text:
Overview of Elasticity of Materials/Anisotropic Response

This section covers linear anisotropic response.

At this point, we have developed our notation for describing stress and strain, and have written expressions relating the two in terms of material parameters such as $$E$$, $$G$$, and $$\nu$$. This is all within the assumption of a homogeneous, isotropic solid. This is often times a fairly good approximation, and you are likely to recognize the expressions derived here. Hopefully, this section will provide an insight to mechanics of solids as well as other materials-focused topics.

We will begin by looking at an example. Consider a brittle material that is hot at first and then suddenly quenched to low temperature. This can cause thermal shock and breakage. So the part is quenched from $$T_{max}$$ to $$T_{min}$$, where $$\Delta T=T_{max}-T_{min}$$.

It is known that, without proof, the thermal stress is

 * $$\sigma_{TH}=-\frac{\alpha\Delta TE}{(1-2\nu)}$$    [1]

Where $$\alpha$$ is the coefficient of thermal expansion.

Where is this from? We know that this is the hydrostatic stress:

 * $$\sigma_{ii}=\frac{E}{1-2\nu}\varepsilon_{kk}$$

Which can be rewritten as

 * $$\sigma_{11}+\sigma_{22}+\sigma_{33}=\frac{E}{1-2\nu}(\varepsilon_{11}+\varepsilon_{22}+\varepsilon_{33})$$

Where

 * $$\sigma_m=\frac{1}{3}\sigma_{ii}$$

Then it must be approximated that

 * $$\frac{1}{3}\Delta=\alpha\Delta T$$

For spherical, circular flaws, or cracks with radius $$r$$, the energy is

 * $$U_{TOT}=U_o-U_{STRAIN}+U_{SURF}$$    [2]

Where $$U_{TOT}$$ is the total energy of the system and $$U_o$$ is the energy of the stress-free and crack-free system with volume $$V_o$$.

The strain energy is

 * $$U_{STRAIN}=\frac{V_o \sigma_{TH}^2}{2E}-\frac{N\sigma_{TH}^2}{2E}\frac{4}{3}\pi r^3$$    [3]

Where $$N$$ is the number of cracks.

Where is this from? Our expression for strain energy when normal stress is applied is

 * $$U_o^{NORMAL}=\frac{1}{2}\frac{\sigma_{11}^2}{E}$$

Where $$U_o^{NORMAL}$$ is the energy per unit volume.

Therefore, the first term in Equation 3 is simply the energy due to the thermal strain. The second term is the strain relieved when $$N$$ number of cracks of volume $$\frac{4}{3}\pi r^3$$ open (we are subtracting this term because the strain is being relieved):

 * $$N \left (\frac{4}{3}\pi r^3 \right )\frac{\sigma_{TH}^2}{2E}$$

Is this reasonable? This is probably slightly underestimated. Finally, the last term is

 * $$U_{SURF}=NG_c \pi r^2$$    [4]

Where $$G_c$$ is the toughness energy required to create new surface (units of $$J/m^2$$). Note for ideal brittle materials, $$G_c=2\gamma$$.

In this example, isotropic elasticity is used, and in all likelihood is a reasonable approximation for bulk polycrystalline or amorphous solids. Sometimes we cannot assume an isotropic solid. This is most common when dealing with systems where single crystals are studied such as the one in Figure 1. Looking at Figure 1, even if $$|P_1|=|P_3|$$, pulling in direction $$|P_1|$$ will encounter different resistance (constant of proportionality in Hooke's Law) than pulling in direction $$|P_2|$$. The anisotropic expression of Hooke's Law is a tensor relation:

 * $$\sigma_{ij}=C_{ijkl}\varepsilon_{kl}$$    [5]

 * $$\varepsilon_{ij}=S_{ijkl}\sigma_{kl}$$    [6]

Where $$C_{ijkl}$$ is the stiffness or elastic constant and $$S_{ijkl}$$ is the elastic compliance.

Here, the primary focus will be on $$C_{ijkl}$$, but the two behave similarly. The elastic constant tensor is a fourth rank tensor that connects two second rank tensors. In Equation 5, the right hand side is a double sum over $$k$$ and $$l$$, resulting in 9 terms in the sum. Since there are 9 expressions for $$\sigma_{ij}$$, there is a total of 81 elements in $$\boldsymbol{C}$$. This seems like a large number, but are they unique? We know $$\boldsymbol{\sigma}$$ and $$\boldsymbol{\varepsilon}$$ are symmetric, therefore

 * $$\sigma_{ij}=\sigma_{ji}\rightarrow C_{ijkl}=C_{jikl}$$

And

 * $$\varepsilon_{kl}=\varepsilon_{lk}\rightarrow C_{ijkl}=C_{ijlk}$$

This reduces the number of elastic constants from 81 to 36 unique values. To further simplify, we must consider the elastic energy. We know that the energy of the system is

 * $$U_o=\frac{1}{2}\sigma_{ij}\varepsilon_{ij}$$    [7]

As depicted in Figure 2.

For homogeneous elastic loading, we can write

 * $$dU_o=\sigma_{ij}d\varepsilon_{ij}$$    [8]

Which is the superposition of

 * $$ \begin{align}dU_o&=\sigma_{11}d\varepsilon_{11}+\sigma_{12}d\varepsilon_{12}+\sigma_{13}d\varepsilon_{13}\\

&+\sigma_{21}d\varepsilon_{21}+\sigma_{22}d\varepsilon_{22}+\sigma_{23}d\varepsilon_{23}\\ &+\sigma_{31}d\varepsilon_{31}+\sigma_{32}d\varepsilon_{32}+\sigma_{33}d\varepsilon_{33} \end{align}$$    [9]

Now we will consider starting in an initial state $$\sigma=\varepsilon=0$$ and straining $$\varepsilon_{11}$$. This increases the internal energy, the energy stored in bonds, by

 * $$dw_1=\sigma_{11}d\varepsilon_{11}=C_{1111}\varepsilon_{11}d\varepsilon_{11}$$    [10]

Where $$\sigma_{11}=C_{1111}\varepsilon_{11}$$ from Equation 5 (all strain except $$\varepsilon_{11}$$ are zero).

Integrating this

 * $$\int_{0}^{w_1}dw_1=\int_{0}^{\varepsilon_{11}}C_{1111}\varepsilon_{11}d\varepsilon_{11}$$

Becomes

 * $$w_1=\frac{1}{2}C_{1111}\varepsilon_{11}^2$$    [11]

Now apply a second strain deformation $$\varepsilon_{22}$$ and integrate:

 * $$\int_{0}^{w_2}dw_2=\int_{0}^{\varepsilon_{22}}\sigma_{22}d\varepsilon_{22}=\int_{0}^{\varepsilon_{22}}(C_{2222}\varepsilon_{22}+C_{2211}\varepsilon_{11})d\varepsilon_{22}$$

Using Equation 5 and the fact that all $$\varepsilon=0$$ except $$\varepsilon_{11}$$ and $$\varepsilon_{22}$$. This becomes

 * $$w_2=\frac{1}{2}C_{2222}\varepsilon_{22}^2+C_{2211}\varepsilon_{11}\varepsilon_{22}$$    [12]

Then the total work is

 * $$w_{TOT}=w_1+w_2=\frac{1}{2}C_{1111}\varepsilon_{11}^2+\frac{1}{2}C_{2222}\varepsilon_{22}^2+C_{2211}\varepsilon_{11}\varepsilon_{22}$$    [13]

Imagine now we reverse the order; first applying $$\varepsilon_{22}$$ then $$\varepsilon_{11}$$.

 * $$w_1'=\frac{1}{2}C_{2222}\varepsilon_{22}$$

 * $$w_2'=\frac{1}{2}C_{1111}\varepsilon_{11}^2+C_{1122}\varepsilon_{22}\varepsilon_{11}$$

 * $$w_{TOT}'=\frac{1}{2}C_{1111}\varepsilon_{11}^2+\frac{1}{2}C_{2222}\varepsilon_{22}^2+C_{1122}\varepsilon_{11}\varepsilon_{22}$$    [14]

In the linear regime superposition holds, therefore the order is not important and

 * $$\begin{align} w_{TOT}=w_{TOT}'\\

\therefore C_{2211}=C_{1122} \end{align}$$

This is generalized to

 * $$C_{ijkl}=C_{klij}$$

Which reduces the number of unique values to 21. This is the fewest number of elastic constants that must be specified for an arbitrary crystal.

Crystal Symmetry Simplifications
Fortunately, tensor relations are tied to the symmetry of a crystal. For high symmetry crystals, such as cubic, only 3 unique values are needed and further many zeroes exist. The following rules can be utilized to simplify the notation:

 * 1) All $$C_{iiii}=C_{1111}$$
 * 2) All $$C_{iijj}=C_{1122}$$
 * 3) All $$C_{ijij}=C_{2323}$$
 * 4) All other $$C_{ijkl}=0$$ (not in Equations 1-3).

This makes the situation much simpler. Next, we will simplify the notation using Voigt notation as described in the table below.
 * {| class="wikitable"

!$$\boldsymbol{ij}$$ pair !11 !22 !33 !23 !31 !12 This is often (not always) found in textbooks and manuscripts. In this notation, work is
 * m
 * 1
 * 2
 * 3
 * 4
 * 5
 * 6
 * }
 * }

\begin{align} dw &=\sigma_1d\varepsilon_1+\sigma_6d\varepsilon_6+\sigma_5d\varepsilon_5\\ &+\sigma_6d\varepsilon_6+\sigma_2d\varepsilon_2+\sigma_4d\varepsilon_4\\ &+\sigma_5d\varepsilon_5+\sigma_4d\varepsilon_4+\sigma_3d\varepsilon_3\\ dw &=\sigma_1d\varepsilon_1+\sigma_2d\varepsilon_2+\sigma_3d\varepsilon_3+2\sigma_4d\varepsilon_4+2\sigma_5d\varepsilon_5+2\sigma_6d\varepsilon_6 \end{align} $$

Using Voigt notation, we can now write the stress-strain relation

 * $$\boldsymbol{\sigma}=\boldsymbol{C}{\boldsymbol\varepsilon}$$

In 2D instead of the original 4D format.

\left [ \begin{matrix} \sigma_1 \\ \sigma_2 \\ \sigma_3 \\ \sigma_4 \\ \sigma_5 \\ \sigma_6 \\ \sigma_4 \\ \sigma_5 \\ \sigma_6 \end{matrix} \right ]= \left [ \begin{matrix} \text{C}_{11} & \text{C}_{12} & \text{C}_{13} & \text{C}_{14} & \text{C}_{15} & \text{C}_{16} & \text{C}_{14} & \text{C}_{15} & \text{C}_{16}

\\ \text{C}_{12} & \text{C}_{22} & \text{C}_{23} & \text{C}_{24} & \text{C}_{25} & \text{C}_{26} & \text{C}_{24} & \text{C}_{25} & \text{C}_{26}

\\ \text{C}_{13} & \text{C}_{23} & \text{C}_{33} & \text{C}_{34} & \text{C}_{35} & \text{C}_{36} & \text{C}_{34} & \text{C}_{35} & \text{C}_{36}

\\ \text{C}_{14} & \text{C}_{24} & \text{C}_{34} & \text{C}_{44} & \text{C}_{45} & \text{C}_{46} & \text{C}_{44} & \text{C}_{45} & \text{C}_{46}

\\ \text{C}_{15} & \text{C}_{25} & \text{C}_{35} & \text{C}_{45} & \text{C}_{55} & \text{C}_{56} & \text{C}_{45} & \text{C}_{55} & \text{C}_{56}

\\ \text{C}_{16} & \text{C}_{26} & \text{C}_{36} & \text{C}_{46} & \text{C}_{56} & \text{C}_{66} & \text{C}_{46} & \text{C}_{56} & \text{C}_{66}

\\ \text{C}_{14} & \text{C}_{24} & \text{C}_{34} & \text{C}_{44} & \text{C}_{45} & \text{C}_{46} & \text{C}_{44} & \text{C}_{45} & \text{C}_{46}

\\ \text{C}_{15} & \text{C}_{25} & \text{C}_{35} & \text{C}_{45} & \text{C}_{55} & \text{C}_{56} & \text{C}_{45} & \text{C}_{55} & \text{C}_{56}

\\ \text{C}_{16} & \text{C}_{26} & \text{C}_{36} & \text{C}_{46} & \text{C}_{56} & \text{C}_{66} & \text{C}_{46} & \text{C}_{56} & \text{C}_{66} \end{matrix} \right ] \left [ \begin{matrix} \varepsilon_1 \\ \varepsilon_2 \\ \varepsilon_3 \\ \varepsilon_4 \\ \varepsilon_5 \\ \varepsilon_6 \\ \varepsilon_4 \\ \varepsilon_5 \\ \varepsilon_6 \end{matrix} \right ] $$    [15]

