began a new program to help alleviate its labor issue. The agency transferred its own employees out of ATC towers that regulated very little airspace activity and began hiring contract workers to manage everyday operations in an effort to allocate resources. This policy continues to be carried out by the FAA Contract Tower Program (FCT) [18 ].

Workforce (Today)

Controllers are on duty for 24hrs and work at more than 350 locations spread out across the United States. There is no room for mistakes in this job since people's lives are in controllers hands. The strain, both mental and physical, is high and new air traffic controllers being hired cannot be older than 31 and are required to retire by the age 56. The FAA hires these controllers directly and once hired they attend training that lasts multiple years. These controllers learn a wide array of skill sets including: communication, equipment functionality, team work, and weather phenomena [8 ].

Delivery and Technology
The Federal Aviation Administration runs the ATC network through 22 Air Route Traffic Control Centers (ARTCC) across the United States that handle their own respective region. They are generally headquartered in major cities that are located near the coast (Los Angeles, Oakland), are the biggest metropolises in their given regions (Houston, Chicago), are major travel hub centers through airports (Albuquerque, Cleveland), and/or are near a major military installation (Ft. Worth, Jacksonville) [21 ]. Radar

The radar dish sends out radio waves, which bounce off of objects back to the radar dish, creating “images” of objects and/or weather phenomena in the air. Different radar dishes operate at different frequencies, or “bands”, allowing them to travel at different distances with different degrees of accuracy; the longer the distance, the lower the accuracy. Ex: E-band is long range, K-band is short range. E-band could be used to detect high-altitude aircraft, while K-band could be used to view the location of aircraft and vehicles near the runway during poor weather conditions. Multiple radar bands are used simultaneously to get a full idea of air traffic conditions. Radio

ATC centers and pilots use two-way radios to contact one another. A two-way radio is a radio that can both send and receive transmissions.

In order to communicate by radio

 * 1) Both radios must be on the same channel
 * 2) Both radios must be on the same frequency
 * 3) Both radios must be on the same of either plain text or cipher text
 * 4) * Plain text is unencrypted, meaning the data being transmitted is unchanged
 * 5) * Ciphertext is encrypted, meaning the data is scrambled.
 * 6) ** If using ciphertext, each radio must be loaded with the same encryption key, otherwise they will be unable to unscramble communications.
 * 7) Line of sight between radios must be achieved. This can either be direct line of sight, where the ATC operator’s and pilot’s radios can directly see one another, or through a “webbed” line of sight, where communications bounce from radio to radio until they reach their destination. The latter could be required during adverse weather conditions, such as when a stormcloud blocks direct line of sight between an ATC tower and a plane.

Most radios will be of the analog variety, or the typical radio you would imagine since World War II. The further the signal goes, the less clear it is, and only one person can communicate on any given frequency at a time. At the same time, these radios are easy to use, reliable, and cheap to manufacture. Newer radios are digital radios, which change your voice into binary (the computer language of 1s and 0s). Binary is simpler than audio data, and as such can be transmitted over further distances more efficiently and with less loss. As such, digital radios tend to have clearer audio. Digital radios are a newer technology, so they are not as widespread. They are also much more expensive than analog radios, and the extra cost is often not worth the increased benefits when analog radios are still capable of doing the job well [20 ].

Finances of Air Traffic Control
As with most divisions of the federal government, the FAA’s annual budget is requested by the Presidency as part of the Department of Transportation’s overall budget and determined and allocated by Congress. The budget process is an intricate and cumbersome procedure that begins with the President sending a detailed budget request to Congress by the first Monday February. Congress then sends the request to budget committees in the House and the Senate, who create a resolution that sets amounts for mandatory and discretionary spending and must be passed with a majority vote by April 15th. Once passed, Congress will send the resolution to be reviewed by each chambers’ appropriation committees, who will each then send the resolution to twelve subcommittees, each overseeing the budget for a particular agency and/or field of government. These subcommittees will debate amongst themselves and consult experts and agency officials to determine how much spending will be allocated to each agency of the government and what it will be used for. The subcommittees then write their decisions into appropriations bills for the chambers to vote on. All appropriations bills must be passed by the start of the federal fiscal year on October 1st or the government will shut down [13 ].

In the 2021 fiscal year, the FAA has been granted a total budget of nearly $18 billion, about $14.6 billion of which is regarded as discretionary funds, meaning the FAA can choose what to dedicate most of its money towards (DOT, page Budget Summary Tables 2). More than $8.2 billion has been dedicated to operations of the Air Traffic Organization, roughly $5.9 billion covering salaries and expenses while more than $2.3 billion will pay for actual program costs (DOT, page Operations- Air Traffic Organization 1). Roughly $993 million is dedicated towards the implementation of NextGen, with roughly $794 million funding the facilities and equipment costs, such as weather programs, implementation portfolios, and new systems for unmanned aircraft (DOT, page Budget Summary Tables 12) [12 ].

Lessons
A common theme throughout this retrospective look at air traffic control is the evolution of flight technology due to tragic mistakes that resulted from carelessness or inadequate resources. One of these examples was the collision of two planes over the grand canyon in 1956 which resulted in 128 casualties. Policy acts accordingly in response to any outrage or feedback on an event, and sadly it takes a tragic incident in order for progress to be made for many cases. Because of the incident that occurred over the grand canyon, the government responded by implementing the Federal Aviation Act of 1958 which allowed for the Federal Aviation Agency to take full, consolidated responsibility over both the military and civil air and traffic control system. Congress also used roughly $250 million to fund the improvement of radar technology because of that incident. This tragic event that occurred over the grand canyon in many ways initiated the death of flying’s freedom [2 ]. What is meant by this is that the rise of mid-air collisions paved the way for a more interconnected system that used radar and communication technology to have control over the skies and not just treat it like an open area where anyone can occupy the space. The problem with the old system was that it lacked control and surveillance. The air traffic control system we have today makes sure that the skies are watched and controlled using this interconnected and complex network.

After seeing the change in air traffic control over the U.S, it is important to also recognize that evolving isn't always the correct step forward and sometimes the situation calls for other ways of dealing with a problem. Much like the complicated situation that's being seen with 5G rollout and the issues with the existing equipment.

5G Rollout
5G is a standard that is now replacing the familiar 4G for mobile communication and surfing the web. 5G would be the latest and fastest version, but is catching some attention for possible problems it could cause. The Federal Aviation Administration has recently come out and addressed the potential problems 5G could cause for some of the automated features pilots use when either flying the plane or landing [5 ]. Wireless towers are the source of this problem since any of the towers nearby transmit these 5G signals.

The automated systems in the cockpit are extremely important for plane travel. The prevention of collisions on air and ground as well as landing in hazardous weather conditions are primary uses of this technology. Another piece of technology that is being considered in potential threats from 5G signals are radar altimeters, which are instruments that measure the distance between the ground and the aircraft above.

3.7 - 4.2 GHz is the frequency range of concern. This is optimal for 5G usage. Aviation Equipment functions under a frequency range of 4.2 - 4.4 GHz which makes for an increased chance of interference [5 ].

The problem with this issue is 5G offers a very substantial speed increase from its 4G predecessor. A delay in 5G affects the competitiveness for America in innovation and advancement. This is especially important for industries that use the high speed communication/internet capabilities and the telecom business that manages these capabilities.

Airlines such as United, are stressing their concerns to the Biden Administration here in the U.S and emphasizing the fact that other countries have taken more time into dealing with 5G rollout and implementing new policies to resolve the issue. In early December both AT & T and Verizon had planned to rollout the 5G but delayed it two different times [4 ].

So far the FAA (Federal Aviation Administration) is working with government officials to plan out a solution, one that will allow both of these things to coexist since both are indeed crucial. New statements are posted on the FAA website along with their publication dates with the most recent having been released late February. This statement addressed revisions that are being done to landing requirements for specific Boeing 737 series planes landing at airports where 5G interference could potentially occur [6 ].

Privatization
Privatizing ATC has been an ongoing discussion to deregulate air travel and save money within the federal government. The discussion of privatization has recently been addressed in 2017. The House Transportation and Infrastructure Committee reviewed the 21st Century AIRR Act, written by Chairman Bill Shuster (R-PA) and committee member Frank LoBiondo (R-NJ), that would give a private corporate board control, management, and financial responsibilities of ATC in the United States. This would allow the board to charge for service and the decisive power to allocate funds to initiatives and facilities of their choice [9 ].

