text:
Radiation Oncology/Thorax/Anatomy

Lung Anatomy
 * See also: general anatomy page at Radiation_Oncology/Anatomy

Lung Anatomy

 * Lungs: Right and Left
 * Lobes:
 * Right Lung: Right Upper Lobe (RUL), Right Middle Lobe (RML), Right Lower Lobe (RLL). Separated by oblique fissure and horizontal fissure
 * Left Lung: Left Upper Lobe (LUL), Left Lower Lobe (LLL). Separated by oblique fissure. Lingula corresponds anatomically to RML, but is part of the LUL
 * Segments
 * Bronchi
 * Trachea divides into right main bronchus and left main bronchus, supplying right and left lung respectively
 * Each main bronchus divides into secondary (lobar) bronchi, depending on how many lobes each lung has (3 lobar bronchi on the right, 2 lobar bronchi on the left)
 * Each secondary bronchus divides into tertiary (segmental) bronchi, depending on the number of segments each lobe has
 * Tertiary bronchi divide into bronchioles
 * Lung volumes are typically evaluated by spirometry
 * Total Lung Capacity (TLC): Volume of lung at the end of maximal inspiration. Depends on age, height, weight, sex, altitude, etc. Normally 4-6 L; women have 20-25% lower TLC than men
 * Forced Vital Capacity (FVC): Volume of air that can be forced out after maximal inspiration
 * Forced Expiratory Volume in 1 second (FEV1): Volume of air that can be forced out in one second
 * FEV1/FVC (FEV1%): Ratio of FEV1 to FVC, i.e. the proportion of Vital Capacity that can be expelled during one second. Typically 75-80%

Lymph node stations

 * Conceptual organization
 * Intrapulmonary (along secondary bronchi)
 * Hilar (bronchopulmonary, along main bronchi)
 * Mediastinal
 * Supraclavicular

IASLC Classification; 2009

 * 2009 Full text PMID 19357537 -- "The IASLC lung cancer staging project: a proposal for a new international lymph node map in the forthcoming seventh edition of the TNM classification for lung cancer." (Rusch VW, J Thorac Oncol. 2009 May;4(5):568-77.)
 * Proposed lymph node map which reconciles Japanese, European, and North American maps for AJCC/UICC 7th edition
 * N2 nodes: (all lie within the mediastinal pleural envelope)
 * 1 - low cervical, supraclavicular, and sternal notch nodes
 * Upper border: lower margin of cricoid cartilage
 * Lower border: clavicles bilaterally and in the midline the upper border of manubrium
 * 2 - upper paratracheal nodes
 * Upper border: apex of lung and pleural spaces and in the midline the upper border of manubrium
 * Lower border 2R: intersection of caudal margin of innominate vein with the trachea
 * Lower border 2L: superior border of the aortic arch
 * 3A - prevascular nodes
 * Upper border: apex of chest
 * Lower border: carina
 * Anterior border: sternum
 * Posterior border: anterior border of SVC
 * 3P - retrotracheal nodes
 * Upper border: apex of chest
 * Lower border: carina
 * 4 - lower paratracheal nodes
 * Upper border 4R: intersection of caudal margin of innominate vein with the trachea
 * Upper border 4L: superior border of the aortic arch
 * Lower border 4R: lower border of azygos vein
 * Lower border 4L: upper rim of the left main pulmonary artery
 * 5 - subaortic (AP window) - lateral to the ligamentum arteriosum
 * Upper border: lower border of aortic arch
 * Lower border: upper rim of left main pulmonary artery
 * 6 - para-aortic nodes - lie anterior and lateral to the ascending aorta and aortic arch
 * Upper border: upper border of aortic arch
 * Lower border: lower border of aortic arch
 * 7 - subcarinal - caudal to the carina but not associated with the lower lobe bronchi
 * Upper border: carina
 * Lower border: upper border of lower lobe bronchus
 * 8 - paraesophageal (below carina) - adjacent to the wall of the esophagus, excluding subcarinal nodes
 * Upper border: upper border of lower lobe bronchus
 * Lower border: diaphragm
 * 9 - pulmonary ligament - lie within the pulmonary ligament
 * Upper border: inferior pulmonary vein
 * Lower border: diaphragm
 * N1 nodes: (intrapulmonary and hilar)
 * 10 - hilar nodes - immediately adjacent to mainstem bronchus and hilar vessels
 * 11 - interlobar nodes
 * 12 - lobar
 * 13 - segmental
 * 14 - subsegmental