In this format, it is still possible to transform the vectors and tensor $$\boldsymbol{C}$$ together. This can further be shortened to

\left [ \begin{matrix} \sigma_1 \\ \sigma_2 \\ \sigma_3 \\ \sigma_4 \\ \sigma_5 \\ \sigma_6 \end{matrix} \right ]=

\left [ \begin{matrix} \text{C}_{11} & \text{C}_{12} & \text{C}_{13} & \text{C}_{14} & \text{C}_{15} & \text{C}_{16}

\\ \text{C}_{12} & \text{C}_{22} & \text{C}_{23} & \text{C}_{24} & \text{C}_{25} & \text{C}_{26}

\\ \text{C}_{13} & \text{C}_{23} & \text{C}_{33} & \text{C}_{34} & \text{C}_{35} & \text{C}_{36}

\\ \text{C}_{14} & \text{C}_{24} & \text{C}_{34} & \text{C}_{44} & \text{C}_{45} & \text{C}_{46}

\\ \text{C}_{15} & \text{C}_{25} & \text{C}_{35} & \text{C}_{45} & \text{C}_{55} & \text{C}_{56}

\\ \text{C}_{16} & \text{C}_{26} & \text{C}_{36} & \text{C}_{46} & \text{C}_{56} & \text{C}_{66} \end{matrix} \right ]

\left [ \begin{matrix} \varepsilon_1 \\ \varepsilon_2 \\ \varepsilon_3 \\ \gamma_4 \\ \gamma_5 \\ \gamma_6 \end{matrix} \right ] $$    [16]

However, this has shear strain components ($$\gamma$$), which means that in this representation, $$C$$ is not a tensor but a matrix. This is because the rotational properties of tensors are not satisfied. We can see how these two are related by writing out one of the stresses from Equation 15:

 * $$\sigma_1=C_{11}\varepsilon_1+C_{12}\varepsilon_2+C_{13}\varepsilon_3+C_{14}\varepsilon_4+C_{15}\varepsilon_5+C_{16}\varepsilon_6+C_{14}\varepsilon_4+C_{15}\varepsilon_5+C_{16}\varepsilon_6$$

 * $$\sigma_1=C_{11}\varepsilon_1+C_{12}\varepsilon_2+C_{13}\varepsilon_3+C_{14}2\varepsilon_4+C_{15}2\varepsilon_5+C_{16}2\varepsilon_6$$

Where $$\gamma_4=2\varepsilon_4$$, $$\gamma_5=2\varepsilon_5$$, and $$\gamma_6=2\varepsilon_6$$.

Applying our simplifications due to crystalline symmetry we can write for a cubic crystal:

 * $$C_{ij}^{CUBIC}=

\left [ \begin{matrix} \text{C}_{11} & \text{C}_{12} & \text{C}_{12} & 0 & 0 & 0 \\ \text{C}_{12} & \text{C}_{11} & \text{C}_{12} & 0 & 0 & 0 \\ \text{C}_{12} & \text{C}_{12} & \text{C}_{11} & 0 & 0 & 0 \\ 0 & 0 & 0 & \text{C}_{44} & 0 & 0 \\ 0 & 0 & 0 & 0 & \text{C}_{44} & 0 \\ 0 & 0 & 0 & 0 & 0 & \text{C}_{44} \end{matrix} \right ]$$    [17]

Returning to our definition of strain energy (Equation 7) we can write this in Voigt notation:

 * $$U_o=\frac{1}{2}\sigma_i\varepsilon_i$$    [18]

And we can write the stress-strain relation (Equation 5) as

 * $$\sigma_j=C_{jk}\varepsilon_k$$    [19]

Which allows us to write

 * $$U_o=\frac{1}{2}C_{ij}\varepsilon_i\varepsilon_j$$    [20]

Which is a double sum over $$i$$ and $$j$$. Putting $$C_{ij}^{CUBIC}$$ from Equation 17 into Equation 20 yields

 * $$U_o^{CUBIC}=\frac{1}{2}C_{11}(\varepsilon_1^2+\varepsilon_2^2+\varepsilon_3^2)+2C_{44}(\varepsilon_4^2+\varepsilon_5^2+\varepsilon_6^2)+C_{12}(\varepsilon_1\varepsilon_2+\varepsilon_2\varepsilon_3+\varepsilon_3\varepsilon_1)$$    [21]

Here are a few useful relationships for cubic crystals which are given without proof:

 * $$C_{11}=\frac{S_{11}+S_{12}}{(S_{11}-S_{12})(S_{11}+2S_{12})}$$    [22]

 * $$C_{12}=\frac{-S_{12}}{(S_{11}-S_{12})(S_{11}+2S_{12})}$$    [23]

 * $$C_{44}=\frac{1}{S_{44}}$$    [24]

 * $$\frac{1}{E}=S_{11}-2 \left [ (S_{11}-S_{12})-\frac{1}{2}S_{44} \right ]

(l^2m^2+m^2n^2+l^2n^2)$$    [25]

Here $$l$$, $$m$$, and $$n$$ are direction cosine from $$x_1$$, $$x_2$$, and $$x_3$$ and are the direction of applied uniaxial loading. Mapping the anisotropic elastic properties to the isotropic limit, we have

 * $$S_{11}=\frac{1}{E}$$    [26]

 * $$S_{12}=\frac{-\nu}{E}$$    [27]

 * $$S_{44}=\frac{1}{G}$$    [28]

Yet for a truly isotropic medium, only 2 material parameters are needed. We find

 * $$S_{44}=2(S_{11}-S_{12})$$    [29]

And

 * $$C_{12}=\lambda$$    [30]

 * $$C_{11}=2G+\lambda$$    [31]

 * $$C_{44}=\frac{1}{2}(C_{11}-C_{12})$$    [32]

 * $$A=\frac{2C_{44}}{C_{11}-C_{12}}$$    [33]

Where $$A$$ is the Zener anisotropy ratio ($$A=1$$ for isotropic material).


text:
Overview of Elasticity of Materials/Appendix B: List of Variables

This section lists the variables used throughout the text.

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


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User:Gffsgeys/sandbox

Welcome to my user sandbox. I will make test edits. The title of the page is so funny (LOL) 😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆😆. Right? Keep it like that!

Clear

Gffsgeys (discuss * mail) 18:11, 23 October 2021 (UTC)

←→

AB

title: User:Gffsgeys/sandbox


text:
Zelda franchise strategy guide/Races/Twili

The Twili are a fictional race of people appearing in the video game The Legend of Zelda: Twilight Princess. Originally they might have been Hylians, which were banished through the Mirror of Twilight for trying to control the Sacred Realm. They might have also descended from the Sheikah, as they are both referred to as lost tribes with dark magic, both having red irises and they both dwell in shadows. The Twili, having long forgotten the bonds with their ancestors, now live their peaceful lives in the Twilight Realm. The Twili are described as "interlopers" who tried to conquer the sacred realm with powerful magic but where banished to the twilight realm by the three light spirits in Hyrule.

Midna is the princess of the Twili. She is overthrown by Zant, when he receives great powers from Ganon. After both Ganon and Zant are defeated, Midna returns to the Twilight Realm as its princess. As she leaves, she shatters the Mirror of Twilight, forever closing the portal between the normal world and the Twilight Realm.

Technology
The Twili appear to possess much more advanced technology than Hyrule, and possibly than those from Termina seen in Majora's Mask. One example would be their use of teleporting across locations using portals that appear rather digital, like a monitor's pixel display.

Additionally, when in the Twilight Realm, one will notice various aspects that seem futuristic to even our eyes, such as the lifts that appear from nowhere and are completely transparent, except for the glowing green shapes seen all around anything that is of Twilight origin (portals, Sols, etc.). Another example are the doors that open by themselves; this is one of the only Zelda games where dungeon doors are actually opened manually and that only the Oocca and Twili have locations that have automatically opening doors, in the City in the sky and Palace of Twilight dungeons respectively. These doors just have one green shape when inactive but when one opens them the green shape extends making more shapes around the door which opens it.

Relationships
There are several similaraties between Twili and other races in the series. Please note that this is all speculation, and no connection has been presented by Nintendo.

Some similarities are with the Shiekahs, as both are described as wielders of Dark magic, have red irises and dwell in the shadows (even being referred to as 'the shadow folk'). Also the symbol of the Sheikah, a stylized eye with a tear drop, is present on Zant's throne.

Another race, though not featured in the series and is only briefly mentioned in 'Majora's Mask', are those that used Majora's Mask in their 'hexing rituals'. There are many similarites between the Twili and Majora's Mask itself, which implies that the Twili could be the same race. The similarities involve some shapes featured on Majora's Mask being present on Midna's helmet, the Fused Shadow (the eye especially). Zant's behaviour is very similar to creatures specific to Majora's Mask and the Mask itself, such as: Zant screeching in a similar fashion to Majora's Mask, he is a sympathetic villian much like the Skull Kid who wore the Mask, he has swords in his sleeves similar to the Garo Robes, his helmet and cloak combination looks like the Garo Masters fashion (and fights in a similar manner, see Garo Robes and Zant articles for comparisons). During the mention of those who used the Mask, the Happy Mask Salesman mentions that the mask was hidden in shadows, which the Twilight Realm is sometimes called (the Land of Shadow), which could explain that the Mask itself was involved with the wielders who attempted to enter the sacred realm and thus could of been the single entity that started the events of the games (although this is also speculation).

Another possibility is that at least a portion of the Gerudo tribe were the ones who gained the mysterious power of the Fused Shadows and were cast into the Twilight Realm. This would be supported by the Midna's story that the Twili race were originally a tribe of thieves and why the entrance to the Twilight Realm is located in the Gerudo Desert. As for appearance, Midna does have the classic red-orange hair of the Gerudo and her true form is tall and slender, just as the Gerudo women once were. Also, there is a Gerudo pattern and converted Gerudo symbol on the front of Zant's robe, which he wore even before his encounter with Ganondorf, whom he worshiped as a god. Perhaps it is most likely that the "interlopers" were a large group of the Gerudo, possibly most of the males, seeing as how time passes and the Gerudo tribe is composed of almost all females during the events of Ocarina of Time. After this banishment, the remaining Gerudo remain as nomads, outlaws, and thieves, finally making a settlement in the desert. Untold years, possibly centuries go by until Twilight Princess, in which the immortal Ganondorf appears to be the sole Gerudo, with the desert unpopulated, meaning an all-female race did not survive.


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User:Markjustinemarcos

Challenges in Reading Competency of the Filipino Learners

This work is part of the requirement in Current Trends in Education in Doctor of Education Class for the Academic Year, 2021-2022.

Reading is the primary tool for learning. The United Nations Educational, Scientific and Cultural Organization (UNESCO) describes it as the means by which literate persons can gain access to the vast and varied supply of knowledge and experiences that has been preserved in written form (Estrada, 2016). Reading is one of the most needed skills to be learned in school. It is considered as the most important subject in the curriculum because its mastery depends on the learning nearly all other subjects. On account of this reality, Filipino educators have in countless instruction channeled their effort towards developing strategies and approaches.

Learning to read is one of the greatest accomplishments in childhood because it is the foundation for learning and academic achievement. Reading is one of the most important skills acquired during a lifetime. With the ability to speak effectively and to write in a variety of forms and for a variety of purposes, reading competency can provide economic opportunity, social status, personal pleasure, and self-respect.

Being able to read is an avenue for personal and social growth. A child can fully view ever winding horizons and explores areas in the world of people, things and events through reading. The key to success is through reading; hence, proficiency in reading is vital to the continuous growth and development of the child.

Completing the reading act involves perception, understanding, interpretation, and use. This means that an efficient reader must be able to recognize the word read and the letters which make up each word, understand what word stands in relation to the other words or its context, read the new knowledge which the word convey to his past experience and apply what he reads in appropriate situations.

In school, reading is the most important subject to be learned by the child. For this matter, a child will learn little in today's world if he does not learn to read properly. Reading is both a subject of instruction and a tool employed towards effective teaching-learning process (Roleff, 2009). It cannot be denied that every teacher is in cognizance that skillful handling of Reading as a school subject is very vital and important specially to beginning readers to avoid frustration in the end.

The significance of Reading as a school subject cannot be refuted and underestimated. This made clear that proficiency in Reading is directly related to academic success. Furthermore, skills in reading are considered a fundamental factor, a must, a need, which enables, helps, assists, and inspires the child to succeed in school, in his daily activities, in his career, and in his life as a whole (Echaure, 2017).

The inability to read may lead the learner to nowhere as disability in reading affects his achievements in school. He may find himself left out of school activities which make him inferior almost all the time. His socialization skills are also affected, and he fails to appreciate the beautiful things life offers. In addition, when a learner does not learn to read at the time it is expected of him, he suffers not only from the difficulty with all other subjects and activities in school that depend on reading competence.