If control of ATC was taken away from the FAA, the few American-based airline companies left could have a greater say in destinations and air travel overall by choosing where to fund ATC facilities and which initiatives to support. This could affect the economic outlooks of cities that are not chosen by major companies or the airline corporations to receive funding, putting the tourism industries and accessibility of cities at risk.

The bill was passed out of committee, but privatization of ATC remained as an invigorated topic of discussion within the aerospace community [9 ]. There are several countries that use a privatized ATC system, most notably Canada, which uses a non-profit corporation created by the government in 1996 called Nav Canada. While the corporation has offered a stable, hands-off alternative to the national government running ATC, it is also a smaller organization that manages airspace for a country not as vigorously traveled as the United States. Nav Canada employs 4,000 workers that operate in 100 facilities and it manages 18 million square kilometers of airspace, or less than 7 million square miles [10 ]. The FAA’s workforce consists of roughly 14,000 employees working in 350 facilities that collectively regulate about 26,400,000 square miles of airspace [11 ]. If the federal government decides to put responsibility of ATC in possession of the private sector, it should expect a slow transition and a need to assist in the creation of a more robust organization to handle this vital work for a growing industry in a capacity that would exceed the peak of the FAA's involvement.

Implementation of NextGen
Technology, however advanced, durable, and useful, will eventually become outdated and need to be replaced, and the FAA is facing that reality with its ATC technology. ATC is currently managed through a radar system developed during World War II which, while more than serviceable in its roughly 80 years of use, is limited in its ability to create direct air routes safely and efficiently. The FAA intends to overhaul this system by replacing it with its multi-billion dollar NextGen initiative, which utilizes satellite-based navigation. This will not only allow for more direct flights, but will also give the FAA the capacity to monitor more flights at a single time and will help them to mitigate the environmental impact of air travel. [14 ]

NextGen was first initiated in 2003 when Congress passed the Vision 100- Century of Aviation Reauthorization Act [15 ]. The FAA, however, has experienced many delays in implementing the new system. New forms of equipment and software are needed on aircraft, in ATC towers, and in airports. The FAA also needs to train and/or hire the employees, pilots, and airport staff that will be part of using this modern program. The agency also needs to reevaluate its facilities, its users, and airports across the country to determine what changes in procedures need to be made to accommodate the new program, such as take-off and landing and in-flight navigation. All aspects of this revaluation may need to be resolved on a case-by-case basis. The deadline to fully implement NextGen was originally set for 2025, but the Coronavirus pandemic forced the agency to temporarily place integration lower on its priorities list, and speculation from within the FAA as early as 2013 stated the project was about ten years behind schedule [16 ].

While the initiative will allow for a faster, more fuel efficient industry when fully implemented, changing air routes that have been in place for decades will also cause changes in other areas of life. Communities across the country have begun to experience louder noise from flights due to redirected routes. The increase in noise pollution has been called on to be addressed by the House Committee on Transportation and Infrastructure with several of its members claiming the FAA did not seek input from communities that would experience flight rerouting or an environmental review that addressed these changes. The FAA, in response, intends to set up a complaint program online to take in new information to mitigate noise pollution and adjust flight patterns [17 ].

The ultimate goal of NextGen is not just to create faster, safer, and more efficient air travel, but to restructure the organized environment of airspace and the methods the FAA uses to control it. Unfortunately, airspace is not the only part of the US that will see changes as implementation continues. Just like renovating another capital investment/project, NextGen will noticeably affect surrounding areas as it is implemented and will alter the businesses and quality of life for communities around airports. While it is still necessary to upgrade the ATC system to satellite-based navigation, especially as other nations begin to move toward their own implementation, it will be vital for the FAA to recognize the effects of its work outside of its facilities.

Discussion Questions

 * Is the United States spending the appropriate amount of money on ATC and the FAA at large? If not, how much should be spent and towards what policies/capital/initiatives?

 * How should the FAA approach the issue of 5G rollout and future issues that could emerge from technological advancements in the private sector? Should there be collaboration between the government and communication companies to resolve the current issue? If so, how much?

 * How concerned should the FAA be when communities report increased noise pollution due to new air routes created by satellite navigation? What do you think it can do to help mitigate this and other effects of its changing system?

 * What other issues could arise from the implementation of the NextGen program?

 * Did the FAA and the federal government wait the appropriate amount of time before addressing the need to update its ATC system? If not, when should they have first addressed the issue?

 * Should the responsibility of ATC be taken away from the federal government and privatized? If so, should a non-profit corporation be created to run it or should it be managed by a commission of airline companies? Why do you think?

 * If privatizing ATC is not feasible but the federal government is not offering a satisfactory service, what should be done?

 * What do you believe will be the next issue the federal government and the FAA will face towards the operation of ATC?


text:
Cookbook:Parsley Root

Parsley root is a vegetable in the carrot family. It is similar to the plant that produces the herb parsley, but the parsley root plant is specifically cultivated for its edible root. It is most well-known in central European cooking.

title: Cookbook:Parsley Root


text:
Cookbook:Sorrel

Sorrel is an edible leafy green of the genus Rumex that can be used as an herb or a vegetable. It has a bright and tart flavor. It should not be confused with woodsorrel, which is of the genus Oxalis, or with roselle, which is sometimes called 'sorrel'.

Varieties

 * Common sorrel
 * Red-veined sorrel
 * French sorrel

title: Cookbook:Sorrel


text:
Calculus/Multivariate optimisation: The Lagrangian

The problem
In previous sections, we've discussed how, using calculus, we can find the optimal solution of a single-variate $$y = f(x)$$ by finding all points where $$f'(x)=0$$. But what if we're given a bivariate function - for example, $$z = f(x, y)$$? More importantly, what if we're given constraints to follow? The single-variate model does not scale at all.

One variable, one constraint
Consider the optimisation problem $$\min{f(x)}$$ given a constraint $$g(x) = h$$.

First write the constraint in such a way that it's equal to 0 - so $$g(x) - h = 0$$. Then the Lagrangian of the system is defined by $$L(x, \lambda) = f(x) + \lambda (g(x) - h)$$. We have two variables to optimise - $$x$$ and $$\lambda$$. Then find the derivatives with respect to the variables:

$$\frac{\partial L}{\partial x} = f'(x) + \lambda g'(x)$$

$$\frac{\partial L}{\partial \lambda} = g(x) - h$$

Set them to 0. Then the optimal set $$\{x, \lambda\}$$ is the solution to $$f'(x) + \lambda g'(x) = 0$$ and $$g(x) = h$$.

A simple univariate example
Then the Lagrangian system is $$L(x, \lambda) = 5x + 3 + \lambda (x^2 - 25)$$. Take the respective derivatives:

$$\frac{\partial L}{\partial x} = 5 + \lambda (2x)$$

$$\frac{\partial L}{\partial \lambda} = x^2 - 25$$

Set the second to zero - we get $$x = \plusmn 5$$. Substitute in first: we get $$5+10\lambda = 0$$, which is $$\lambda = -\frac{1}{2}$$. Substitute in second: we get $$\lambda = \frac{1}{2}$$. In this case, the optimal minimum is the set $$\{x, \lambda\} = \{-5, \frac{1}{2}\}$$ (which is what we're looking for) and the optimal maximum is the set $$\{x, \lambda\} = \{5, \frac{-1}{2}\}$$.

It is important to realise that the Lagrangian does not guarantee that a particular solution is a minimum - we need to test the solution ourselves - as in one case the solution was actually the maximum.

This is actually a pretty crappy example as you may have seen - it would have been perfectly appropriate in this case to simply test the optimisation problem with the only two valid values given the constraint! It gets more useful when we have multiple variables and constraints to consider.

Two variables, one constraint
Consider the optimisation problem $$\min{f(x, y)}$$ given a constraint $$g(x, y) = h$$.

The Lagrangian system is almost identical to the single-variable case discussed above, except that we have a system of three partial derivatives to consider (2 variables + 1 constraint): $$L(x, y, \lambda) = f(x, y) + \lambda (g(x, y) - h)$$. Now take the respective partial derivatives:

$$\frac{\partial L}{\partial x} = f'_x(x, y) + \lambda g'_x(x, y)$$ (the first variable x)

$$\frac{\partial L}{\partial y} = f'_y(x, y) + \lambda g'_y(x, y)$$ (the second variable y)

$$\frac{\partial L}{\partial \lambda} = g(x, y) - h$$ (the constraint)

Set them to 0 - and the optimal triplet $$\{x, y, \lambda\}$$ is the solution to that.