AJCC/UIC Classification; 1997

 * 1997 PMID 9187199 Full text — "Regional lymph node classification for lung cancer staging." Mountain CF et al. Chest. 1997 Jun;111(6):1718-23.

 * N2 nodes: (all lie within the mediastinal pleural envelope)
 * 1 - highest mediastinal nodes - nodes lying above a horizontal line at the upper rim of the brachiocephalic (left innominate) vein where it ascends to the left, crossing in front of the midline of the trachea. Superior border at sternal notch.
 * 2 - upper paratracheal nodes - nodes lying above a horizontal line drawn tangential to the upper margin of the aortic arch and below the inferior boundary of #1 nodes
 * 3A and 3P - prevascular (3A) and retrotracheal (3P) nodes -
 * 4 - lower paratracheal nodes - lie lateral to the midline of the trachea between a horizontal line drawn tangential to the upper margin of the aortic arch and a line extending across the R (or L) main bronchus
 * 5 - subaortic (AP window) - lateral to the ligamentum arteriosum or the aorta or L pulmonary artery and proximal to the first branch of the L pulmonary A
 * 6 - para-aortic nodes - lie anterior and lateral to the ascending aorta and aortic arch beneath a line tangential to the upper margin of the aortic arch
 * 7 - subcarinal - caudal to the carina but not associated with the lower lobe bronchi or arteries within the lung
 * 8 - paraesophageal (below carina) - adjacent to the wall of the esophagus, excluding subcarinal nodes
 * 9 - pulmonary ligament - lie within the pulmonary ligament
 * N1 nodes: (intrapulmonary and hilar)
 * 10 - hilar nodes
 * 11 - interlobar nodes
 * 12 - lobar
 * 13 - segmental
 * 14 - subsegmental

Graphic depiction of nodal stations
Using the 2009 IASCL Classification:
 * 2013 No PMID (journal not yet indexed) Abstract -- "Computed tomographic atlas for the new international lymph node map for lung cancer: A radiation oncologist perspective" (Lynch R, Pract Radiat Oncol. 2013 Jan;3(1):54-66)

Using prior classification:
 * Mass. General, 2007 PMID 10701624 Full text -- "CT depiction of regional nodal stations for lung cancer staging." (Ko JP, AJR Am J Roentgenol. 2000 Mar;174(3):775-82.)
 * University of Michigan thoracic lymph node atlas, 2005 - PMID 16111586 -- "CT-based definition of thoracic lymph node stations: an atlas from the University of Michigan." (Chapet O, Int J Radiat Oncol Biol Phys. 2005 Sep 1;63(1):170-8.)
 * Netherlands; Chest Lymph Node Map; 2010 Graphical Update from Rijnland Hospital in Leiderdorp, the Netherlands (Radiologyassistant.NL)

title: Radiation Oncology/Thorax/Anatomy


text:
User:Heather~enwikibooks

I'm a huge fan of wikis, and I have used them in both work and school. Also I'm studying Japanese, and enjoying the content in the Japanese wikibook: http://en.wikibooks.org/wiki/Japanese. I hope I may contribute at some point very soon.

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

title: User:Heather~enwikibooks


text:
Wikijunior:Solar System/Uranus/Oberon

Oberon is a moon of the planet Uranus. It is the outermost of the major moons of Uranus. Oberon was first seen in detail when the spacecraft Voyager 2 passed by Uranus in 1986.