References:

Echaure, Jessie A. (2017). "Developing the Reading Literacy Among Grade 1 Learners in the Philippines." Ramon Magsaysay Technological University. Estrada, Jane Charity A. (2016). "The Level of English Oral Reading Fluency Among Abot-Alam Secondary Learners." Department of Education, Division of Ozamiz City.

title: User:Markjustinemarcos


text:
Proto-Turkic/Contributors

This Proto-Turkic page on Wikibooks first created by User:BurakD53 in 21 July 2021. This is a list of contributors to this page (please don't add if you don't have important contributions):
 * — The author of this page, has uploaded several images to be used in one of the lessons
 * — Contributor of mostly minor edits, but nevertheless created few subpages
 * — Added Tonyukuk inscription as its illustration

title: Proto-Turkic/Contributors


text:
Wikijunior:Languages/Xhosa

Xhosa language

The language is spoken by many people in South Africa🖤

Xhosa language, Xhosa formerly spelled Xosa, a Bantu language spoken by seven million people in South Africa, especially in Eastern province. Xhosa is a member of the Southeastern, or Nguni, subgroup of the Bantu group of the Benue-Congo branch of the Niger-Congo language family. Apart from English it is the second most spoken language in South Africa widely spoken in the Eastern region of the country ❤

title: Wikijunior:Languages/Xhosa


text:
Cookbook:Zucchini Salad

Salad

 * 1 bowl of zucchini, washed and sliced
 * 1 bowl of lettuce, washed
 * 1 cup of cherry tomatoes, washed and sliced

Dressing

 * 2 lemons, juiced
 * 2 blood oranges, juiced
 * 1 orange, juiced

Procedure

 * 1) Combine the lemon juice, blood orange juice, and orange juice to make the dressing.
 * 2) Combine everything in a large bowl, and toss well.

title: Cookbook:Zucchini Salad


text:
Cookbook:Buttered Popcorn

Ingredients

 * 1 bowl of popped popcorn
 * Salt
 * Melted butter

Procedure

 * 1) Toss the popcorn with melted butter
 * 2) Sprinkle with salt if desired.

title: Cookbook:Buttered Popcorn


text:
Wikijunior:The Violet Van

This is an early phonics reader to explain the pronunciation of the letter V.

Look at the van.

The van is very violet.

Look inside the van.

There is a vine of violet grapes.

Look beside the violet grapes.

There is a very pretty violin.

Look behind the violin.

There is a vacuum cleaner.

Look what's on top of the van.

It's a basket of vegetables!

That's very strange.

title: Wikijunior:The Violet Van


text:
Carnatic Music/Dhatu varisai

1. short jumps and ascent 2. zigzags and ascent
 * s m g m | r g | s r |
 * s g r g | s r | g m |
 * r g m g | g m | r g |
 * r m g m | r g | m p |
 * g d p d | m p | g m |
 * g p m p | g m | p d |
 * m n d n | p d | m p |
 * m d p d | m p | d n |
 * p S n S | d n | p d |
 * p n d n | p d | n S |
 * S p d p | n d | S n |
 * S d n d | S n | d p |
 * n m p m | d p | n d |
 * n p d p | n d | p m |
 * d g m g | p m | d p |
 * d m p m | d p | m g |
 * p r g r | m g | p m |
 * p g m g | p m | g r |
 * m s r s | g r | m g |
 * m r g r | m g | r s |
 * s r s g | r g | r m |
 * s m g r | s r | g m |
 * r g r m | g m | g p |
 * r p m g | r g | m p |
 * g m g p | m p | m d |
 * g d p m | g m | p d |
 * m p m d | p d | p n |
 * m n d p | m p | d n |
 * p d p n | d n | p d |
 * p n d n | p d | n S |
 * S p d p | n d | S n |
 * S d n d | S n | d p |
 * n m p m | d p | n d |
 * n p d p | n d | p m |
 * d g m g | p m | d p |
 * d m p m | d p | m g |
 * p r g r | m g | p m |
 * p g m g | p m | g r |
 * m s r s | g r | m g |
 * m r g r | m g | r s |

title: Carnatic Music/Dhatu varisai


text:
User:Robotcongnghiep21

robot công nghiệp đang dần trở nên phổ biến tại nhiều nơi, nhiều quốc gia đặc biệt là tại việt nam. Với sự tiện lợi cũng như khả năng làm việc với cường độ cao, cho năng xuất vượt trội thì cánh tay máy robot có thể thay con người làm một số việc trong nhà máy.

Với sự tiện lợi cũng như khả năng vượt trội ta hoàn toàn có thể sử dụng robot công nghiệp trong các nhà máy sản xuất lớn trên địa bàn tỉnh.

title: User:Robotcongnghiep21


text: Hebrew/Aleph-Bet/Table

title: Hebrew/Aleph-Bet/Table


text:
Wikibooks:Collections/Learning anatomy digestive system

Upper digestive system

 * Learning anatomy/Mouth
 * Learning anatomy/Throat


text:
A Beginner's Guide to D/Printable version

 * Before We Begin...

 * The Basics

 * Conditions and Loops


text:
Talk:Lentis/Lawn Care in America: Intensive Agriculture, No Harvest

Hi, Is there a review here that discusses alternatives home? show me


text: Blender 3D: Blending Into Python/Printable version


text: Shelf:Electronic games by franchise

title: Shelf:Electronic games by franchise


text: Category:Shelf:Electronic games by franchise/all books


text: Shelf:Electronic games by franchise/ancestry


text: Category:Shelf:Electronic games by franchise


text: Subject:Electronic games by franchise

title: Subject:Electronic games by franchise


text: Category:Subject:Electronic games by franchise


text: Category:Subject:Electronic games by franchise/all books


text: Manga Study Guide: Barefoot Gen/Printable version


text: Introduction to Select Irish Literature and Film/Printable version


text: Lewis Carroll/Printable version

title: Lewis Carroll/Printable version


text: Subject:Video game development

title: Subject:Video game development


text: Category:Subject:Video game development/all books


text: Category:Subject:Video game development

title: Category:Subject:Video game development


text: Shelf:Video game development

title: Shelf:Video game development


text: Category:Shelf:Video game development/all books


text: Shelf:Video game development/ancestry

title: Shelf:Video game development/ancestry


text: Category:Shelf:Video game development

title: Category:Shelf:Video game development


text:
User:13switch/sandbox

Font weights 100 200 300 400 500 600 700 800 900

title: User:13switch/sandbox


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Proto-Turkic/Equative, instrumental and imperatives

Welcome to our eleventh Proto-Turkic lesson! In this lesson, we will learn three new cases.

*-čA
As the name suggests, this suffix indicates equality. This equality suffix can come to the end of nouns, adjectives just like other cases, but not to verbs. It usually transforms the word it comes from into an adjective or adverb and is therefore considered a derivational suffix.

*uŕïn (“long”) → *uŕïnča (“equal to long; longly”)

*kạtïg (“hard”) → *kạtïgča (“equal to hard; hardly”)

*sebgen (“who love”) → *sebgenče (“like who love”)

*sogïk (“cold”) → *sogïkča (“equal to cold; coldly”)

*bār (“there is”) → *bārča (“all; every”) (künniŋ bārčasï means all (of) day (it covers 24 hours); bārča kün means every day (it covers days of week, month or year). However, today it can be used with the same meaning without this suffix.)

Languages are also supplied with this suffix in Shaz Turkic.

*türük (“Turk”) → *türükče (“Turkic (language)”) (Shaz?)

*türük (“Turk”) → *türük tili (“Turkic (language)”) (Proto-Turkic)

*nēnče, *kanča
The numbers are asked with these question pronouns, but this suffix is not used when answering.

A: How many children does he have? - A: Anïŋ nēnče/kanča bālasï bār? (literally Are his children equal to what?) / Anta nēnče/kanča bāla bār? (literally Are children there belongs to him equal to what?)

B: He has two children. - B: Anïŋ ẹk(k)i bālasï bār./Anta ẹk(k)i bāla bār.

Unlike in English, there is no need for any plural suffix since plurality is indicated by numbers. (e.g; three house s, üč eb )

Numbers never take this suffix for equality.

*-Xn
This instrumental case is provided with *-Xn. Unfortunately, it is not used today except for stereotyped words. It comes after the noun just like other cases. In this context, it differs from the *-Xn suffixes that we mentioned in the lesson 7.

*il(i)k (“before, earlier”) → *il(i)kin (“at first, at before, firstly”)

*ok (“arrow”) → *okun (“with arrow”)

*yāŕ (“summer, spring”) → *yāŕïn (“at summer, at spring”)

*kïĺ (“winter”) → *kïĺïn (“at winter”)

*bi(r)le
The word *bi(r)le, which means with, can also provide this case. In addition, its usage area is unlimited.

*sẹ (“you”) → *sẹ bi(r)le (“with you”)

*kǖŕ (“autumn”) → *kǖŕ bi(r)le (“with autumn, at autumn”)

*anam (“my mom”) → *anam bi(r)le (“with my mom”)

*kāŕ (“goose”) → *kāŕ bi(r)le (“with goose”)

Imperatives
The imperative mood changes in Lir and Shaz groups.

Imperative (Shaz)
The configuration below is based on the language used in the Orkhon inscriptions. For example, the second person plural imperative differs in some Shaz languages.

The first person imperative is also the optative mood. Because a person cannot give orders to oneself, and in such a case, since there is no imperative, the optative mood is used.

Note: Turkish optative -(y)AyIm and Proto-Shaz optative *-(A)yIn are not cognates. Turkish optative comes from *-gA ben>-(y)AyIn>-(y)AyIm. And every optatives except first person plural in Turkish provided by *-gA optative suffix. (E.g; varayım, varasın, vara, varalım(/varak), varasınız, vara). But second and third person imperatives in Turkish come from Proto-Shaz imperatives that we mentioned in this lesson.

Imperative (Lir)
The following configuration has been prepared by considering Chuvash and Volga Bulgar language. Because resources are limited for the Lir branch. Next lesson: Converbs and sentence formation


text:
User:Humanify

Humanify is hut of developers where I work with individual or companies on IT projects and research or explore many things about Business nature.

title: User:Humanify


text:
User talk:Wiki but ugh

September 2021
Ferien (discuss • contribs) 18:48, 23 September 2021 (UTC)

title: User talk:Wiki but ugh


text:
Category talk:Shelf:Materials engineering

How do we have this shelf added as a sub-section in the Department of Engineering? Because the Materials Engineering discipline is inherently multidisciplinary some books may be cross listed in Materials Engineering and Chemical Engineering or Materials Engineering and Mechanical Engineering, but the Materials Engineering shelf in its entirety does not fall under Chemical or Mechanical Engineering. For example a book on "Electronic Materials" is likely cross listed in Materials Engineering and Chemical Engineering (or possibly Electrical Engineering) but not Mechanical and a book on "Elasticity in Materials" is likely cross listed in Materials Engineering and Mechanical Engineering but not Chemical.
 * Done! --Mbrickn (discuss • contribs) 06:05, 6 October 2021 (UTC)


text:
Talk:Basic Physics of Nuclear Medicine/MRI & Nuclear Medicine

Corrected text
The anti-parallel alignment to the external B-field is lower in energy. That's the most natural state!


text:
Template:Section page

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title: Template:Section page


text:
Planets and the Solar System

 * /Sun/
 * /Moons/
 * /Planet/
 * /Dwarf planet/
 * /Space rocks/
 * /Dwarf planet/
 * /Space rocks/
 * /Dwarf planet/
 * /Space rocks/
 * /Dwarf planet/
 * /Space rocks/
 * /Dwarf planet/
 * /Space rocks/
 * /Space rocks/
 * /Space rocks/
 * /Space rocks/
 * /Space rocks/
 * /Space rocks/
 * /Space rocks/
 * /Space rocks/
 * /Space rocks/

title: Planets and the Solar System


text:
Planets and the Solar System/Sun

The sun is a star in the center of our solar system. It is about 93 million miles from Earth.

It is the largest object in our solar system and provides the energy that drives all life on Earth.

Structure of the Sun

The sun is made up of mainly hydrogen and helium. Like, Earth the sun is composed of different layers.

 * core
 * radiation zone
 * convection zone
 * photosphere

The core is the hottest region of the sun. In the core hydrogen combines to form helium, and this process releases the energy in different forms, like heat and light. Temperatures in the core can reach up to 27 million degrees Fahrenheit.

The energy produced in the core, then passes through the radiation zone and the convection zone. The temperature in the convection zone changes, creating a movement similar to "boiling water".

The photosphere is considered the surface of the sun. The word part photo- means light and sphere means ball. The photosphere is ball of light visible from Earth. The temperature the surface is about 10,000 degrees Fahrenheit.