A bivariate example

Did we have to use the Lagrangian? Actually no. The problem could have been reduced to a univariate form by writing one variable of the constraint in terms of the other: $$y = \plusmn{\sqrt{25 - x^2}}$$, and substituting it into the optimisation problem:

$$\max{(5x + 3y)} = \max{(5x \plusmn 3 ({\sqrt{25 - x^2})})}$$

and use single-variable calculus techniques to solve the problem! But could you do this when there are three variables instead? No, because you will most likely only be able to reduce the problem to two variables.

The general form
In this section, consider a vector x of size n: $$\textbf{x} = \begin{pmatrix} x_1 \\ x_2 \\ x_3 \\ ... \\ x_n \end{pmatrix}$$.

Then take the partial derivatives with respect to the vectors x and λ: find$$\frac{\partial L}{\partial \textbf{x}}$$ and $$\frac{\partial L}{\partial \lambda}$$.

Notice that this system has m + n variables, and you'll need to take m + n partial derivatives as well. This can get quite messy. A solution is to use matrix calculus.

This may scare you, and you shouldn't be concerned. The average Calculus 3 course will only consider 2 to three variables.

The regularity condition
Knowledge of linear algebra is expected for this section; this is unlikely to be covered in an average Calculus 3 course as a result.

The regularity condition applies when considering the Lagrange FONC (first order necessary condition) Remember that it's a necessary condition. This means that

 * just because a point does satisfies the Lagrange FONC does not mean that it is a minimiser or a maximiser.
 * a point that does not satisfy the Lagrange FONC cannot be a minimiser or maximiser.

If this condition is not satisfied, the Lagrange FONC does not apply at that point. The reason this does not matter with one constraint is because a single vector is linearly independent by definition.


text:
United States Postage Meter Stamp Catalog/GROUP PPS - Private Parcel Service stamps

GROUP PPS: Franks generated by meters and franking systems operated by Private Parcel Services
 Click here to return to the United States Postage Meter Stamp Catalog

Sub-group PPS-A: stamps originating from the UPS (United Parcel Service)
Intrastate and interstate service is offered by UPS over broad areas. UPS and the manufacturer both hold keys for the parcel registers ."
 * (MSSB 98 page 1) United Parcel Service was founded in Seattle, Washington in 1907 . Today, UPS operates a common carrier service In all or parts of 50 states plus the District of Columbia.
 * "Note : What you refer to as "meters" we designate as UPS Parcel Registers. Also, what you term as "meter stamps" we call UPS Parcel Register Tapes.
 * "Shipper number designations and district prefixes are assigned by the Systems Department in New York.
 * "Large shippers are not required to use UPS Parcel Registers . However, use of one is considered a big timesaver for a shipper sending approximately 100 or more parcels a week.
 * "Customers using UPS Parcel Registers are billed weekly according to the readings taken from the registers . The customer reads the Parcel Register daily . Inc UPS driver checks the reading.
 * "Pitney-Bowes and Postalia parcel registers are rented to the customers. NCR parcel registers can be purchased . The base portion of the register is bought by the customer.


text:
Talk:Open and Distance Education/Cultural influences in online learning/Regional Differentiation of Cultural Differences

Education in Eastern and Central Europe: Rethinking Post-Socialism in the Context of Globalization

Most of system was changed in eastern and central Europe and Soviet Union after collapsing socialistic bloc in 1989 even political borders were remarked on global political map. European union enriched with ten more other countries such as Bulgaria, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, the Slovak Republic, and Slovenia and many other countries became semi or full authoritarian countries like Azerbaijan, Belarus, Kazakhstan, Tajikistan, Turkmenistan, and Uzbekistan. In a way these acts were taken as the triumph of West they decided it would replace socialist system into Western capitalism. From this perspective, the post-socialist region was definite as a further movement towards the West, progress, and modernity. These changes brought a new idea about education as well, education system start being considered as global education such as student-centered learning, outcomes-based education, curriculum standardization, privatization, or decentralization—and then tracing its complicated trajectory locally. Obviously it was difficult and problematic to the countries as the post-socialistic transformation. According Burawoy “Using singular Western model will be for post-socialist transformations inevitably results in losing “sight of alternatives, whether alternative capitalisms, alternative socialisms, or other utopias that offer novel lenses through which to interpret the present and the past, as well as future.” Moreover, mentioned alternatives were much sever in reality on the other hand it sounds good “theorizing post-socialist transformations in the globalization context” even after bloc collapsed education system in post social countries left open in uncertainty. If look at history of European countries education traditions shaped throughout areas meanwhile implementation of “Western model” in post socialist countries were problematic and Russian traditions were competing with Muslim, Baltic and Turkic and other influences.

Educational Achievements under Socialism

The achievements in Soviet time was not impressive mainly was introduced a broad measure of social equality and mass educational opportunity, still in the period of Stalin were shown one of the highest level of production of strong state support and massive public investment meant that Soviet universities witnessed some of the most rapid and truly impressive quantitative and institutional growth in the world. And from 1900 the Soviet education start being changed from domestic influence to comprehensive systems of higher education and research in the period of after war. By the end of the Brezhnev era (1966–1982), education policymakers in Southeast/Central Europe and the Soviet Union were aware that their schools were in trouble. The quality of basic education, research, and development steadily declined, not only in comparison with Western Europe but also in the context of the goals and expectations of the education policymakers in each individual country. For instance 7 percent of GDP were used for education in 1970 then it start decreasing to 4 percent in 1980. According to statistic approximately 21 percent schoolchildren went to schools without central heating system, 30 percent lacking indoor plumbing and 40 percent without access to sport complex.

CLICK BELOW TO GO TO CMAP.

CMAP "Southeastern/Central Europe and Russia before and after 1918"

EDUCATION REFORM DURING THE POST-SOCIALIST “TRANSFORMATION”

After 1989 there were needs to reform in education system they wanted to create something new out of  tightly integrated and highly standardized system in the Soviet period, reason reforms about perestroika (economic restructuring), glasnost (openness), and demokratizatsiia (democratization) did not prove themselves. On the other hand because of these people got more idea about democracy especially in lower local level still there were seen severe ethnical pressure and religious conflicts which supported privatization for forming of legitimacy through ethno-territorial nationalism. Meanwhile education was by the door of crisis condition and it was brightened with titles such as A Generation at Risk: Children in the Central Asian Republics of Kazakhstan and Kyrgyzstan (Asian Development Bank, 1998), Youth in Central Asia: Losing the New Generation (International Crisis Group, 2003), or Public Spending on Education in the CIS-7 Countries: The Hidden Crisis (World Bank, 2003). Even The World bank and Asian Development Bank also announced how weakened education system and these all brought to conclusion that post socialist educational reforms were no reliable, weak and highly corrupted. Obviously, crisis brought as normal, dreamed example what was called western model which was “tolerant, efficient, active, developed, organized, and democratic” and then immediately contrasted to “intolerant, corrupt, passive, underdeveloped, chaotic, and undemocratic’ in post socialist countries. Likewise, appeared “post socialist package” which traveled along the countries of Post socialist countries. This package was famous being student-centered learning, decentralization, privatization, standardization of student assessment, liberalization of textbook publishing and it was another example how Western capitalism start growing rapidly.

The Meanings of Decentralization in Centralized States

The reform of decentralization was learned and researched attentively by side centralized education system members. The decentralization was about “restoring the democratic political and professional legitimacy of decision-making”. In fact, this was ideal to approach western education which means all post socialist could step ahead to western democracy. As a one of example could be seen Romania’s education system after having decentralized transformation in short time could pass primitive steps and soon became “compatible with European standards”. And this relationship between Southeast/Central Europe and the ex-Soviet Union countries were supported by the World bank and Asian Development bank because it was more efficient rather than centralized corrupted system. In reality reforms were away from comprehensive sector strategy it was more fragmented implementation. Such as Romania and Macedonia followed partial, Macedonia and Croatia more emphasized on decentralization and Serbia decided to concentrate on decentralized curriculum. Kazakistan prioritized decentralized teaching still centralized control over curriculum. In Russia, too, curriculum decentralization reform, which initially granted equal responsibility for curriculum development to the federal government, regional authorities, and the schools, was partially reversed. Still results are not so clearly some countries somewhat can be heard it was effective and influenced positively by increasing efficiency, but according Mincu it is curing and almost socialist education became myth to the young generation.