How big is Oberon?
This moon is 1523 km across. It is the second largest of the moons of Uranus, and is only slightly smaller than Titania. The total surface has an area that is less than the continent of Australia.

What is its surface like?
Only half of this moon has been seen from a close distance, so we only know what that surface is like. The ground looks like it is made of ice with some darker materials. The surface is covered by many craters that were formed when large rocks collided with the moon. It is a very, very cold place that does not have an atmosphere.

How long is a day on Oberon?
It takes 13 days and 11 hours for Oberon to complete an orbit around Uranus, just under two weeks.

What is it made of?
This moon is made of a mixture of rocks, ice, and other frozen materials.

How much would Oberon's gravity pull on me?
Newtons describe how hard gravity is pulling you down. On Earth, if you weigh 51 kilograms or 112 pounds, your weight is 500 newtons. We only use newtons for some special purposes, when we are really interested in how hard we push down on something because gravity is pulling us.

Your weight in newtons would be less on Oberon, only about one twenty-eighth what it is on Earth. To find your weight in newtons as you stand on Oberon, just take your weight on Earth, and if that weight is in kilograms, multiply it by 0.35. If that weight is in pounds, divide it by six to get newtons. But then you'll have to add in the weight of your spacesuit as well, because that is pressing down on the surface just like you are.

Who is it named after?
The name for this moon was suggested by John Herschel, the son of Sir William Hershel. It was named after the mythical King of the Faeries in William Shakespeare's play A Midsummer Night's Dream. This character was drawn from the legendary history of Britain, and is based on the legends of King Arthur and his times.

How was it discovered?
It was discovered by the English astronomer William Herschel on January 11, 1787.

Wikijunior Sonnensystem/ Uranus/ Oberon

title: Wikijunior:Solar System/Uranus/Oberon


text:
User talk:69.153.200.50

Don't blank pages or you will be blocked from editing. Firefox 21:35, 2 September 2005 (UTC)

title: User talk:69.153.200.50


text:
User:Marek Möhling

I'm a web designer. My fancy is coding for LAMP systems and unicode based i18n.

title: User:Marek Möhling


text:
User talk:Spiderworm/blog

Hi all,

Stefano and I have been chatting a bit today; he feels strongly that there's something better than docbook out there and so he's been asking me a lot of questions about media wiki. He's asked me to share the strong points of media wiki with the rest of the list.

1) Mediawiki is easier to write with. - the formatting is easy to learn and very quick to type. For example:        - for images:         - for italics: my italicized text        - for bold: my bold        - for indenting an entire paragraph, just use ":" -    :this is my paragraph and I will be indented        - for indenting the paragraph twice-    ::this paragraph is indented twice

2) Mediawiki does not require heavy uploads every time you make changes (which if I understand correctly was caused by CVS). It comes with it's own versioning system that makes it simple to compare differences between any two versions of a page, and it's simple to revert back to previous versions, all within the same wiki interface.

3) Mediawiki will take the HTML from docbook pages and accept it just fine, we can just copy and paste from the old into the new. the mediawiki engine will take straight HTML as well as the other formatting.... you don't have to use wiki formatting such as ''' or   when you create pages, if you don't want, although it is quicker to do so.

4) Mediawiki will simultaneously offer us the opportunity to control who's editing pages of the book, but allow everyone in the world to participate in discussions about the state of each page of the book. if you want to see what i mean about the discussions, check out this discussion for the Noob to Pro wikibook front page: http://en.wikibooks.org/wiki/Talk:Blender_3D:_Noob_to_Pro  .  The community will be allowed to see the book in open development and provide feedback, which some of you may like and others may not, but hey, a little bit of community feedback never killed anyone, right? ;)

5) Mediawiki will also allow us to create community editable sections where they can further discuss the documentation and write sample documentations so that they can be considered to be authors. Nothing creates a instant community like a wiki.