Our Sun is a Star

Stars are grouped by size, temperature, color, and other traits. Our sun is a medium size yellow star.

The sun and solar system

All of the planets in our solar system orbit the sun. The sun is located at the center of solar system. Objects closer to the sun receive more heat and light, than objects further away. The habitable zone is a place not too hot and not too cold to support life. We live in the habitable zone. Mercury is the closest planet to the sun. 2021 PH 27 is the closest object to the sun.

title: Planets and the Solar System/Sun


text: Category:Book:Planets and the Solar System


text:
Planets and the Solar System/Moons

A moon orbits a planet.

title: Planets and the Solar System/Moons


text:
User:Kaanvisingh

The engineers and architects of today are highly dependent upon 3D rendering to put forward the design and constructions to the clients. It's a very lucrative method to go ahead with the project. The new and upgraded software makes it more manageable to give out the result. Kaanvi promises an on-time favorable rendering to the clients.

title: User:Kaanvisingh


text:
Exercise as it relates to Disease/Does physical activity improve mental wellbeing and reduced symptoms of mental disorders in adolescents?

This Wikibook is an evidence-based critique on the research article “The relationship between physical activity, mental wellbeing and symptoms of mental health disorder in adolescents: a cohort study” by Sarah Louise Bell, Suzanne Audrey, David Gunnell, Ashley Cooper & Rona Campbell Published 2019 in the International Journal of Behavioral Nutrition and Physical Activity.

What is the background to this research?
Mental illness is considered a health condition which alters an individual’s thoughts, feelings, or behaviour (can be a combination of all three), this causes the person to become distressed and leads to difficulty in functioning whether that may be socially, occupationally or completing normal day to day tasks. The research article by Bell at el., attempts to investigate whether there is a relationship between physical activity, mental wellbeing, and symptoms of mental illness in adolescents (aged 12-13 years) in the UK. It is important to understand this relationship as the occurrence of mental illness and poor mental wellbeing in adolescence in the UK is high and continues to increase A survey conducted concluded that mental disorders among adolescence aged between 11–15-year-olds in the UK, increased from 11.4% in 1999 to 13.6% in 2017. With even more recent data collected in suggesting adolescence’s mental health is continuing to decrease.

There has been many studies that have examined the relationship between physical activity, mental wellbeing, and symptoms of mental health. However, many of these studies are cross sectional whereas this research article by Bell at el is unique as it is a longitudinal study where participants where followed over an extended period of time and is believed to the only study that has used an objective measure of physical activity using accelerometers combined with participants completing both mental wellbeing measures using the ‘Warwick Edinburgh Mental Wellbeing Scale’ (WEMWBS) and symptoms of mental health illness measures using the ‘Strengths and Difficulties Questionnaire’ (SDQ) in order to understand the relationship.

Where is the research from?
This research paper was published by the International Journal of Behavioural Nutrition and Physical Activity in 2019. The researchers conducted the study in the UK where data was collected from six different secondary schools located in the south west region of the UK.

A total of 6 authors completed this research. 5 of the authors having extensive knowledge in the field of population health sciences having done previous work relating either physical activity or mental health wellness in the adolescence population. One of the six authors’ focus is Exercise, Nutrition and Health Sciences and has also previously completed serval

publications relating to the relationship between physical activity and mental health benefits.

What kind of research was this?
Research was conducted using a prospective cohort study (longitudinal study), which has been shown to have a higher accuracy and higher efficiency than other study methods such as case-control studies that have been done to understand the relationship between physical activity and mental wellness. It included 928 participants that where adolescence aged between 12-13 years old from secondary schools in the UK. These participants where then followed up 3 years later aged between 15- 16 rears old.

What did the research involve?
The research involved 928 participants that had previously participated in the AHEAD trial (Activity and Healthy Eating in Adolescence). Baseline Physical activity was measured when participants were aged between 12-13 years of age using accelerometers. After a period of three years these participants were then followed up and their mental wellbeing and symptoms of mental health disorder was measured when aged between 15-16 years old. The base line measures as well as the follow up data were collected by researchers in the schools.

Physical activity measure

 * Accelerometers were utilised to measure physical activity of participants. Participants had to wear the accelerometers during school and were also informed to have it on for seven days during waking hours, excluding water-based activities such as showering and swimming.

Mental wellbeing and symptoms of mental health disorder measures

 * The Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) is a measure of mental well-being which has a scale of 14 positively worded items and concentrates on positive aspects of mental health. Each item has a score between 1-5 where 1 represents ‘none of the time’ and 5 represents “all of the time” . This scale was used to measure participant’s mental wellbeing. A high score assumes better mental wellbeing of the participants.

 * Strengths and Difficulties Questionnaire’ (SDQ) is a 25-item questionnaire which is separated across five scales which measure emotional and behavioural symptoms as well as, social problems, hyperactivity-inattention conduct problems. The SDQ is specifically designed for younger individuals and adolescence ranging from 3-16 years of age . This questionnaire was used to identify which participants presented with symptoms of mental disorders therefore could be at risk of developing mental disorders.

Limitation.

 * The study showed to have a reduction in the number of participants which led to a loss for some data.

 * Accelerometers have their limitations can be inaccurate or participants would wear them incorrectly. Also, they are not waterproof meaning any water-based activities or sport where not accounted for.

What were the basic results?
Of the 928 participants 794 (84%) had valid physical activity data from the accelerometers these participants then were followed up three years later to undertake a mental wellbeing and symptoms of mental health illness measures. Of the 794 participants, 673 (73%) completed the SDQ and 668 (72%) completed the WEMWBS during the follow up.

The following results from the study where found. No evidence of a relationship between physical activity and mental wellbeing (WEMWBS overall score) or overall symptoms of mental disorder (SDQ). However, a link was found between physical activity volume and the emotional problems sub-scale of the SDQ. This finding suggests if adolescents participate in physical activity at an increased volume it may it is likely to reduce their risk of developing emotional problems this sub-scale includes includes worrying a lot; being easily scared, and easily losing confidence; often feeling unhappy, downhearted or tearful. Therefore adolescents engaging in more daily physical activity minutes may have more beneficial effects.

What conclusions can we take from this research?

 * Relationship between physical activity and the emotional problems sub-scale of the SDQ was found, implying physical activity may be associated with minimising symptoms of depression and anxiety in adolescents.

 * Engaging in physical activity may not necessarily be linked to mental wellbeing based on the overall WEMWBS scores or overall symptoms of mental health disorder from the SDQ.

 * Future studies need to be conducted in order to allow for a more clear-cut understanding of the role that physical has in impacting adolescence’s mental wellbeing.

Practical advice
The study has given an important insight which shows, higher levels of physical activity were associated with lower scores on the emotional problems sub-scale of the SDQ. This finding is important as it suggests that increasing physical activity volume in adolescents may have the potential to reduce their risk of emotional problems such as worrying a lot, low confidence, having fears and being unhappy therefore potentially decreasing the prevalence of mental health problems in the adolescent population.

Further information/resources
Further information regarding the relationship between mental health and physical activity have been listed below.

 * Physical inactivity and mental wellbeing is there a relationship? https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5774736/

 * Physical activity and general mental health: https://www.sciencedirect.com/science/article/pii/S0091743512003945

 * Association of physical activity and mental health disorders in adults: https://www.sciencedirect.com/science/article/pii/S0091743503000422


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Pokémon/Competitive Battling

You've taken them all down: The Elite Four, the Champion, even your Rival. You've conquered the Pokémon League at least 100 times now without breaking a sweat. Sometimes the opponent can't even land a single hit in. You've risen above the meek little trainer you were back when you got your first starter. You've become much, much stronger...

Maybe too strong. Now, you feel bereft of thrill, craving a challenge. A worthy opponent. Someone who won't drop by the 3rd Pokémon and knows their Fire-types from their Water-types. Someone strong.

Welcome to the world of Competitive Battling! Here, there are no shortage of trainers like you, looking to refine their Pokémon skills in order to dominate one another in a formal (or informal) competitive setting. Entire analyses, studies, and projects dedicated to squeezing every last drop of utility from every single thing the Pokémon franchise has to offer in its mainline RPG series. We wholeheartedly welcome you and hope you enjoy your stay, as well as learn more about the Pokémon franchise then ever before! Catching them was the real test

You have beaten the rest

But now... you must ask yourself...

Do you wanna be the very best?

— 「AROUND THE WORLD」, "Pokémon - Vs Red - Traditional Japanese Version", YouTube

Prerequisites
Before looking into this guide, you should be able to understand the following:

 * 1) How Pokémon battles work.
 * 2) How Pokémon stats work (e.g. what is the difference between Special Attack and Attack).

For an introduction to basic battle mechanics, see Battle Basics.

For a quick summary reference on stat differences alongside some other misc. info, see this FAQ on Smogon University.

This guide is written with no assumed knowledge beyond these two things.

Introduction: What is Competitive Pokémon?
If you're still on the fence, you might be wondering: what exactly is a 'competitive Pokémon battle'? Wonderful question. To put it simply, Pokémon in a competitive setting has additional rules and regulations, such as ban lists for items, Pokémon, etc. These rules will change depending on the format and can be anywhere on the spectrum from "super easy" such as VGC or Smogon OU, to really complicated like Smogon AG.

If that sounded like a bunch of mumbo-jumbo, don't worry; We'll be taking a look at each of these formats in much more detail later. For now, all you need to understand is that we have extra rules in competitive Pokémon in order to facilitate a better and more competition experience for everybody involved, from the spectators to the players.

Video Game Championship (VGC)
The Pokémon Video Game Championships (VGC) is a part of the larger competitive initiative by The Pokémon Company known as '''Play! Pokémon'.'' The program allows players to interact in a formal competitive setting with rules and regulations laid out for each facet of the Pokémon franchise, featuring mainly the Pokémon TCG and mainline video game series. For the video game RPG series, VGC is notable for being a Double Battle format with only 4 Pokémon instead of the usual 6, as well as having its own seasonal ban list for items and Pokémon. This is in stark contrast to most of the battles in the story mode for the mainline series, and as such, may prove to be slightly difficult to learn at first for complete beginners.

The Pokémon Championship Series' events will usually culminate in players being invited to the Pokémon World Championships, the highest competitive stage for Pokémon currently.

If you'd like to learn more, check out the Video Game Championships page.

EVs/IVs
EVs & IVs stand for Effort Values and Individual Values, respectively. If you've ever observed the stats of your Pokémon, you'll notice they have 5:

 * 1) Attack
 * 2) Defense
 * 3) Special Attack
 * 4) Special Defense
 * 5) Speed
 * HP

EVs and IVs both influence how much of an effect each of these display when a Pokémon uses a move.

Effort Values
Effort Values in concept, like the name suggests, are a bit like making your Pokémon work out: If you want your Pokémon to get a faster mile time on the track, you'd probably make them practice running. If you want them to win deadlift competitions, you'd make them work on their bench, and so on. EVs are kind of like that: They are how you "improve" a certain stat of your Pokémon.

In-game, EVs are points you can assign to each individual stat. Every Pokémon has exactly 512 EVs for use, and they can be split across the other stats however you see fit, however, you can only put a maximum of 252 EVs into any given stat (so you can't just put all 512 EVs into Attack, you can only put 252 EVs). Every 4 EVs increases the stat you invested in by +1. For example, let's create our own Pokémon named "Bill". It has exactly 1 point for each stat, so its stats look like this by default: Remember, adding 4 EVs means you add +1 stat point. As such, it is always optimal to add EVs to stats in multiples of four. Let's see an example of that by adding 4 EVs to our HP: Notice how our HP went up by 1 point. Now, if Bill were to go into battle with this EV spread, he would have 2 hit points instead of one, which means he will survive just long enough to knock out an enemy Bill without any investment.

When starting out, you shouldn't focus on creating complicated EV spreads. The folks over at Smogon and many others have done that work for you. When looking for an EV spread for your Pokémon, you should check out these resources and see which one fits your idea or role best. Later on, as you gain more experience and understand the intricacies of competitive battling better, you'll be able to naturally work out EV spreads for your specific objectives.

Individual Values (IVs)
If EVs are comparable to working out, IVs are comparable to genetics. They are the innate stats a Pokémon is born with when the game generates it, either from an egg or a random encounter. These values are immutable, meaning you can't change them. However, you are able to influence what kind of IVs a Pokémon is born with via breeding. For a detailed introduction to breeding, see Breeding Basics.

IVs in-game are also points for each stat a Pokémon has. Instead of having a certain amount however, IVs are fixed between 0-31, where 0 is like having very bad genetics for a certain stat and 31 is having perfect genetics for a stat. Ideally, you will want 31 IVs almost 100% of the time in every stat. However, there are some exceptions. The most common of which is making special attackers have 0 in the physical attack IV’s to minimize damage from confusion and recoil from struggle, as these calculate damage based on physical attack. If you do have concerns about this, research team reports and analyses to find out what IV spreads are currently popular in the meta. See the Resources section at the bottom of the page for more.