The Meanings of Privatization in Public Education Decentralization helped to grow an idea of privatization and it gave options for customers because of what were found a lot of nonreligious, religious private schools. It was mentioned 7-8 percent school were private in Georgia and Hungary, 4–6 percent in Albania, Estonia, Slovakia, and Mongolia; and below 1 percent in Bulgaria, Czech Republic, Latvia, Lithuania, Russia, Ukraine, Kazakhstan, and Kyrgyzstan during the 2009/2010 academic year. In Southeast/Western Europe private schools in Pollan were up to 50 percent subsidized by government. In Russia, privatized schools “only some are genuinely independent, while others are firmly linked to the governmental and business structures through networks of formal and informal connections.” While being modest in scale until the early 1990s, private tutoring has become a vast enterprise after the collapse of the socialist bloc. 64 percent of population received education in secondary school in Southeast/Western Europe and former Soviet Union countries. On the other hand, however, private tutoring has brought a number of negative consequences, such as exacerbating social inequities, distorting curricula, inviting corruption, and depriving the state of tax revenues.

CONCLUSION After revolution in 1989 still education was left unsettled still equity egalitarianism have decreased but fascination of Western model kept living. More importantly, the interaction of the socialist and post-socialist histories with the Western reform projects—whether decentralization, privatization, multiculturalism, or global civil society—has resulted in mixed, often contradictory outcomes. Building environment of privatization in southeast/central Europe and the former Soviet Union emerged more options still showed contradictory effect. Of course it became extra earning and learning centered system in post socialist countries. Karpov and Lisovskaya confirms that as far as governmental education start transformation in test system for enrollment learners to increase efficiency began learning privately on the other hand “western model” was not quite western since beginning. So, all these unsettlement and uncertainties became post-socialist countries in field of research and testing different system of education rather than already forming neoliberal polices and practices. Still post socialism living under hegemony of Western model than one Socialist did.


text:
User:Thdggev

Love your daughter ♥

title: User:Thdggev


text:
User talk:BenJaye

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text:
Algebra/Chapter 0/Structure

Book Scope
The book is meant to be a more advanced take on High School level Algebra than the Basic Algebra book, covering topics that are typically found in Algebra 1, Algebra 2, and Trigonometry by merging these curriculums together. Many topics that are not typically discussed in a typical Algebra class will also be covered here.

title: Algebra/Chapter 0/Structure


text:
User talk:2409:4064:96:5CED:393B:B827:2CE1:5244

--Xania   talk 02:06, 17 April 2022 (UTC)


text:
User talk:H-akram2

Welcome, H-akram2!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally.

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title: User talk:H-akram2


text:
Algebra/Contributors

Ongoing merging work
TO DO

Add word problems to multiplication

Add word problems to division

Add word problems to exponents

Add word problems to roots

Add word problems for possible relationships part of inequalities

Add graphics for multiplying by 1 and -1 to description of special case multiply by -1

Add description for special case Going back to equality (completed by Wikigucoder)

Fill in example of half area function

Fix contents, Clarify Explanation

Move Todos here ... or fill 'em in

Why use standard form vs. Slope Intercept form? Need more context.

Continue Creating Links between pages.

Continue Creating Standard Algebra Heading ... Continue through Table of Contents

Leap in sophistication ... End of the conversational tone. Need to make friendlier, simpler

To be merged/unsorted
 * 1) In this book
 * 2) /Theory/ (A section pertaining to proofs can potentially can go under Elementary Arithmetic chapter)
 * 3) /Iteration/
 * 4) Talk:Algebra/ToInclude
 * 5) /Arithmetic/Numerical Axioms/ (Was orphaned from the book, should keep an eye out for others)
 * 6) /Equalities and Inequalities/ (Was orphaned from the book)
 * 7) /Algebra/
 * 8) /Quadratic functions/
 * 9) /Solving equations/
 * 10) /Theory of Equations/
 * 11) Redirect to another book (why?)
 * 12) /Logarithms/

ORPHANED PAGES
 * Algebra/Absolute Value

title: Algebra/Contributors


text: Algebra/Index

title: Algebra/Index


text:
Algebra/Glossary

A

 * Addition: The process of combining two numbers.

title: Algebra/Glossary


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User talk:Shahista Rahimova

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 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
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text:
Annotated King Reference Manual/Definitions

Characters
A King compilation unit is a sequence of lines; a line is a sequence of Unicode characters.

Some character subsets are named :

 * letter_lowercase : ASCII lowercase letters
 * letter_uppercase : ASCII uppercase letters
 * number_decimal : ASCII digits
 * graphic_character : any character with an associated character literal
 * underline : ASCII

Syntax Notation
The form of a King program is described by a formal syntax and semantic rules.

The chosen formal syntax is broadly inspired by Ada RM section 1.1.4 "Method of Description and Syntax Notation".

One change is that terminal symbols are represented in bold (not surrounded by ).

Attributes

 * Provide access to basic information about a subtype or value of a subtype: 'First, 'Position, 'range ...
 * Provide basic functionality related to a subtype: 'Image, 'Value, 'Finalize ...

Aspects
Aspects specify properties of an entity: Overflow_Checking, Default_Initial_Condition ...

Operations
Primitive subprograms: Length, Is_Empty, Clear ...

Rationale
-

Discussion
-


text:
User:ClaireGer

Hi, i want to translate some Pages to German.

title: User:ClaireGer


text:
User talk:49.205.148.39

April 2022
Fehufanga (discuss • contribs) 14:10, 17 April 2022 (UTC)

title: User talk:49.205.148.39


text:
Cookbook:Banana Bread with Walnuts

Banana bread is a type of quick-bread or cake. This recipe yields a dense and moist banana bread, studded with walnuts.

Ingredients

 * 490 g all-purpose flour
 * 5½+⅛ tsp baking powder
 * 1 pinch salt
 * 8 oz butter, softened
 * 320 g turbinado sugar
 * 4 ea. (200 g) eggs
 * 950 g mashed banana
 * 2 ½ cups walnuts, coarsely chopped
 * Turbinado sugar for sprinkling

Procedure

 * 1) Combine the flour, baking powder, and salt.
 * 2) Cream the butter and sugar together until light and fluffy.
 * 3) Whisk the eggs, and gradually beat them into the butter mixture.
 * 4) Mix in one third of the flour mixture, followed by half the banana. Continue alternating in this way until all the dry mixture and mashed banana is incorporated.
 * 5) Stir in the walnuts.
 * 6) Grease and line 2 loaf pans. Divide batter evenly between pans. Sprinkle the tops with additional turbinado sugar.
 * 7) Bake at 350°F for at least 1 hour. After this point, check the banana bread every 10 minutes or so until it is done. It will be browned, and a skewer inserted into the center of the loaf should come out clean with no more than moist crumbs attached.
 * 8) Let cool to room temperature in the pans. Unmold.

Notes, tips, and variations

 * The quantity of walnuts may be increased or decreased as desired.
 * Slices of this banana bread can be toasted, although they are somewhat fragile.

title: Cookbook:Banana Bread with Walnuts


text:
History of Primary Education in Russia

Historical factors that shaped the Primary Education system of Russia

 * Created in Miro, an online whiteboard for visual collaboration.

After reading this chapter, the learner will

 * Know the history of primary education system of Russia and how it evolved throughout the years
 * Be able to identify economic, social and political influences that shaped the current primary education of Russia
 * Understand how centralization/decentralization has influenced primary education of Russia
 * Understand different political agendas, reforms and views on primary education in Russia

Pre-socialist legacy
In the late 18th century, during the Russian Empire, education had become a state concern with several universities, an academy of science and secondary schools being established followed by the creation of the Ministry of Education back in 1802 (Silova & Eklof, 2013). The influence of the Orthodox church was also seen through seminaries which were founded by the church that played an important role in educating the prominent civil servants and revolutionists. The Russian educational system was at the turning point during the Great Reforms of the 1860s which was carried out as part of fundamental transformations under Czar Alexander II (1818-1881). Elementary education was declared open to all social class under The Statute on Elementary Public Schools of 1864. (Cherkasov, 2015). The Great Reforms have made the schooling possible for the newly liberated serfs and women were given better educational opportunities. However, in the late 19th century, the peasant class was still mainly uneducated (Rumyantseva et al., 2018).