6) The whole mediawiki interface is easily customizable through HTML templates. New functionality is simple to program in if you know PHP and MySQL (which I do, and I know quite a few other Blender guys that do as well).

Well, this is a bit longer than I intended it to be, and I hope you'll forgive me for that. If you have any questions or feedback, you know what to do ;) Stefano needs good information for both sides in order to make a good decision on the matter, so I hope you all will sound off with some sage reasoning on the pros and cons of both.

David Millet

... Part from: http://projects.blender.org/pipermail/bf-docboard/2005-August/002305.html

Hi,

I've got too much mails already, so have disabled the docboard mailing list to send mails to me. :) The web archive is available though, so I've scanned the past discussion on DocBook vs. Wiki. Here's a couple  of notes;

- Printed books Yes, the Blender Foundation completely depends on sales of manuals, so we will need to start working on a 2.4 manual update as well. However, that is not something the docboard should worry about too much, apart from keeping the docs on Blender well structured and accessible. The choice for DocBook didn't really help us for making a book about Blender. The exporting formats as available completely failed to work in the Adobe Indesign software (which the DTP designers used). I also hear Stefano regularly complaining about bugs in DocBook, like for exporting to pdfs. So, if we want to make another book, we already know that the book Editor and the designers will have to do a lot of manual labour to get the docs content into print. The 2.3 book took 4 months to produce... I also consider this work 'professional', the people who make this happen get paid for it. Conclusion; it's not so much the format that matters, but how well structured the content itself is. Is it well formatted (chapter structure)? Are the screenshots of a standard quality?

- DocBook I have the impression that the biggest fans of DocBook are not the people who contribute to our docboard project... at least, this was how the choice was initially done. I've tried myself to work with it, and I can only say the design of the DocBook XML tags system is a nightmare. It hasn't been designed to work with easily, unless you use a WYSIWYG editor, which I didn't find back then (when we did 2.3 manual). Googling around on DocBook, I find a lot of debates on the topic. The most passionate supporters of DocBook are (typical!) Linux authors who've written a book themselves. For a community oriented project it seems to be less succesful.

- DocBoard mission statement The docboard could focus on the following two issues: 1) Make available the standard end-user documentation on Blender, in an open online (browsable) and offline (downloadable) format. 2) Organize an accessible documentation project, to enable motivated authors to contribute as efficient as possible. As sub-target you could add; 3) Format the documentation in such a way that third parties (or Blender Foundation) can use it for creating printed books.

- Other formats...? The discussion to switch to (for example) MediaWiki should be about: 1) What format gives best online and offline access to Blender docs? 2) What format pleases motivated (active contributing) authors best?

A decision on this should really be limited to the people who actually did write a lot of Blender documentation in the past. We need people who love to work on docs, and are movitvated to continue working on it in the future too. :)

-Ton-

Well, I will still use MediaWiki, if they like it or not:) Hey, did you see cool new WikiTeX features? --Popski 00:17, 3 September 2005 (UTC)

 * Hey Popski! No I haven't seen the wikitex features.  That's pretty cool!  Thanks for the link!  --Spiderworm 15:23, 6 September 2005 (UTC)

title: User talk:Spiderworm/blog


text:
User talk:130.76.32.145

Thanks for the images, it looks nice! --Karl Wick 22:28, 2 September 2005 (UTC)

title: User talk:130.76.32.145


text:
Category:Bell pepper recipes

Recipes involving bell peppers.

title: Category:Bell pepper recipes


text:
Category:Wine recipes

Recipes involving wine.

title: Category:Wine recipes


text:
ACT Study Guide/What To Take On Test Day

On the day of the test, there are some items that you must take and there are some items that are helpful, but not required. The things that are absolutely necessary are listed under the necessary heading and the items that are optional are listed under optional. Items that are expressly prohibited are under the heading of not allowed.