Natures
You may have observed your Pokémon has a certain nature, like 'Quiet' or 'Adamant'. While simple to understand, the difference these natures make are crucial to winning games and building appropriate teams.

Natures are values which, when assigned to a Pokémon, give both a -10% decrease to one stat and a +10% increase to another OR give no stat boosts. For the latter, it specifically buffs and nerfs the same stat, leading to a neutral result.

Take the nature Adamant for example. It gives a 10% buff to your Attack stat and a 10% nerf to your Special Attack stat. You might be thinking the nerf is a bad thing, but when building teams, Pokémon will often have one or two 'useless' stats. The best natures target the nerfs at a useless stat and the buff at a useful stat.

A practical example would be Mega Charizard X. MCX's strongest moves are all physical, meaning they are influenced by the Attack stat. As such, it would be totally fine if you gave MCX an Adamant nature to boost its Attack while nerfing its Special Attack; MCX will not be using any Special moves anyways, so it doesn't matter.

Speed
You may have wondered why one Pokémon may go first in a turn instead of the other. In-game, normally you'd see the Pokémon of higher level go first, but when playing competitively, every Pokémon is at the same level: either Level 100 (in Smogon formats) or 50 (in VGC formats). When this happens, you need to understand the Speed stat and its role.

When deciding which Pokémon gets to make the first move, the game will pick the Pokémon with the highest speed stat, unless there is a game state modification that doesn't allow this (for example, if a Pokémon has used Trick Room, then the slower one will go first). As we mentioned earlier, Speed stats can be influenced by things like nature, IVs, and EVs. As such, it is important to consider the requisite speed your Pokémon will need when building a team in order to not get caught on the back foot.

It is also important to note there are entire strategies surrounding the Speed stat:

 * 1) Trick Room: Usually a team made up of slow heavy-hitters with a Trick Room setter. Once Trick Room is up, the team can cause chaos for the opponent.
 * 2) Tailwind: A Tailwind setter can use Tailwind to double its team's Speed stat for 5 turns. Then, by out speeding even some of the fastest Pokémon in the game, the player can launch an offensive barrage that can destroy teams in a few turns.

Items
You may not have paid much attention to Items back in the main game other than the Potions and Poke Balls. However, Items are the make-and-break of competitive Pokémon, often becoming the small difference between victory and defeat. When studying the usage of items, it is important to be explorative; Research optimal "sets" for Pokémon and see why they are using the item listed. For example, if you see a Tapu Lele set with Choice Scarf as the item, consider why speed is so crucial for Tapu Lele that players are willing to be locked to a single move being used.

To get you started, here are some of the most popular items in all formats right now:

 * 1) Leftovers: The king of all Pokemon items. This restores 1/16th of your health at the end of every turn. It is the most common item and most used on defensive Pokemon such as Ferrothorn or Toxapex.
 * 2) Life Orb: This item increases your Pokemon's attacking power by 1.3x in exchange for 1/10th of your max health per turn. It is often used on offensive, glass-cannon type Pokemon who need to access all of their 4 moves.
 * 3) Choice Specs: This item increases your Pokemon's Special Attack by 1.5x in exchange for restricting it to only using the first move the player selected. It may be difficult to get used to, but this is one of the most powerful items in the entire game.
 * 4) Choice Scarf: Increases your Speed by 1.5x in exchange for locking you to one move.
 * 5) Choice Band: Increases your Attack by 1.5x in exchange for locking you to one move.
 * 6) Assault Vest: Increases your Special Defense by 1.5x, but only allows the usage of moves which cause damage.

title: Pokémon/Competitive Battling


text:
User:Mbrickn/Wikibooks tips

Tips for editing Wikibooks from User:Mbrickn.

1: Always consider the reader, as well as the editors that will work alongside you.

Main Page

 * Always tag a book with,  ,  ,  , or  and shelve it.
 * Don't use the tag on the main page. Do use it on all other book pages.

Primary Table of Contents

 * For larger books, add a template to let the reader easily search your book.

Secondary Table of Contents (In pages)

 * Default TOC placement is perhaps good for your book, or perhaps not good - It tends to be disruptive to the reader to have a passage of text followed by a long TOC, only to find a paragraph that follows the lead as if it were continuous. Use (Left TOC),  (Puts the TOC on the right), or to manually select where your TOC goes both vertically (Depending on the position in the source), and horizontally (Depending on the tag used). Some pages, especially short ones, loose more from a TOC then they gain - Disable the TOC there with.

Editing

 * Use a spellchecker, but don't trust it blindly.
 * Use a grammer checker if you want, but don't trust it blindly.

Photos

 * If you don't caption your photos, blind users with screenreaders miss out. Always caption your photos. (Unless they are purely decorative)
 * It's OK to use decorations for flare, but don't overdo it.

title: User:Mbrickn/Wikibooks tips


text: Electromagnetic radiation/Printable version


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Alien Hominid/About

What is alien hominid?
Alien Hominid is a flash game made in 2002 and published on the website Newgrounds. In Alien Hominid you play an alien that crash-landed on earth and you have to mission to beat the FBI and run away, you have 8 lives and infinite bullets, two bosses are robots, one is a tall robot with a laser and one is a giant FBI robot!

Controls
You play with the arrow keys and press up arrow to lookup left and right to walk, and down to crawl. shoot with A and jump with S.

title: Alien Hominid/About


text:
Alien Hominid/General tips

Learning the controls
At the start of the game, there is a kid that walks past you. The game doesn't start until you shoot him or he walks off-screen, so use that time to adjust to your controls.

What's the best way to defeat normal FBI?
The best strategy for the FBI is to jump on a building, wait for them to fire, then jump down and beat them, if they shoot from a distance try crawling to dodge but them jump after the bullet passes you because they can quickly lay down and shoot you fast, keep dodging bullets by jumping and laying down and shooting them.

Remember that you only have ten lives. It's best not to get hit.

title: Alien Hominid/General tips


text:
Alien Hominid/Boss 1

To defeat the first boss battle you can stay on the balcony and jump when he runs at you, when he runs to your side of the screen and back he pulls a laser and shoot the balcony, so when he makes it back to the right side of the screen then get down, then he will stop for a second and shoot the bottom of the screen to jump to the balcony when is done shooting the balcony! Then he is going to run around again, shoot him when he is shooting the laser up top.

title: Alien Hominid/Boss 1


text:
Alien Hominid/Level 2

Level II starts after boss I, you will instantly be greeted by FBI guards after the boss so gets ready! In particular, watch out for the bomb guy, there is one who has a shield and infinite grenades, jump over him and then beat him using normal strategies.

title: Alien Hominid/Level 2


text:
Alien Hominid/Final Boss

To beat the FBI giant, you have to dodge his shots and jump on his gun and shoot his head, he will punch you when doing this but it doesn't do damage, it just pushes you off keep doing this until he is defeated.

title: Alien Hominid/Final Boss


text: Alien Hominid/Printable version

title: Alien Hominid/Printable version


text:
User:COPCPBI

Children's Orientation Planning for Community Peace building Initiative.

title: User:COPCPBI


text: Category:Book:Palate

title: Category:Book:Palate


text:
Canadian Refugee Procedure/133-136 - Prosecution of Offences

IRPA Sections 133-136
Sections 133-136 of the Immigration and Refugee Protection Act read: Prosecution of Offences

Deferral 133 A person who has claimed refugee protection, and who came to Canada directly or indirectly from the country in respect of which the claim is made, may not be charged with an offence under section 122, paragraph 124(1)(a) or section 127 of this Act or under section 57, paragraph 340(c) or section 354, 366, 368, 374 or 403 of the Criminal Code, in relation to the coming into Canada of the person, pending disposition of their claim for refugee protection or if refugee protection is conferred.

The deferral of prosecutions provided for in s. 133 of the IRPA tracks Canada's obligations pursuant to the Refugee Convention
Refugee Convention Article 31(1) states that "The Contracting States shall not impose penalties, on account of their illegal entry or presence, on refugees who, coming directly from a territory where their life or freedom was threatened in the sense of article 1, enter or are present in their territory without authorization, provided they present themselves without delay to the authorities and show good cause for their illegal entry or presence". While this provision of the Convention was not reflected in the 1976 Immigration Act, the Act was subsequently amended to include section 133 of the IRPA. This provision was inserted into the Act following the report to the Minister of Rabbi Plaut, who noted that "Until a claim is finally disposed of, it cannot be determined if the claimant is entitled to the protection of Article 31." He therefore recommended that "the Act be further amended to prohibit any prosecutions for illegal entry or presence in Canada during the determination process." While it is possible that, if a refugee claim is rejected, a claimant's irregular entry into Canada could be a legal offence, in practice this is pursued only in exceptional circumstances, as simply asking people to leave or having the authorities remove them for not having a visa is easier and more efficient. Limitation period for summary conviction offences 133.1 (1) A proceeding by way of summary conviction for an offence under section 117, 126 or 127, or section 131 as it relates to section 117, may be instituted at any time within, but not later than, 10 years after the day on which the subject-matter of the proceeding arose, and a proceeding by way of summary conviction for any other offence under this Act may be instituted at any time within, but not later than, five years after the day on which the subject-matter of the proceeding arose.

Application (2) Subsection (1) does not apply if the subject-matter of the proceeding arose before the day on which this section comes into force.

Defence — incorporation by reference 134 No person may be found guilty of an offence or subjected to a penalty for the contravention of a provision of a regulation that incorporates material by reference, unless it is proved that, at the time of the alleged contravention, (a) the material was reasonably accessible to the person; (b) reasonable steps had been taken to ensure that the material was accessible to persons likely to be affected by the regulation; or (c) the material had been published in the Canada Gazette.

Offences outside Canada 135 An act or omission that would by reason of this Act be punishable as an offence if committed in Canada is, if committed outside Canada, an offence under this Act and may be tried and punished in Canada.

Venue 136 (1) A proceeding in respect of an offence under this Act may be instituted, tried and determined at the place in Canada where the offence was committed or at the place in Canada where the person charged with the offence is or has an office or place of business at the time of the institution of those proceedings.

Where commission outside Canada (2) A proceeding in respect of an offence under this Act that is committed outside Canada may be instituted, tried and determined at any place in Canada.


text:
Talk:History of wireless telegraphy and broadcasting in Australia/Topical/Biographies

The biographies page was originally created as solely an index into dedicated pages for individuals with some connection to the history of wireless telegraphy and broadcasting in Australia. But there are over 2,000 amateur radio operators post AOCP licensed in Australia, the vast majority of which at least dabbled in amateur broadcasting before the commencement of WW2. Add to that perhaps 1,000 licensed pre AOCP and some 400 early wireless experimenters pre WW1.

Again consider several hundred associated with the coastal radio service and a few thousand involved in broadcasting proper. Unless this Wikibook attracts more extensive contributor interest than has been evidenced to date, it is unlikely that each of these individuals will ever have a dedicated page. Alan Shawsmith, VK4SS in his excellent "Halcyon Days, the Story of Amateur Radio in VK4, Queensland, Australia" identified 275 VK4s licensed prior to WW2 and provided thumbnail sketches of most of them. This biographies page seeks to extend that concept to the whole of Australia and it external territories.