In 1894, Nikolay II inherited the Russian Empire with the population of 120 million people, and the state of education was inspected by the Literacy Committee under his orders. Based on the results of the inspection, it was shown that the primary schools and literacy schools accounted for 60,592 with 2,970,066 students. (Cherkasov, 2015). All-Russian First Census Data (1905), also shows that only 21 percent of the population were able to write and count. (p. 139). Prior to World War I, there had been a rise of state emphasis on public schooling for the lower classes in hopes of achieving universal primary education by 1922 (Silova & Eklof, 2013). According to the public education system data in the late 19th century, by 1897, more than 3.3 million people studied in primary educational institutions. (Cherkasov, 2015). There was a great emphasis in youth’s upbringing to labor in pre-revolutionary textbooks. Academic year at primary schools usually started from 1 to 15 September with children in the age group of 8-11 attending the school. In 1903, the Ministry of Public Education published a report that shows an increase in the number of primary schools of different types up to 87,973 with the number of students studying up to 5,088,029 (Cherkasov, 2015). This achievement was not as significant as it seemed, in fact, the government’s efforts for public education was rather inadequate due to the fact that it coincided with the demographic explosion occurred at that time. Nevertheless, during the years of 1894-1917, the primary education in Russia made some positive progress.

Socialist legacy / Post-World War I / The October Revolution of 1917
World War I led to the collapse of the Russian Empire and all the new countries, including Russia itself, started to build a strong foundation for educational infrastructure. Most policymakers highly supported the creation of a comprehensive primary education system. The Russian revolution of 1917 got rid of all the old systems of the Russian Empire and educational institutions of all types were nationalized. The responsibility for development and control of education were taken by the People’s Commissariat for Education. The statue on Unified Labor School was approved in 1918 that created the free, unified, labor compulsory school divided into two stages: primary school (ages 8-13) and the secondary school (ages 13-17) with the emphasis on polytechnic education and productive labor. (Education Encyclopedia, n.d.). New, secular and democratic, school system was implemented without uniforms, grades, textbooks, religious education or conventional disciplinary boundaries of the czarist school. (Silova & Eklof, 2013). “The collective” as the main agent of socialization was put into effect by rejecting teachers’ and parental authority. The Bolsheviks designed the schools in a way that it would eventually build socialism by indoctrinating communist ideology. The Russian educational system incorporated political and ideological indoctrination and the practice became an integral part of the system. (Froumin & Remorenko, 2020).

Toward the middle of 1920s, under Joseph Stalin’s rule, education system became highly centralized placing a great deal of emphasis on industrialization, collectivization of agriculture, and cultural revolution. The communist Party controlled all the levels of education, including primary education, by materializing the legal decisions in standard curricula, syllabi, and textbooks. The education system under Stalin’s rule was rather egalitarian and collectivist that rejected individual initiative or choice. (Silova & Eklof, 2013). However, it’s worth noting that delivering universal literacy was effectively implemented under Stalin’s reign. Another positive aspect of the Soviet educational system was associated with its attempts and efforts to achieve social equality and offer mass educational opportunities despite the issues of repression and corruption (Froumin & Remorenko, 2020).

Following the death of Stalin, the Communist Party headed by Nikita Khrushchev started de-Stalinization of the country which brought about radical changes in economic, political and social spheres of life. (Education Encyclopedia, n.d.). Major features that came with Khrushchev’s educational reforms were later eliminated after new figure Leonid Brezhnev rose to power in 1964. However, new changes initiated by the government under Brezhnev’s rule mainly concerned the secondary education and by the mid-1970s the transfer to universal secondary education was accomplished. As for primary school system, the propagation of Communist Ideology resumed through the Octobrist organization involving children aged 7-10. (Education Encyclopedia, n.d.). The qualitative increase under the new leadership did not compensate for the gap between the country's requirements and the educational system's capabilities. This education problem, which emerged in the 1980s, echoed broader trends in Soviet society. The long-standing Russian educational tradition and collected intellectual property have clashed with the Soviet bureaucratic administrative machine's ideological strain. The state's monopoly on education lacked initiative, diversity, and enthusiasm. It eventually curtailed society's intellectual capacity. The attempt at educational reform in 1984 did not only fail to resolve the situation but exacerbated it. School, which was largely used to indoctrinate children, was unconcerned about their uniqueness, national, and regional requirements.

Post-Soviet period
Since 1991, Russian education has undergone a post-Soviet transformation that must be viewed in the context of social, political, cultural, and economic change (Silova & Palandjian, 2018). The major concepts of the revolutionary reforms launched by Mikhail Gorbachev in 1987, ‘perestroika’ (restructuring) and ‘glasnost’ (openness), had a tremendous impact on the educational system (Silova & Eklof, 2013). The All-Union Educational Convention accepted democratization, pluralism, diversity, humanization, and continuity as the primary principles for its ongoing development in 1988. (Education Encyclopedia, n.d.). The new program began in 1990 and was carried out in Russia, which formed as an independent country following the dissolution of the Soviet Union in 1991. The post-Soviet Russian educational changes were notable for a number of factors. The school had finally gained its independence and could now pursue democratic teaching methods. From the late 1980s through the early 1990s, novel ideas were rapidly developed and spontaneously implemented. Educators recognized the need to pay greater attention to each individual student, but they concluded that doing so in classrooms of twenty-five to thirty individuals was far too challenging. It became evident that the concept of humanization could only be achieved in tandem with significant societal changes. The fundamental objectives are outlined in the federal Education Law of 1992. (Education Encyclopedia, n.d.).

Conclusion
Because of the socioeconomic background, the changes were a lengthy and hard process. The need to make economic changes eclipsed the educational duties to some extent. The autonomy granted to educational institutions was not always handled wisely and resulted in unfavorable outcomes. Many instructors began generating low-quality courses, textbooks, and methodological materials because they lacked adequate professional training, psychology, and practical experience. These unfavorable inclinations prompted the creation of state standards. By 1999-2000, the situation had stabilized, and the educational system had undergone fundamental legislative and conceptual adjustments (Education Encyclopedia, n.d.).

Reference List
Cherkasov, A. (2015). All-Russian Primary Education (1894–1917): Developmental Milestones. Social Evolution & History, Vol. 10 No. 2, (pp. 138–149). ‘Uchitel’ Publishing House.

Education Encyclopedia, (n.d.). ''Russian Federation. History & Background.''

Froumin, I., Remorenko, I. (2020). From the “Best-in-the World” Soviet School to a Modern Globally Competitive School System. In: Reimers, F. (eds), Audacious Education Purposes. Springer, Cham. https://doi.org/10.1007/978-3-030-41882-3_9

Rumyantseva, N., Matveenko, V., Tretiyakova, L., & Yurova, Y. (2018). State Reforms in the Field of Education in Russia (Late 18th-Early 19th Centuries). Journal of History Culture and Art Research, 7(1), 46-54. doi: http://dx.doi.org/10.7596/taksad.v7i1.1440

Silova, I. & Eklof, B. (2013). Education in Eastern and Central Europe: Re-thinking post-socialism in the context of globalization. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialectic between the global and the local (4th edition) (pp. 379-402). New York: Rowman and Littlefield Publishers.

Silova, I., & Palandjian, G. (2018). Soviet empire, childhood, and education. Revista Española de Educación Comparada, 31, 147–171. https://doi.org/10.5944/reec.31.2018.21592.

Miro [Online Whiteboard for Visual Collaboration]. (2011). Retrieved April 18, 2022, from https://miro.com

Review Questions

 * 1) How would you categorize the historical periods of Primary Education development of Russia?
 * 2) What are the main factors that influenced the Primary Education in Russia?
 * 3) Please explain, how centralization and decentralization of the Primary Education occured.
 * 4) What were the main educational reforms that shaped the Primary Education of Russia throughout the history?

title: History of Primary Education in Russia


text:
User talk:Lazap

I’m not very active here I’m more active on Wikipedia lol

title: User talk:Lazap


text:
User:Lazap

I’m more active on wikipedia

title: User:Lazap


text:
User talk:Muhammad Abduraimov

Welcome, Muhammad Abduraimov!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally.