Necessary

 * Admission Ticket
 * ID (Name and Photo Must Appear)
 * Current Photo ID
 * Driver's License
 * School ID
 * Non-Driver's License
 * Passport
 * Photograph with First and Last Name
 * Yearbook
 * Newspaper
 * Notarized Statement (The notary cannot be a relative.)
 * Letter
 * Must Be on School Letterhead
 * Must include age, gender, height, race, and hair and eye color or a recent photo with principal's signature or school seal on the photo
 * Copies are okay as long as the school seal is on the copy
 * The letter must be signed by the student and a school official in ink. The student must sign in the presence of the school official.
 * Transcripts work too if they conform to the procedures listed above
 * The following items are listed on actstudent.org as unacceptable ID
 * "ACT admission ticket
 * Learner or beginner driver's permit without an official photo, even though it may include a physical description and signature
 * An expired photo ID (like an expired passport or driver's license).
 * Charge, bank, check-cashing, or credit cards with or without photo
 * Photo ID issued for promotional purposes (e.g., amusement parks)
 * Birth certificate
 * Social Security card
 * Report card or diploma
 * Organization membership card
 * Police report of a stolen purse or wallet
 * Traffic ticket, even though it may include a physical description and signature
 * Your parent's photo ID
 * Recognition by anyone not working as test center personnel
 * Telephone call to counselor or school official to identify you by talking to you on the phone or describing you over the phone
 * Graduation picture or family portrait
 * Fishing or hunting license
 * ChildFind ID Card
 * Web page with photo"
 * Pencils

Optional
Prohibited calculators: calculators with built-in computer algebra systems, QWERTY layout input, writing pads or pen-input devices, or calculators built into cellular phones or other electronic communication devices. See currently restricted calculators here:
 * Money for a Vending Machine
 * Earplugs
 * A Sweatshirt (In case the testing center is cold.)
 * An Extra Eraser
 * A Calculator - Only allowed on the math test.

Not Allowed

 * Books
 * Dictionaries
 * Thesauri
 * Radios
 * Cell Phones
 * Food
 * Anything With An Alarm


text:
Radmind/Radmind Assistant

The Radmind Assistant is a GUI app for Mac OS X.

As of Sept. 2, 2005, here is what is required to get the standard scripts installed with the Radmind Assistant 0.9.6 running under 10.4.x with iHook installed;

1. Issue the command;

sudo defaults write com.apple.loginwindow LogoutHook /etc/logout.hook

to create a link to the iHook logout hook - and if you want login by a 'radmind' local user to trigger a full RADMIND issue the command;

sudo defaults write com.apple.loginwindow LoginHook /etc/login.hook

to create the required links to the iHook login hook.

2. The /etc/radmind.defaults file currently supplied with Radmind Assistant 0.9.6 has 3 bugs...

a) Delete the last line that reads;

'exit 0'

b) Remove the 'switches' from the variables TLSLEVEL and SERVER;

To do this, go to the section labelled "radmind-specific defaults" in /etc/radmind.defaults

Edit the file at this point to read as follows for the first two variables;

TLSLEVEL="`defaults read $ra_domain tlslevel 2>/dev/null || echo ${TLSLEVEL}
 * awk '{ print $2 }'`"

previously;

TLSLEVEL="-w `defaults read $ra_domain tlslevel 2>/dev/null || echo ${TLSLEVEL}
 * awk '{ print $2 }'`"

and;

SERVER="`defaults read $ra_domain radmindhost 2>/dev/null || echo ${SERVER}
 * awk '{ print $2 }'`"

previously;

SERVER="-h `defaults read $ra_domain radmindhost 2>/dev/null || echo ${SERVER}
 * awk '{ print $2 }'`"

Several users have been confused by the comments at the head of the radmind.defaults file that refers to the fact that any edits to this file don't work if you are using the Radmind Assistant unless some 'defaults' setting is changed'. I don't think there has been full information provided on exactly what this means, especially as it doesn't seem to preclude things working.