FORMAT:
All items will be separated by "-"

Names:
First given name, second given name (etc), family name (hyperlinked to future dedicated page)

Family name, first given name, second given name, etc nickname (in quotes), (hyperlinked to individuals entry in FamilySearch Family Tree)

Life Summary:
date of Birth (yyyy); place of birth: Australian state or territory or Country (ACT, NSW, Vic, Qld, SA, WA, Tas, NT, Papua, New Guinea, Lord Howe Island, Christmas Island, Cocos (Keeling) Islands, etc "-"; date of death (yyyy); place of death;

All items, excepting names and summary life dates and places, will be prefixed by one of the following categories:

Licences:
all unique licence callsign / location groupings will be separately listed together with the period the licence was current all suburbs within a metropolitan area or large city will be separately identified but grouped together

Qualifications:
Formal qualifications awarded by the regulator of the day: PMGD, ABCB, ABA, ACA, P&TD, DoC, DoTaC, ACMA "Qualification"; "Qualification Number"; Year (yyyy) In the case of the AOCP add Number in State and State (for the first 100 in each state) Refer List of Qualifications eg Nil yet identified

Electoral Rolls:
Summary data from State and Commonwealth electoral rolls in format: occupation, location, year eg Nil yet identified

Comments:
All other key data that does not fit well with other categories e.g. "Passed too soon" (if individual passed before age 40yo)

Withdrawal:
References to the practice of the PMGD of withdrawing a callsign allocation, either for its own use (eg 7AA to 7DX) or for use by a new commercial service eg 2AY amateur callsign withdrawn by the PMGD for allocation to the new 2AY Albury commercial service

Relationships:
eg father of 3FS John Paul Jones

Awards:
eg Member of the Order of the British Empire (MBE)

Sacrifice:
"Greater love hath no man than this" (for those who lost their lives in any war, either on active service or in respect of a defence role

TroveTag:
eg "Leslie Edward Tilney" (200+ tags) eg "XPZ-3MC - Sydney Moreton Newman" (60+ tags)

Links:
Key links, especially Wikipedia, Australian Dictionary of Biography, etc eg Links: Wikipedia; ADB; Obit

A

 * Adam = 6
 * Adrian = 0
 * Alan = 30 (#5)
 * Alastair = 0
 * Albert = 67 (#3)
 * Alexander = 55 (#4)
 * Alfred = 77 (#2)
 * Allan = 23 (#6)
 * Allen = 8
 * Alvin = 1
 * Alwyn = 1
 * Andrew = 12
 * Anthony = 10
 * Archibald = 14
 * Archie = 1
 * Arnold = 6
 * Arthur = 134 (#1)
 * Athol = 2
 * Aubrey = 8
 * August = 5
 * Austin = 8

B

 * Barry = 0
 * Basil = 2
 * Benjamin = 8
 * Bernard = 7
 * Bertram = 0
 * Bradley = 0
 * Brandon = 0
 * Brendan = 1
 * Brett = 0
 * Brian = 6
 * Bruce = 18
 * Bryan = 0

C

 * Carl = 8
 * Cecil = 22
 * Charles = 126
 * Chris = 0
 * Christian = 5
 * Christopher = 3
 * Clarence = ?
 * Clayton = 2
 * Colin = 8
 * Conrad = 4

D

 * Dale = 0
 * Damian = 0
 * Daniel = 7
 * Darrell = 0
 * Darren = 0
 * Darryl = 0
 * David = 26
 * Dean = 2
 * Dennis = 2
 * Derek = 1
 * Desmond = 0
 * Donald = 22
 * Douglas = 28
 * Dudley = 5
 * Duncan = 3

E

 * Earl = 2
 * Edmund = 5
 * Edward = 109
 * Edwin = 24
 * Elias = 0
 * Eric = 35
 * Ernest = 63
 * Errol = 3

F

 * Forbes = 0
 * Francis = 67
 * Frank = 78
 * Fred = 9
 * Frederick = 81
 * Friederich =
 * Friedrich =

G

 * Garry = 0
 * Garth = 1
 * Gary = 0
 * Geoffrey = 20
 * George = 129
 * Gerald = 3
 * Gerard = 6
 * Gilbert = 4
 * Glen = 19 (mostly locations)
 * Glenn = 0
 * Gordon = 27
 * Graeme = 4
 * Graham = 9
 * Grahame = 1
 * Grant = 1
 * Greg = 0
 * Gregory = 5

H

 * Harold = 56     (#2)
 * Harry = 52      (#3)
 * Harvey = 3
 * Hayden = 0
 * Hector = 16     (#6)
 * Henry = 116     (#1)
 * Herbert = 48    (#4)
 * Herman = 6
 * Howard = 12     (#7)
 * Hubert = 3
 * Hugh = 20       (#5)

I

 * Iain =
 * Ian =
 * Isaac =
 * Ivan =

J

 * Jack = 17
 * James = 139
 * Jason = 0
 * Jasper = 0
 * Jeffrey = 1
 * Jeremy = 4
 * Jerry = 0
 * John = 255
 * Jonathon = 0
 * Joseph = 61
 * Joshua = 0
 * Julian = 2
 * Justin = 0

K

 * Karl = 0
 * Keith = 38
 * Kelvin = 3
 * Kenneth = 22
 * Kevin = 4
 * Kyle = 1
 * Kym = 0

L

 * Laurence = 8
 * Laurie = 0
 * Lawrence = 15
 * Lee = 0
 * Leigh = 3
 * Leon = 6
 * Leonard = 28
 * Leslie = 51
 * Lewis = 7
 * Lex = 0
 * Lindsay = 5
 * Lionel = 11
 * Lisle = 0
 * Lloyd = 9
 * Luke = 1

M

 * Malcolm = 10
 * Mark = 3
 * Martin = 6
 * Matthew = 5
 * Maurice = 11
 * Max = 4
 * Maxwell = 14
 * Mervyn = 12
 * Michael = 10
 * Murray = 11

N

 * Nathan = 6
 * Nathaniel = 1
 * Neil = 17   #1
 * Neville = 15   #2
 * Nicholas = 6
 * Nigel = 6
 * Noel = 6
 * Norman = 11   #3

O

 * Oliver = 7
 * Oscar = 2
 * Oswald = 5
 * Owen = 4

P

 * Patrick = 11
 * Paul = 13
 * Percival = 7
 * Percy = 20
 * Peter = 35
 * Philip = 21
 * Phillip = 18

Q

 * Quentin =

R

 * Ralph = 7
 * Ray = 2
 * Raymond = 18
 * Reginald = 25
 * Rex = 4
 * Richard = 39
 * Robert = 103
 * Robin = 4
 * Rodney = 0
 * Roger = 2
 * Roland = 3
 * Ron = 1
 * Ronald = 25
 * Ross = 12
 * Rowan = 0
 * Rowland = 6
 * Roy = 22
 * Rudolph = 1
 * Rupert = 10
 * Russell = 10
 * Ryan = 0

S

 * Samuel = 16   #2
 * Scott = 0
 * Sean = 0
 * Shane = 0
 * Shannon = 1
 * Sidney = 13    #3
 * Simon = 0
 * Sinclair = 1
 * Stanley = 36   #1
 * Stephen = 10   #5
 * Steven = 2
 * Stewart = 13   #4
 * Stuart = 7      #6
 * Sydney = ???

T

 * Terrence = 0
 * Terry = 0
 * Thomas = 103
 * Timothy = 1
 * Tom = 14
 * Tony = 1
 * Trevor = 4
 * Troy = 2

U

 * Samuel =

V

 * Vaughan = 2
 * Verne = 0
 * Vernon = 6
 * Victor = 34
 * Vincent = 11
 * Vivian = 4

W

 * Wade = 2
 * Walter = 49
 * Warner = 2
 * Warren = 2
 * Warwick = 14
 * Wayne = 0
 * Wesley = 3
 * Wilfred = 14
 * Wilhelm = 3
 * William = 296

X

 * Xavier =

Y

 * Xavier =

Z

 * Xavier =

Albury (1913)

 * Albury, Batlow, Bringenbrong, Carabost, Cherry Hill, Cookardinia, Courabyra, Culcairn, Dora Dora, Germantown, Gerogery, Henty, Humula, Jindera, Jingellic, Lankey, Lauren Hill, Little Billabong, Livington, Lower Bago, Meragle, Mullanjandra, Mundaroo, Munyabla, Ournie, Ravine, Rosewood, Tooma, Tumbarumba, Westbrook, Woomargama, Wymah, Yarrangobilly, Yarrara, Yerong Creek

Alexandria (1913)

 * Alexandria, Waterloo

Allowrie (1913)

 * Albion Park, Bawley Point, Beaumont, Bellawongarah, Benandra, Berry, Bomaderry, Bombo, Broughton Village, Brownsville, Brundee, Budgong, Burrier, Cambewarra, Conjola, Coolangatta, Cordeaux River, Dapto, Dunmore, Fall's Creek, Fig Tree, Gerringong, Greenwell, Huskisson, Jamberoo, Kangaroo River, Kangaroo Valley, Kembla Heights, Kiama, Marshall Mount, Meroo Meadow, Milton, Morton, Mount Kembla, Nowra, Nowra Hill, Numba, Pheasant Ground, Port Kembla, Sassafras, Shallow Crossing, Shellharbour, Terara, Termeil, Tomerong, Tongarra, Ulladulla, Unanderra, Wandandian, Woodhill, Yalwal

Annandale (1913)

 * Annandale, Johnstone street, South Annandale

Armidale (1913)

 * Aberfoyle, Arding, Armidale, Backwater, Ben Lomond, Black Mountain, Booroolong, Brockley, Castle Doyle, Donald, Dumaresq, Emu Creek, Enmore, Glen Morrison, Glen Ross, Guy Fawkes, Hernani, Hillgrove, Ingalba, Jeogla, Kelly's Plains, Kentucky, Kookabookra, Metz, Moona Plains, Nowendoc, Puddledock, Rockvale, Rockwood, Rocky River, Round Swamp, Salisbury Plains, St Leonard's Creek, Thalgarrah, Tia Diggings, Tilbuster, Tubbamurra, Uralla

Ashburnham (1913)

 * Alectown, ++++

Ashfield (1913)

 * Bland street, Haberfield, Liverpool road, Summer Hill

Balmain (1913)

 * Balmain, Balmain East, Balmain North

Barton (1930)

 * Arncliffe, Bexley, Hurstville, Kingsgrove, Kogarah, Kogarah North, Oatley, Peakhurst, Ramsgate, Rockdale, Tempe

Bathurst (1913)

 * Back Swamp, Bathurst, Bathurst Railway Station, Bathurst South, Bathurst West, Brewongle, Clear creek, Dark Corner, East Guyong, Eglington, Evan's Plains, Freemantle, George's Plains, Glanmire, Hazelgrove, Kelso, King's Plains Lagoon on Campbell's River, Limekilns, Meadow Flat, Newbridge, O'Connell, Oberon, Orton Park ++++

Belmore (1913)

 * Chalmers street, Elizabeth street

Bingara (1913)

 * Abington, ++++

Bondi (1913)

 * Bondi, Double Bay, Edgecliff Road, New South Head Road, Rose Bay, Watson's Bay, Waverley, Wellington street

Botany (1913)

 * Beaconsfield, Botany, Mascot, St Peters, Tempe

Burrangong (1913)

 * Balabla, ++++

Burwood (1913)

 * Burwood, Croydon, Enfield, George's River Road, Homebush, South Strathfield, Strathfield

Byron (1913)

 * Ballina, ++++

Calare (1930)

 * Bimbi, Bogan Gate, Canowindra, Carcoar, Cowra, Cudal, Cumnock, Eugowra, Forbes, Grenfell, Koorawatha, Lake Cowal, Millthorpe, Molong, Ophir, Orange, Parkes, Stuart Town, Trundle, Wellington

Camden (1913)

 * Blacktown, Bringelly, Brownlow Hill, Cabramatta, Camden, Campbelltown, Canley Vale, Cawdor, Cecil Park, Cobbity, Eastern Creek, Erskine Park, Exeter Farms, Fairfield, Glenfield, Holdsworthy, Hoxton, Park, Ingleburn, Kingswood, Liverpool, Luddenham, Minto, Mount Druitt, Narellan, Plumpton, Prospect, Rooty Hilly, Seven Hills, Smithfield, St John's Park, St Mary's, The Oaks, Wallacia, Werombi, Westbrook, Wetherill Park

Camperdown (1913)

 * Camperdown, Darlington

Canterbury (1913)

 * Bankstown, Belmore, Campsie, Canterbury, Croydon Park, Hurlstone, Illawarra Road, North Bankstown, Penshurst Park, South Ashfield, South Bankstown

Castlereagh (1913)

 * Armatree, Balladoran, Belarbigill, Belaringar, ++++

Clarence (1913)

 * Alumy Creek, Appletree, Baryulgil, Bora Ridge, Broadmouth, Brushgrove, Bungawalbin, Busby's Flat, Camira, Cangai, Carr's Creek, Chatsworth Island, Coaldale, Copmanhurst, Cowper, Ellangowan, Fine Flour, Grafton, Harwood, Iluka, King's Creek, Lawrence, Lionsville, Lower Myrtle Creek, Lower Southgate, Maclean, Mongogarie, Mororo, Mororo, Mummulgum, New Italy, Palmer Island, Palmer's Channel, Rappville, Saltwater, Shark Creek, Southgate, Stockyard Creek, Swan Bay, Tullymorgan, Tyndale, Wombah, Woodburn, Woodburn South, Woodford Dale, Woodford Leigh, Wyandah, Yamba

Cook (1930)

 * Alexandria, Botany, Camdenville, Camperdown, Erskineville, Mascot, Newtown, Rosebery, St Peters

Cowper (1930)

 * Bellingen, Chatsworth Island, Coffs Harbour, Copmanhurst, Dorrigo, Glenreagh, Grafton, Grafton, South, Kempsey, Kempsey East, Kendall, Macksville, Maclean, Port Macquarie, Smithtown, Taree, Tinonee, Ulmarra, Wauchope, Wingham

Dalley (1930)