--Xania   talk 01:03, 18 April 2022 (UTC)

title: User talk:Muhammad Abduraimov


text:
Algebra/Bibliography

 * Carson, Tom (2006) PreAlgebra, Cengage Learning.
 * Chrystal, George (1886) Algebra: An Elementary Text-book for the Higher Classes of Secondary Schools and for Colleges
 * Courant, Richard; Robbins, Herbert (1978), What is Mathematics?, Oxford University Press.
 * Gonick, Larry (2015) The Cartoon Guide to Algebra
 * Liu, Andy (2015) Arithmetical Wonderland, MAA Press.
 * Lockhart, Paul (2017) Arithmetic, Harvard University Press.
 * Millier, Julie (2011) PreAagebra, McGraw Hill.
 * Tussy, Alan S. (2006) PreAlgebra, Cengage Learning.

title: Algebra/Bibliography


text: Algebra/Resources

title: Algebra/Resources


text:
User talk:2601:240:E000:FB10:DDD0:A3FE:6857:6AC1

The pages you have created recently will be deleted in the next few days if they are not improved. They need to become part of a book and a book is not just a list of words or the names of programs.--Xania   talk 05:45, 18 April 2022 (UTC)


text:
Introductory Linear Algebra

This book serves as a mild introduction to linear algebra, and is not too proof-heavy and proof-based. Most topics covered are useful for applications in disciplines other than mathematics. Thus, this book is probably more suitable for non-math majors. For math majors and people who want to study proof-based linear algebra, see Linear Algebra wikibook. This book should not be a prerequisite of the Linear Algebra wikibook (but may help understanding it), despite similar topics are covered, since the topics are discussed in quite a different way, and some definitions may differ.

Table of Contents

 * 1) Matrices
 * 2) System of linear equations
 * 3) Matrix inverses and determinants
 * 4) Vectors and subspaces
 * 5) Eigenvalues and eigenvectors

title: Introductory Linear Algebra


text:
Introductory Linear Algebra/Matrices

Motivation
One important application for matrices is solving systems of linear equations. Some of the following definitions may be viewed as 'designed for solving system of linear equations'.

Some terminologies
An $$m\times n$$ (read 'm by n') is a matrix with $$m$$ rows and $$n$$ columns, and $$m\times n$$ is the of the matrix. The rows are counted from the top, and the columns are counted from the left. If the size of a matrix is $$1\times 1$$, we simply refer to this matrix as a, and no brackets are needed in this case. The of all $$m\times n$$ matrices with  is denoted by $$M_{m\times n}(\mathbb R)$$. A letter is usually used to denote a, while  letters are used to denote its. For example, $$A=(a_{ij})_{m\times n}$$ denotes an $$m\times n$$ matrix $$A$$ with entries $$a_{ij}$$ in which $$1\le i\le\underbrace{m}_{\text{no. of rows}}$$ and $$1\le j\le \underbrace{n}_{\text{no. of columns}}$$. (We may omit the subscript specifying the size of matrix if its size is already mentioned, or its size is not important.)

In particular, if a matrix has the same number of rows and columns, then it has some nice properties. In view of the shape of such a matrix (square-like), we define such matrices as.

We will also introduce a term, namely, which will be useful in some situations.

Then, we will define some types of matrices for which the definitions are related to the.

The last terminology we mention here is, which will sometimes be used.

{{colored exercise| Choose all submatrices of $$\begin{pmatrix}3&5&7\\4&6&8\\5&7&9\end{pmatrix}$$ from the following matrices. + $$\begin{pmatrix}3&5&7\end{pmatrix}$$ - $$\begin{pmatrix}3&4&5\end{pmatrix}$$ + $$\begin{pmatrix}3\\4\\5\end{pmatrix}$$ - 2 + 7 + $$\begin{pmatrix}3&7\\5&9\end{pmatrix}$$ }}
 * type="[]"}
 * It can be obtained by removing 2nd and 3rd row of the matrix.
 * It cannot be obtained by removing some rows or columns of the matrix.
 * It can be obtained by removing 2nd and 3rd column of the matrix.
 * It cannot be obtained by removing some rows or columns of the matrix. (It is not an entry of the matrix.)
 * It can be obtained by removing 1st and 2nd column, and 2nd and 3rd row of the matrix. (Recall that $$1\times 1$$ matrix is number.)
 * Alternatively, it can also be obtained by removing 1st and 2nd row, and 1st and 3rd column of the matrix.
 * It can be obtained by removing 2nd row and 2nd column of the matrix.

Matrix operations
In this section, we will cover different matrix operations. Some operations are quite different from that in the number system, in particular, matrix multiplication.

Then, we are going to define, which is quite different from the multiplication in the number system.

On the other hand, a positive of a  is defined quite similarly to that in number system.

Then, we will discuss matrix analogs for the numbers zero and one in the number system, namely the and the, which, in the number system, are analogous to the numbers $$0$$ and $$1$$ respectively.

Then, we will introduce an operation that does not exist in the number system, namely transpose.

title: Introductory Linear Algebra/Matrices


text: Category:Book:Introductory Linear Algebra


text:
Algebra/Authors

Authors
The authors of Algebra include:

 * Daniel Ehrenberg
 * Anonymous Wikibook Contributors
 * H Padleckas has written Algebra/Function Graphing and made contributions to other chapters. Plans to work on other chapters in Algebra about graphics.
 * Jaden Mathos
 * D. Craig

title: Algebra/Authors


text:
Template:AgeGender

USAGE

 * Put this Userbox on your userpage like this:
 * This template should pull your username automatically if used in User: or User_talk: namespaces.
 * Using:
 * (age)
 * Your age in years
 * (gender)
 * This template should pull your gender automatically if used in User or User talk: namespaces and if is set in your preferences.
 * Using:
 * This may be overridden with:
 * Male
 * Female
 * Other

Examples
See w:User:Technical_13/Userboxes/AgeGender/Examples

title: Template:AgeGender


text:
Cookbook:Hawthorn

Hawthorn is a plant in the rose family. The berries, young leaves, and buds of various species are edible and used in a range of cuisines. The berries range in color from yellow to red to black, and they can be used fresh or dried.

Varieties
Various edible hawthorn species are distributed worldwide, and they have various traditional uses. Commercially-available hawthorn products in the USA and Europe are often derived from Crataegus monogyna or Crataegus laevigata.

title: Cookbook:Hawthorn


text:
Guide to the Godot game engine/Platform specific

When gaming was young, games were rarely designed for multiple systems at once. When that started, people had to check every screen resolution worked. When phones started coming in many different shapes and sizes, this soon became impractical, and even impossible for most of us. Godot has a way to combat this, of course. But screen size is not your only problem.

Stretching the screen
Go to ProjectSettings, and find Display -> Window. Go to the bottom of the area on the right, and under "Stretch", there are 3 settings: Mode, Aspect and Shrink.

As the  value gets bigger, the screen resolution goes down.


text:
User:Sarvar Yusufov

= The path of development of education in Uzbekistan = Introduction

History of Pre-School Education

History of Primary Education

History of Secondary Education

History of Higher Education

UNESCO international teaching standards*

Informal Education

Vocational Education

Educational Policy and Law

Case studies of National and International Educational Organizations

The Future of Education

Educational Technology

title: User:Sarvar Yusufov


text:
User talk:Hedrea

Welcome, Hedrea!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally.

--Xania   talk 14:29, 18 April 2022 (UTC)

title: User talk:Hedrea


text:
User talk:58.110.200.4

You cannot edit for 7 days due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below.

--Xania   talk 14:33, 18 April 2022 (UTC)

title: User talk:58.110.200.4


text:
User talk:77.237.25.7

Hi

title: User talk:77.237.25.7


text:
Cookbook:Barberry

Barberries are tart fruits from the plant Berberis vulgaris. They grow in Europe, northwest Africa and western Asia.

Characteristics
Barberries are small in size and red in color. They have a very tart flavor, on par with or greater than that of cranberries.

Selection and storage
Barberries are commonly available in dried form. They should be kept in an airtight container in a cool, dark place.

Use
These berries are especially used in the Middle East and Central Asia, where they are popular in meat and rice dishes for adding flecks of color and tartness. They can also be used in jams or syrups.

Before using dried barberries, they should be soaked in hot water to rehydrate them.

title: Cookbook:Barberry


text:
Education in Uzbekistan

Table of Contents
 Preface Introduction Pre-School Education Primary Education Secondary Education Higher Education Informal Education Vocational Education

Educational Policy and Law

The Future of Education

Modern Educational Technologies

title: Education in Uzbekistan


text:
Introductory Linear Algebra/System of linear equations

Systems of linear equations in matrix form
We should define what is before expressing it in matrix form.