 * Annandale, Balmain, Balmain East, Forest Lodge, Kentville, Leichhardt, Leichhardt East, Lilyfield, Rozelle

Darling (1930)

 * Balranald, Booligal, Bourke, Brewarrina, Broken Hill, Broken Hill North, Broken Hill South, Carinda, Cobar, Coonamble, Dubbo, Euabalong, Gilgandra, Gulargambone, Hay, Ivanhoe, Louth, Menindee, Milparinka, Moulamein, Narromine, Nyngan, Pooncarie, Silverton, Torrowangee, Tottenham, Warren, Wentworth, White Cliffs, Wilcannia

Darling Harbour (1913)

 * Town Hall, Fort Street, Point Street

Darlinghurst (1913)

 * Darlinghurst Road

Drummoyne (1913)

 * Concord, Drummoyne, Five Dock, Hunter's Hill, Mortlake, Powell's Estate, Woolwich

Dulwich Hill (1913)

 * Dulwich Hill, Hurlstone Park, Livingstone, Norwood, Summer Hill, The Warren

Durham (1913)

 * Allynbrook, Anna Bay, Bandon Grove, Boolambayte, Booral, Booral Wharf, Brookfield, Bullah Delah, ++++

East Sydney (1930)

 * Darlinghurst, Darlinghurst West, Foveaux, Glenmore, King, Nithsdale, Paddington, Surry Hills, Woollahra West

Eden Monaro (1930)

 * Adaminaby, Araluen, Bega, Berridale, Berry, Bombala, Bowral, Braidwood, Bundanoon, Bungendore, Cobargo, Cooma, Eden, Goulburn, Gunning, Kangaroo Valley, Kiama, Marulan, Michelago, Milton, Moruya, Moss Vale, Nimmitabel, Nowra, Pomeroy, Queanbeyan, Tarago

Enmore (1913)

 * Enmore, Marrickville, Newtown, Stanmore

Glebe (1913)

 * Derby Place, Mitchell Street, St John's Road, Toxteth Road

Gloucester (1913)

 * Baker's Creek, Barrington, ++++

Gordon (1913)

 * Chatswood, Gordon, Gore Hill, High Street (Willoughby), Killara, Lindfield, Longueville, Mowbray Road (Chatswood), Roseville, St Ives, Willoughby

Gough (1913)

 * Bald Nob, Ben Lomond, Bismuth, Bolivia, Brodies's Plains, Deepwater, ++++

Granville (1913)

 * Auburn, Flemington, Granville, Guildford, Holroyd, Merrylands, North Auburn, Rookwood, South Rookwood

Gwydir (1913)

 * Arrawatta, Ashford, Ashley, Beefwood, Benarba, Berrigal, Birra birramah, Boggabilla, ++++

Gwydir (1930)

 * Ashford, Baradine, +++++

Hartley (1913)

 * Blackheath, Bowenfels South, Clarence Siding, Duckmaloi, Hampton, Hartley Vale, Jenolan Caves, Katoomba, King's Tableland, Leura, Lithgow, Little Hartley, Lowther, Medlow, Megalong, Mount Victoria, Newnes, Piper's Flat, Portland, Rydal, Sodwalls, Wallerawang, Wentworth

Hume (1930)

 * Adelong, Albury, +++++

Hunter (1930)

 * Bellbird, Boolaroo, Cessnock, +++++

Hurstville (1913)

 * Audley (1913)
 * Audley, Gundmaian, Loftus Junction, National Park
 * Bangor (1913)
 * Menai
 * Carlton (1913)
 * Carlton
 * Como (1913)
 * Como, Coronation Bay, Cranbrook, Green Point, Oyster Bay
 * Cronulla (1913)
 * Dumbleton (1913)
 * Heathcote (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Hurstville (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Kogarah (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Lilli Pilli (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Miranda (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Mortdale (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Oatley (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Peakhurst (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Sans Souci (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Sutherland (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Sylvania (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Waterfall (1913)
 * Armadale, Windsor, East Prahran, Prahran
 * Waterfall (1913)
 * Armadale, Windsor, East Prahran, Prahran

Kahibah (1913)

 * Adamstown, Awaba, Belmont, Catherine Hill Bay, Charlestown, Dora Creek, Dudley, Fairview, Gosford, ++++

King (1913)

 * Castlereagh Street, Lord Howe Island, Plunkett Street

Lachlan (1913)

 * Badjerribong, ++++

Lang (1930)

 * Arncliffe, Belmore, Campsie, Earlwood, Harcourt, Kingsgrove, Lakemba, Marrickville South, Punchbowl

Leichhardt (1913)

 * Leichhardt, Leichhardt Hill

Liverpool (1913)

 * Apple Tree, Basin Plains, Bearbong, Biamble, Binnaway, Blackville, Bogabri, Bolara, ++++

Lyndhurst (1913)

 * Abercrombie, Arkstone, Back Creek, Bangaroo, Barry, Bellimari, Blayney, Broula, Brown's Creek, Brownlea, Burnt Yards, Burraga, Caloola, Canimbla, Canowindra, Carcoar, Cocomingla, Cow Flat, Cowra, Cucumgilliga, Darby's Falls, Edith, Essington, Flyer's Creek, Gallymont, Gingkin, Greghamstown, Hillsbury, Hobby's Yard, Holmwood, Isabella, Jaunter, Judd's Creek, Junction Reefs, Lockwood, Lyndhurst, Mandurama, Marrangulla, Merriganowery, Millthorpe, Moorilda, Morongla, Mount David, Mount Macdonald, Neila, Neville, Norway, Nyrang Creek, Paling Yards, Pine Mount, Porter's Retreat, Rockley, Rocky Bridge, Sewell Creek, Shooter's Hill, Swatchfield, Tanner's Mount, Triangle Flat, Trunkey Creek, Walleroos, Walli, Warrangong, Warwick, Wattamondra, Westville, Woodstock, Wyangla

Macquarie (1913)

 * Arthurville, Baker's Swamp, Ballimore, Barbigal, Benelong, Beni, Bodangora, Bunglegumbie, Buninyong, Burnwood, Comobella, ++++

Marrickville (1913)

 * Marrickville, Newtown, Tempe, Tempe Park, The Warren, Victoria Road

Middle Harbour (1913)

 * Balgowlah, Bayview, Freshwater, Greendale, Manly, Mona Vale, Mosman, Mosman East, Narrabeen, Newport

Monaro (1913)

 * Adaminaby, Araluen, Ballalaba, Bell's Creek, Berridale, Bibbenluke, Braidwood, Bredbo, Vuckley's Crossing, Captain's Flat, ++++

Mosman (1913)

 * Mosman, Mosman Bay, Mosman West, Neutral Bay

Newtown (1913)

 * Erskineville, Newtown, Newtown East, Wilson street

Paddington (1913)

 * Barcom, Glenmore Road, Oxford Street

Parramatta (1913)

 * Annangrove, Baulkham Hills, Carlingford, Castle Hill, Dundas, Dural, Ermington, Glenhaven, Harris Park, Kellyville, Kenthurst, Parramatta, Parramatta North, Pennant Hills West, Rouse Hill, Rydalmere, Toongabbie, Wentworthville

Petersham (1913)

 * Lewisham, Petersham

Phillip (1913)

 * Allen Street, Chippendale, Mary Ann Street

Raleigh (1913)

 * Bellingen, ++++

Randwick (1913)

 * Coogee, Kensington, Little Coogee, Long Bay, Randwick

Redfern (1913)

 * Redfern

Rozelle (1913)

 * East Rozelle, Lilyfield, Rozelle, West Rozelle

Ryde (1913)

 * Arcadia, Beecroft, Berowra, Eastwood, Epping, Gladesville, Turramurra

Singleton (1913)

 * Belford, Bulga, Cooranbong, Elderslie, Ellalong, Jerry's Plains, Kerrabee, Yarramalong

St George (1913)

 * Arncliffe, Banksia, Bexley, Brighton-Le-Sands, Kogarah, Rockdale, Wollongong Road

St Leonards (1913)

 * Blue's Point, Milson's Point, Mount Street, Neutral Bay

Sturt (1913)

 * Argent Street, Argent Street North, Ascot Vale, Blackgate, Buckalow, Burns, Cuthero, Eyre Street North, Eyre Street South, ++++

Surry Hills (1913)

 * Surry Hills

Waverley (1913)

 * Bondi Road, Ebley Street, Kensington, Mill Hill, Waverley

Wickham (1913)

 * Bunker's Road, Islington, Maryville (Smedmore), Mayfield, ++++

Willoughby (1913)

 * Crow's Nest, Greenwich, Lane Cove Road (North Sydney), Miller Street (North Sydney), Naremburn

Willyama (1913)

 * Acacia Dam, Argent Street, Cobham, ++++

Wollondilly (1913)

 * Appin, Balmoral, ++++

Woollahra (1913)

 * Argalong, Bedellick, Berremangra, Bevendale, Bigga, Binalong, Black Range, Blakney, Blanket Flat, Blind Creek, Blowering East, Blowering West, Bombowlee Creek, Bookham, Boorowa, Bowning, Bridge Creek, Brindabella, Brungle, Burrinjuck, Byalla, Cavan, Coolalie, Crooked Corner, Dalton, Darbalara, Darling point, Double Bay, Frogmore, Galong, Godfrey's Creek, Goobarralong South, Goobragandra, Good Hope, Goondah, Grabben Gullen, Graham, Greenfield Farm, Gurrundah, Hughstonia, Jeir, Jeremiah, Jerrawa, Junction Point, Kangiara, Lacmalac, Ledgerton, Limerick, Lost River, Manton, McMahaon's Reef, Micalong, Morumbateman, Narrawa, Ocean Street, Paddington, Peelwood, Queen Street, Reid's Flat, Rosemount, Rugby, Rye Park, Tangmangaroo, Taylor's Flat, Tuena, Tumorrama, Tumut, Wagragobilly, Wallaroo, Wargella, Weejasper, Yass

Balaclava (1919)

 * Armadale (1919)
 * Armadale, Windsor, East Prahran, Prahran

 * Balaclava (1919)
 * St Kilda, Balaclava

 * Orrong (1919)
 * St Kilda East, Orrong, Elsternwick, Caulfield

 * Prahran Gardens (1919)
 * Prahran Gardens, Prahran, East Prahran, Windsor

 * St Kilda East (1919)
 * St Kilda, St Kilda East, Caulfield

 * St Kilda West (1919)
 * St Kilda West, St Kilda

 * Toorak (1919)
 * Toorak, Hawksburn, South Yarra

Ballarat (1919)

 * Regional area, not yet listed

Batman (1919)

 * Carlton (1919)
 * Carlton, North Carlton

 * Carlton North (1919)
 * North Carlton

 * Clifton Hill (1919)
 * Clifton Hill, North Fitzroy

 * Delbridge (1919)
 * North Fitzroy

 * Fitzroy Central (1919)
 * North Fitzroy, Fitzroy

 * Fitzroy North (1919)
 * North Fitzroy

 * Fitzroy South (1919)
 * Fitzroy

 * Gertrude (1919)
 * Fitzroy

Bendigo (1919)

 * Regional area, not yet listed

Bourke (1919)

 * Alphington (1919)
 * Carlton, North Carlton

 * Brunswick (1919)
 * Carlton, North Carlton

 * Brunswick North (1919)
 * Carlton, North Carlton

 * Brunswick South (1919)
 * Carlton, North Carlton

 * Heidelberg (1919)
 * Carlton, North Carlton

 * Ivanhoe (1919)
 * Carlton, North Carlton

 * Northcote (1919)
 * Carlton, North Carlton

 * Preston (1919)
 * Carlton, North Carlton

Corangamite (1919)

 * Regional area, not yet listed

Corio (1919)

 * Regional area, not yet listed

Echuca (1919)

 * Regional area, not yet listed

Fawkner (1919)

 * Albert Park (1919)
 * Albert Park

 * Melbourne South (1919)
 * South Melbourne

 * Middle Park (1919)
 * Middle Park

 * Prahran (1919)
 * Prahran, Windsor, South Yarra

 * Queens (1919)
 * South Melbourne, Melbourne, Albert Park

 * South Yarra (1919)
 * South Yarra, Melbourne

Flinders (1919)

 * Berwick (1919)

 * Bunyip (1919)

 * Cowes (1919)

 * Dandenong (1919)

 * Dromana (1919)

 * Drouin (1919)

 * Ferntree Gully (1919)

 * Frankston (1919)

 * Healesville (1919)

 * Kangaroo Ground (1919)

 * Korumburra (1919)

 * Lang Lang (1919)

 * Lilydale (1919)

 * Loch (1919)

 * Pakenham (1919)

 * Ringwood (1919)

 * Warburton (1919)

 * Wonthaggi (1919)

Gippsland (1919)

 * Regional area, not yet listed

Grampians (1919)