We often use the terms  and  to describe the number of solutions of a system of linear equations.

After defining a, we can express it in matrix form in multiple ways, as in the following definition.


text:
User:Kumar Ankit Nalanda

यादव वंश का संस्थापक पंचम भिल्ल्ंम थे

Bhillm pancham was the founder of YADAV Dynasty

title: User:Kumar Ankit Nalanda


text:
ID Board Review

Welcome to the ID Board Review Table of Contents This page is to help easily navigate all of the Chapters, and Appendices of the book. The Chapters closely follow the layout of the ABIM ID Certification Exam Blueprint, and the Appendices are useful resources and tools to assist learning the material covered in the chapters. For any general suggestions on how the book can be improved, please leave a note in this page's discussion section (near top left of page).

Prefaces

 * i Title Page
 * ii Book Introduction and Disclaimer
 * iii Book Table of Contents
 * iv Exam Content, Categories and Structure
 * v Page Formats

Chapters

 * Chapter 1 - Bacterial Diseases
 * Chapter 2 - /General Internal Medicine, Critical Care Medicine and Surgery/
 * Chapter 3 - HIV
 * Chapter 4 - /Antimicrobial Therapy/
 * Chapter 5 - /Viral Diseases/ and Prions
 * Chapter 6 - /Travel and Tropical Medicine/
 * Chapter 7 - /Fungi/
 * Chapter 8 - /Immunocompromised Host/ (Non-HIV)
 * Chapter 9 - /Infection Prevention and Control/
 * Chapter 10 - /Vaccinations/

Appendixes

 * Appendix I - /Ambiguous Topics/
 * Appendix II -  Practice Questions
 * Appendix III - Endemic Areas
 * Appendix IV - Abbreviations
 * Appendix V - Contributions

title: ID Board Review


text:
ID Board Review/Bacterial Diseases

Bacterial diseases is the highest yield topic in the ABIM ID Certification Exam, accounting for 27% of the test. Test questions will focus on evaluating physicians' abilities to make diagnoses, ordering and interpreting tests, and selecting appropriate treatments. Each chapter will touch upon Etiology, Pathology, Clinical Presentation(s), Diagnostic Criteria, and Management/Treatment for each disease.

Bacterial Infections Categorized by Syndromes/Locations

 * Cardiovascular Infections
 * Neurologic Infections
 * Head and Neck Infections
 * Respiratory Infections
 * Gastrointestinal Infections
 * Ophthalmologic Infections
 * Genitourinary Infections
 * Dermatologic Infections
 * Musculoskeletal Infections

Gram-positive cocci (GPC)

 * Staphylococcus aureus
 * Streptococcus spp
 * Enterococcus spp

Gram-positive rods (GPR)

 * Listeria spp
 * Listeria monocytogenes
 * Corynebacterium spp (Diphtheroids)
 * Corynebacterium diphtheraie
 * Bacillus spp
 * Erysipelothrix spp
 * Erysipelothrix rhusiopathiae

Gram-Negative cocci and coccobacilli, Aerobics

 * Neisseria spp
 * Neisseria gonorrheae
 * Neisseria meningitidis
 * Moraxella catarrhalis
 * Haemophilus Spp

Glucose Fermenting and Oxidase Positive

 * Pasteurella spp
 * Vibrio Spp
 * Aeromonas spp

Glucose Fermenting and Oxidase Negative

 * Enterobacteriaceae
 * Lactose non-fermenting
 * Salmonella spp
 * Shigella
 * Yersinia spp
 * Lactose fermenting
 * Escherichia coli
 * Citrobacter spp
 * Klebsiella spp
 * Serratia spp

Glucose Non-Fermenting

 * Pseudomonas spp
 * Stenotrophomonas maltophilia
 * Acinetobacter baumannii
 * Burkholderia cepacia

No Growth on MacConkey Agar

 * Bartonella henselae
 * Bordetella spp
 * Brucella
 * Campylobacter spp
 * Capnocytophaga spp
 * Francisella spp
 * Haemophilus spp
 * Helicobacter spp
 * Legionella spp
 * Streptobacillus moniliformis

Anaerobes

 * Gram-positive cocci
 * Gram-positive rods
 * Clostridioides difficile
 * Clostridium perfringens
 * Gram-negative rods
 * Klebsiella spp
 * Bacteroides spp
 * Prevotella spp

Actinomycetes

 * Nocardia
 * Actinomyces

Spirochetes

 * Treponema spp
 * Borrelia spp
 * Leptospira

Mycoplasma

 * Mycoplasma pneumoniae
 * Mycoplasma genitalium

Chlamydia

 * Chlamydia trachomatis
 * Chlamydia pneumoniae
 * Chlamydia psittaci

Rickettsia

 * Rickettsia conorii
 * Rickettsia akari
 * Rickettsia rickettsii
 * Rickettsia prowazekii
 * Rickettsia typhi
 * Rickettsia parkeri
 * Rickettsia africae
 * Coxiella burnetii
 * Orientia tutsugamushi

Ehrlichia

 * Ehrlichia chaffeensis
 * Ehrlichia ewingii
 * Anaplasma phagocytophilum

Mycobacterium

 * Mycobacterium tuberculosis (TB)
 * Mycobacterium bovis
 * Mycobacterium leprae (Leprosy)
 * Non-TB Mycobacterium (NTM)

Alternative Organizational Systems

 * /Encapsulated Organisms/
 * /HACEK Organisms/

title: ID Board Review/Bacterial Diseases


text:
User:BeardMD

Starting ID Fellowship in July, 2022

Primary Project(s)

 * ID Board Review

Secondary Project(s)

 * Heme-Onc Review

title: User:BeardMD


text:
Human names/Daniel

The name Daniel is a masculine name in the English language. The name is derived from the Hebrew name דָּנִיֵּאל (Daniyyel) meaning "God is my judge", from the Hebrew root words דִּין (din) meaning "to judge" and אֵל ('el) meaning "God". The name is associated with two Biblical figures, primary among them and the  which was named for him.

Due to the popularity of the biblical character, the name came into use in England during the Middle Ages. Its popularity dwindled in the 15th century but was revived following the, and it has been wildly popular ever since.

In the United States, "Daniel" is one of 13 names to have been within the US Top 100 in every year since records began in 1880, the others being Andrew, Charles, David, Elizabeth, James, Human name/John, Joseph, Michael, Robert, Samuel, Thomas, and Human names/William. Twelve of the thirteen names are masculine, with Elizabeth being the only feminine name to have never missed the top 100.

At the height of its usage, in 1985, "Daniel" was number 5 on the chart for boys, and it was given to 38,552 boys that year, accounting for 2.003% of that year's male births. The name remains a classic, timeless favorite even in the present time, ranking number 14 in 2020, given to 9,419 boys during that year for a relative density of 0.514% of that year's male births, and this name will likely remain very popular for decades to come.

Famous people

 * Daniel Adair, Canadian drummer
 * Daniel Agger, Danish international footballer, formerly of Liverpool
 * Daniel Ahn (a.k.a. Niel), South Korean singer-songwriter, actor and member of boy group Teen Top
 * Daniel Alfredsson, Swedish retired hockey player
 * Daniel Alvarado (1949–2020), Venezuelan actor
 * Daniel Alves, Brazilian international footballer, currently playing for Paris Saint-Germain
 * Daniel Andersson, Swedish association football player
 * Daniel Andrews, 48th Premier of Victoria, Australia.
 * Daniel Anthony, British actor
 * Daniel Aranzubia, Spanish association football player
 * Daniel arap Moi, (1924–2020), 2nd President of Kenya
 * Daniel Armand Lee (a.k.a. Tablo), Korean-Canadian hip hop artist, songwriter, lyricist and member of Epik High
 * Daniel Bailey, sprinter from Antigua and Barbuda
 * Daniel Boone (B. Nov. 2, 1734 - D. Sep. 26, 1820), American Pioneer, Frontiersman, Revolutionary Soldier, Statesman, Founder of Boonesboro, KY
 * Daniel "Cloud" Campos (born 1983), American dancer
 * Daniel Carlson (born 1995), American football player
 * Daniel Carriço, Portuguese association football player
 * Daniel Clifford, English chef
 * Daniel Powter, Canadian singer
 * Daniel Roullier (born 1936/1937), French billionaire businessman
 * Daniel Sackey (born 1994), Canadian basketball player
 * Daniel Samohin (born 1998), Israeli Olympic figure skater
 * Daniel Schlereth, baseball pitcher
 * Daniel Sharman, English actor
 * Daniel Webster (1782–1852), American lawyer and statesman who represented New Hampshire and Massachusetts, U.S. Secretary of State for U.S. president John Tyler
 * Daniel Vasella (born 1953), Swiss businessman
 * Daniel Zovatto (born 1991), American actor

title: Human names/Daniel


text:
Talk:ID Board Review

Hello, This is an attempt to create a high-yield, yet succinct study guide for the ABIM ID certification exam. I'm not sure if this study guide will ever be completed, but I hope that it will be very useful as fellows study for their board exams.