 * Regional area, not yet listed

Henty (1919)

 * Bentleigh
 * Bentleigh, Brighton North, Ormond, Morrabbin, McKinnon

 * Brighton
 * Brighton, North Brighton, Middle Brighton

 * Caulfield
 * Caulfield, Malvern

 * Caulfield East
 * Caulfield East, Caulfield, Ormond, Glen Huntly, Carnegie

 * Cheltenham
 * Cheltenham, Morrabbin, South Brighton, Highett, Heatherton, Clarinda

 * Elsternwick
 * Elsternwick, Gardenvale, Caulfield

 * Malvern East
 * Malvern East, Malvern, Oakleigh

 * Mentone
 * Mentone, Mordialloc, Cheltenham, Beaumaris

 * Oakleigh
 * Oakleigh, Murrumbeena, Clarinda

 * Sandringham
 * Sandringham, Hampton, Black Rock, Brighton

 * South Elsternwick
 * South Elsternwick, Brighton, Elsternwick, Gardenvale, Elwood

Indi (1919)

 * Regional area, not yet listed

Kooyong (1919)

 * Auburn
 * Auburn, Hawthorn

 * Box Hill
 * Box Hill

 * Camberwell
 * Camberwell, Canterbury, Balwyn, South Camberwell, Glen Iris, Burwood, Mount Waverley, Mulgrave, Box Hill, East Camberwell

 * Canterbury
 * Canterbury, Camberwell, Deepdene, Balwyn, East Camberwell

 * Doncaster
 * Doncaster, East Doncaster, Templestowe,

 * Glenferrie
 * Glenferrie, Hawthorn

 * Hawthorn
 * Hawthorn

 * Kew
 * Kew, East Kew

 * Mitcham
 * Mitcham, Blackburn, Tunstall, Vermont, East Burwood, Tally Ho, Box Hill, Burwood

 * Surrey Hills
 * Surrey Hills, Mont Albert, Balwyn

Maribyrnong (1919)

 * Ascot Vale
 * Ascot Vale

 * Broadmeadows
 * Broadmeadows, Glenroy, Fawkner, Campbellfield, Broadmeadows Camp

 * Coburg
 * Coburg, Pascoe Vale, Moreland

 * Essendon
 * Essendon, North Essendon, Ascot Vale, Pascoe Vale, West Essendon

 * Footscray North
 * Footscray North, Footscray, Sunshine, St Albans, Maidstone, West Footscray, Maribyrnong, Deer Park, Yarraville, St Albans, Braybrook

 * Hotham
 * Hotham, North Melbourne, Hotham Hill

 * Moonee Ponds
 * Moonee Ponds, Essendon

 * Newmarket
 * Newmarket, Kensington, Flemington, North Kensington, South Kensington

Melbourne (1919)

 * Cardigan
 * Carlton

 * Carlton South
 * Carlton, Parkville, Melbourne

 * Flagstaff Gardens
 * Melbourne, West Melbourne, East Melbourne

 * Gipps
 * Melbourne, East Melbourne, Eastern Hill

 * Latrobe
 * Melbourne, Jolimont, East Melbourne

 * Lonsdale
 * Melbourne, West Melbourne

 * Melbourne East
 * East Melbourne

 * Melbourne North
 * North Melbourne

 * Melbourne West
 * West Melbourne, Melbourne, Kensington, South Kensington, Footscray

 * Parkville
 * Parkville, Parkville West, Royal Park

Melbourne Ports (1919)

 * Clarendon
 * South Melbourne

 * Emerald Hill
 * South Melbourne, Albert Park

 * Footscray
 * Footscray, Footscray West

 * Newport
 * Newport, Spotswood

 * Port Melbourne
 * Port Melbourne

 * Williamstown
 * Williamstown

 * Williamstown North
 * North Williamstown, Williamstown

 * Yarraville
 * Yarraville, Footscray, Seddon

Wannon (1919)

 * Regional area, not yet listed

Wimmera (1919)

 * Regional area, not yet listed

Yarra (1919)

 * Abbotsford
 * Abbotsford

 * Barkly Ward
 * Collingwood

 * Collingwood
 * Collingwood

 * Richmond Central
 * Richmond, Burnley

 * Richmond North
 * Richmond, North Richmond

 * Richmond South
 * South Richmond, Richmond, Burnley, East Richmond


text: Authoring Foreign Language Textbooks/Printable version


text: Selected Essays/Printable version

title: Selected Essays/Printable version


text: How to Learn a Language/Printable version


text: How to Drive in California, USA/Printable version


text:
Introduction to model railways/Introduction

OVERVIEW
Railways are remarkable. They have shaped societies, built nations and joined continents. Straddling the globe, they link people with people and connect industries that drive economic growth.

Given their global reach, it is no surprise that building model railways is one of the worlds most popular hobbies. The hobby has many different aspects with the potential to attract people of all abilities, ages and gender. It involves many different technical concepts, but includes other interest areas such as art and historical research.

This wikibook is not a detailed “how to” for each of the different aspects (although links and references will be provided). However, it should provide the starting point for people entering the hobby, and answer the “where do I start” type of question.

Here are some early thoughts and considerations - read through this first to get some ideas straight and then take a look at the topic specific chapters listed at the bottom of this page.

Figure what it is you like to do/see on your model railway
So many people just start throwing track down only to realise that “if I wanted to do that, I wouldn’t start from here !”

So - fundamental questions that have to be resolved early include....

 * Specific location or freestyle?. If specific, you can use photos and other sources to make it all look right. If freestyle, you are not constrained, but might be more difficult to get the look and feel right.
 * Specific era or don’t care?. Similar to location, a specific era will have information you can use, but you will then be constrained to use the correct colours, signage and other details. Freestyle means you can mix and match and do what you want.
 * Round and round or end to end. Available space, access, operating modes, skill and experience will all impact the layout choice. The wikipedia page “Model railroad layout” has more on this topic. You can also do an Internet search for train layouts and choose the “images” option.
 * Is it about showing off a collection of locomotives/stock, or is it about the scenery and dioramas? Some people just like to run trains. Others have a great collection of locomotives to show off. Others may be drawn to the artistry and like the diorama details.
 * What story is being told ?. It is useful to think through what the model is showing. In the full-size world, trains connect towns, industries and cities delivering people and goods. This is the essence of the “story” and your model needs to be able to show this at some minimum level.
 * Which industry is be represented? The choice is wide, but commonly chosen themes are mining, cement, iron/steel, agricultural, container yards....
 * How about a Military theme? The first World War used railways of various guages extensively, right up to the front lines.
 * Avoid obvious discontinuities - such as “bridge to nowhere”, station platforms with no access and so on. These will look obviously “wrong” as your model develops.

Planning the layout
Also need to consider early what the scenery is going to be - how much will be back scene and tricky to get to later?

Consider doing the backscene early.

What time of year for the main colour way? Spring greens or autumn colours?

On Track Laying - be sure you can touch EVERY section of track - for cleaning, derailments etc. this includes tunnels that also need access.

Be careful about track clearances - use one of the standard gauges to get this right (NMRA, PECO etc do these or you can download the details and make your own eg from Brian Lambert.co.uk

Use an underlay to get the correct ballast profile- but cork is not a sound insulator as the ballast, once glued, provides a strong acoustic couple unless you use a rubber based glue such as Copydex.

Think about site-lines and elevation. Break up straight runs with curves and/or scenery. Have tracks at different levels - even a little bit helps. You don’t want a board with a couple of ovals at the same level.

Long straight sections should not be parallel with the board edge if possible.

Pre-drill sleepers and use track pins for fixing the track - this allows relatively easy adjustment later.

If portable - need to consider safe  storage of the locos, stock buildings etc.

DC or DCC
DC Is straightforward for the complete novice. However DCC provides more advanced functions such as sound, and running several trains on the same track.

Extensive and detailed information on DCC is available in DCCWiki And from various equipment suppliers such as DCC Concepts, who also provide detailed on-line help pages such as this

Scale
Popular in the UK is 00 which is easier to handle and see by the older modeler, compared with N which allows nice long trains and plenty of scenery in a small place - but tricky to see !! Outside of the UK, H0 is used and is about 10% smaller than 00 (but which, confusingly, runs on the same gauge of track).

There is a List of rail transport modelling scale standards in wikipedia which includes a more detailed discussion and description of this topic, and covers the other scales that may be of interest. Most of this wikibook will focus on H0/00 and N scale modelling, the most common starting point for the novice railway modeller.

There are a number of resources out there - but a single source of reference is hard to come by.

You could join RMWeb for more in depth help across all topics.

Specifically for electronics, you can join MERG (Model Railway Electronics Group) which offers help and advice as well as hardware to install a wide range of electronic features to the model.

There are multiple Facebook groups covering a wide range of topics.

There are several YouTube channels covering modelling skills, specific railway models and a wide range of detailed topics.

Building baseboards
The baseboard is, literally, the base of everything you do. Make big errors here, and the subsequent hours of effort and thousands of pounds may be put in jeopardy.

Considerations are

 * what area do you have?
 * are there any height restrictions?
 * any access problems?
 * think about access to track for cleaning and train recovery?
 * what about access to below-track wiring?
 * think about building multiple layers
 * materials - favourite is plywood braced with timber beneath. Avoid pasting tables (not strong enough), and MDF (too heavy and too much dust and doesnt take track pins very well)

The topic is discussed in more detail in this specific section Introduction to model railways/Baseboards


text: Introduction to model railways/Printable version


text: Travel Time Reliability Reference Manual/Printable version


text:
User:COPCPBI/sandbox

Children's Orientation Planning for Community Peace building Initiative

title: User:COPCPBI/sandbox


text: Car Washing Techniques/Printable version


text: Liberalism/Printable version

title: Liberalism/Printable version


text:
User talk:COPCPBI

The Role Of Community Members On Child's Upbringing
THE ROLE OF COMMUNITY MEMBERS ON LESS PRIVILEGE CHILD'S SUPPORT

Educating and properly upbring the less privileged children in the communities is a right and not a privilege for them.

It's our responsibility to build the lives of those children whose parents are unable to sponsor them or who lost their parents

Refusing to offer education to those unfortunate ones whose only misfortune stems from poor parentage or lost of parents is an act of heartless.

Educating and properly upbring the less privileged anywhere in the world would conform to one of the sustainable development goals (SDGs 4) of the United Nations.

Lack of education leads to poverty and insecurities, because everyone without education is living in extreme poverty and their Communities will forever be in Crisis.

Most of those Communities living in extreme Crisis and Poverty do lack basic education.

THE NEED OF PROPERLY UPBRNG AND EDUCATE THE THE LESS PRIVILEGE CHILD

Educating the less privileged will give them the opportunity to learn not only to read and write but to expose them to the realities of the world in which they live, including advances made in the realm of science and technology so far.

Such effort that is given the less privileged in Nigerian society education will ultimately make them become useful citizens who will be, using education acquired, contribute meaningfully to the society, giving enabling environment.

The Children's Orientation Planning for Community Peace building Initiative primary goal is to equip less privileged children with literacy.

COPCPBI believe The root cause of poverty and insecurities in Nigerian Communities is lack of education and to break the root cause of poverty and to the building peace in Nigerian Communities, everyone needs to have access to education.

No child should be left behind.

Education helps us empower ourselves and defend our rights build Peace in our society.

Challenges faced by less privileged children in Nigerian Communities

There are well-known hurdles to scale through in a bid to call the attention of the less privileged in Nigerian society.

As the widespread incidence of poverty pervades the land, most of the less privileged, have been forced by the condition which they founded themselves to be begging in some cases, some are being used by terrorist to commit crimes all in the bid to survive. And most of the income generated will go not to them, but to their wrong sponsors whom they are serving, all it's because the community members fail to build a Community Engagement which will help the less privilege

We most never be depending on Government to provide such opportunities for them, we need to do it for our good

The fact is that these young people need reorientation and can be useful to the society by training them inhabit observation, self reliance through empowering them with something good

COPCPBI's largest commitment is to stand for the less privilege children have access to sound education irrespective of gender or tribe.

Support the good mission of COPCPBI

CHILDREN'S ORIENTATION PLANNING FOR COMMUNITY PEACE BUILDING INITIATIVE COPCPBI (discuss • contribs) 00:06, 26 September 2021 (UTC)

COPCPBi COPCPBI (discuss • contribs) 00:10, 26 September 2021 (UTC)

COPCPBI COPCPBI (discuss • contribs) 00:10, 26 September 2021 (UTC)

title: User talk:COPCPBI


text: History of Economic Thought/Printable version


text: Microeconomics/Printable version

title: Microeconomics/Printable version


text: Subject:Microeconomics

title: Subject:Microeconomics


text: Shelf:Microeconomics

title: Shelf:Microeconomics


text: Category:Subject:Microeconomics/all books