My current plan is to use the ABIM ID Blueprint (published January, 2022) as a starting point. Prioritize the topics that will comprise the majority of the test, and then focus on the lower yield topics.

Ideally, each topic would be handled similarly. For example, the template for most bacterial and viral diseases could include:
 * Clinical Presentation
 * Clinical/Lab Diagnosis
 * Management/Treatment
 * For endemic infections, an Epidemiology, or Endemic Regions section can be helpful.
 * For clinical/infectious syndromes e.g. pneumonia, or infective keratitis, Etiology sections with links would be extremely useful to tie them back to the causative organisms.

Formats for these sections can be found here, Page Formats.

I think that's more than enough to keep this group busy for a long period of time.

Best wishes,

BeardMD (discuss • contribs) 10:07, 20 April 2022 (UTC)

title: Talk:ID Board Review


text:
ID Board Review/Human Immunodeficiency Virus (HIV) Infection

Questions relating to HIV can account for 15% of the Study Guide for the ABIM Infectious Disease Certification Exam|ABIM ID Certification Exam, making it the single most important infection on the test. In addition to knowing how to diagnose and treat HIV infections, physicians must know how to manage the myriad of complications that HIV can cause patients, as well as how to properly screen and manage those complications.

HIV Epidemiology

 * HIV Transmission
 * HIV Testing and Counseling
 * HIV Initial Laboratory Evaluation
 * HIV Prevention

HIV Pathogenesis

 * HIV Virology
 * HIV Immunopathogenesis
 * Acute HIV Infection

Laboratory Testing

 * HIV Diagnostic Evaluation
 * HIV Baseline Evaluation

HIV Treatment Regimens

 * When to Start HIV Therapy
 * Antiretroviral Therapies by Classes
 * Selection of Optimal Initial HIV Regimen
 * Treatment-Experienced HIV Patients
 * Adverse Effects of Treatment (Table)
 * Drug-Drug Interactions (Table)
 * HIV Laboratory Monitoring (Table)

Opportunistic Infections (OIs)

 * OI Prevention
 * When to start HIV therapy in context of active OIs
 * Immune reconstitution inflammatory syndrome (IRIS)
 * Opportunistic Bacteria
 * Opportunistic Mycobacteria
 * Opportunistic Viruses
 * Opportunistic Fungi
 * Opportunistic Parasites

Malignancies Associated with HIV

 * Kaposi's Sarcoma (KS)
 * Lymphomas
 * Cervical Cancer
 * Anal Cancer

Other Complications of HIV

 * Hematologic Complications of HIV
 * Endocrine Complications of HIV
 * Gastrointestinal Complications of HIV
 * Renal Complications of HIV
 * Cardio-metabolic Complications of HIV and Therapies
 * Pulmonary Complications of HIV
 * Head, Eye, Ear, Nose and Throat (HENT) Complications of HIV
 * Musculoskeletal Complications of HIV
 * Neurologic Complications of HIV
 * Psychiatric Complications of HIV
 * Dermatologic Complications of HIV

Medical Issues Related to HIV

 * HIV in Pregnancy
 * Substance Use Related to HIV
 * Organ Transplantation and HIV
 * Primary Care in HIV Patients
 * Miscellaneous non-HIV-related complications that may occur more commonly in HIV Pts

Other Sources and Resources

 * National HIV Curriculum: https://www.hiv.uw.edu/alternate
 * Department for Health and Higher Standards (DHHS) Guidelines: https://clinicalinfo.hiv.gov/en/guidelines


text:
ID Board Review/Antimicrobial Therapy

Antimicrobial therapies account for almost a tenth of the ABIM ID Certification exam. In addition to knowing the appropriate drug for the appropriate bug, physicians should expect questions on drug susceptibility testing/resistance drug pharmacokinetics (absorption, distribution, metabolism, and excretion), appropriate dosing, drug-drug interactions, and adverse effects/toxicities.

=/Antibacterials/=

= /Antivirals/ (non-HIV) = See HIV Treatment Regimens for HAART

= Outpatient Parenteral Antimicrobial Therapy & Pharmacology =
 * Outpatient parenteral antimicrobial therapy (OPAT)
 * Susceptibility testing
 * Drug resistance
 * ADME (absorption, distribution, metabolism, and excretion) Tables
 * Dosing Tables
 * Drug interactions Tables
 * Toxicities Tables

title: ID Board Review/Antimicrobial Therapy


text:
User:Msuman 1/sandbox

2. b4! - Virginia Creeper Opening
2. b4 is the Virginia Creeper Opening. White takes his momentum to the queenside and seems to throw away tempo and opening theory altogether. b4 can be met many ways by black but almost all moves give black a small edge over white. White's main objective is to put pressure on the queenside by having an advanced pawn on b5-b6, to prevent Nc6 by having the pawn on b5 and to try and develop and castle king-side as normal.

This opening looks like the Polish opening but it acts slightly differently. White will normally not go Bb2 but advance his a-pawn and try to play Ba3 in an effort to exchange dark-squared bishops and to recapture with the Knight on b1. If your opponent plays correctly he can win simply because his moves are based on theory, however, White is not completely out of luck by playing this opening and is really not as bad off playing this then most people think.

Black's responses
Black will normally play any number of moves that attack the now advanced b4 pawn. White should try to hold on to it, but black wants to either attack it early or after his development. If black does not attack the pawn in some way at first, he is allowing white to reach equality with ease, but will not be too worse off.

Theory table
.

'''1. d4 d5 2. b4'''

title: User:Msuman 1/sandbox


text:
ID Board Review/General Internal Medicine, Critical Care Medicine and Surgery

While the "General Internal Medicine, Critical Care Medicine and Surgery" section that makes up nearly 1/5th of the ABIM ID Certification exam sounds fairly vague on first glance, it is actually more specific upon closer inspection. For example, most of the general medicine topics are dedicated to infectious disease mimics. Additionally, the Surgical and Critical Care Medicine (CCM) portions are fairly situational, with specific scenarios e.g. a neurosurgery patient who develops meningitis symptoms after a craniotomy, or an ICU patient who was resuscitated after nearly drowning.

= General Internal Medicine =

 * Ethical and legal decision making

Infectious Disease Mimics

 * Drug Fever
 * Malignancies
 * Hemophagocytic Lymphohistiocytosis (Hemophagocytic syndrome)
 * Noninfectious Inflammatory Disorders
 * Vasculitis
 * Lupus
 * Inflammatory Bowel Disease
 * Dermatologic disorders
 * Hematologic disorders
 * Noninfectious Central Nervous System Disease
 * Bites, Stings, and Toxins

Critical Care Medicine (CCM)

 * Ventilator-Associated Pneumonia
 * Bacterial Pneumonia
 * Viral Pneumonia
 * Noninfectious Pneumonias
 * Eosinophilic Pneumonia
 * Acute Respiratory Distress Syndrome (ARDS)
 * Hyperthermia and Hypothermia
 * Near-drowning: Scedosporium apiospermum and Pseudallescheria Boydii Infections

= Surgical Infections =

 * Orthopedic Surgical Infections
 * Neurosurgery Surgical Infections
 * Ear, Nose, and Throat Surgical Infections
 * General Surgery and Intra-abdominal Surgical Infections
 * Thoracic and Cardiothoracic Surgical Infections
 * Urologic Surgical Infections
 * Obstetric and Gynecologic Surgical Infections
 * Plastic and Reconstructive Surgical Infections
 * Vascular Surgical Infections


text:
User talk:173.178.150.91

--Xania   talk 01:05, 19 April 2022 (UTC)

title: User talk:173.178.150.91