Also - I originally tried getting things to work by changing the other references at the head of the file from AUTHLEVEL to TLSLEVEL, but in the end I changed them back again and it still worked.

title: Radmind/Radmind Assistant


text:
Radmind/ktcheck

NAME ktcheck - verify and download command file and transcripts

SYNOPSIS ktcheck [-inrV]  [  -q | -v  ]  [  -c checksum ] [ -K command-file ] [ -h host ] [ -p port ] [ -w auth-level ] [ -x ca-pem-file ] [  -y cert- pem-file ] [ -z private-key-file ]

DESCRIPTION ktcheck verifies a client's command file with the radmind server host. The command file is downloaded from host if it is missing or  has  the wrong size. With the  -c  option, checksums are also used to verify files.

Reading the command file line-by-line, ktcheck verifies  each  command file and  transcript listed, downloading it from host if it is missing or out of date. ktcheck ignores blank lines and comments ( lines start-      ing with '#' ). Included command files are read are verified using the same method.

Each special file listed in the command file is converted into a tran- script line  in special.T with information provided by host. See rad- mind(8) for details of the STAT command.

If checksumming is turned on, the special transcript is verified  using the checksum  and  file  size. If either are wrong, the special tran- script is updated. If checksumming is turned off,  the  special  tran- script is always updated.

Files updated  by ktcheck must be regular files and the user must have access to modify them.

When run with the -n option, ktcheck verifies but never downloads  the command files or transcripts. A tempory special.T is created for veri- fication and is removed on exit.

OPTIONS -c checksum       enables checksumming.

-i                force output line buffering.

-h host           specifies the radmind server, by default radmind.

-K command        specifies  a  command  file,  by  default  /var/rad- mind/client/command.K.

-n                no files modified.

-p port           specifies a port, by default 6662.

-q                suppress all messages.

-r                use  random  seed file $RANDFILE if that environment variable is   set,   $HOME/.rnd   otherwise. See RAND_load_file(3o).

-V                displays  the  version  of  ktcheck, a list  of sup- ported checksumming algorithms in descending  order of preference and then exits.

-v                displays communication with the radmind server.

-w auth-level     TLS  authorization level, by default 0. 0 = no TLS, 1 = server verification, 2 = server and client veri- fication.

-x ca-pem-file    Certificate   authority's   public  certificate,  by                          default /var/radmind/cert/ca.pem.

-y cert-pem-file  Client's public certificate,  by  default  /var/rad- mind/cert/cert.pem.

-z private-key-file Client's  private   key,   by   default   /var/rad- mind/cert/cert.pem.

FILES /var/radmind/client/command.K                         name of the default command file.

special.T         name of the special transcript.

EXIT STATUS The following exit values are returned:

0   No differences were found.

1   Differences were found.

>1  An error occurred.

SEE ALSO fsdiff(1), lapply(1),  lcksum(1),  lcreate(1),  lfdiff(1),  lmerge(1), twhich(1), radmind(8), RAND_load_file(3o).

title: Radmind/ktcheck


text:
Radmind/Tripwire

The open source tool called Tripwire is a host-based intrusion detection system. It is not so much concerned with detecting intrusion attempts at the periphery of a computing system (as in Network intrusion detection systems), but rather looks for and reports on the resultant changes of state in the computing system under observation.

Intruders usually leave traces of their activities (change system state). Tripwire looks for these by monitoring key attributes of files that should not change, including binary signature, size, expected change of size, etc. - and reporting its findings. While useful for intrusion detection it can also be used for many other purposes such as integrity assurance, change management, policy compliance, and more.

Many techniques used for host-based intrusion detection were entirely or in part pioneered by Tripwire. In many senses recent efforts at managing security on computers, such as the Trusted Computing Group Trusted Platform Module are extensions of these ideas and techniques wrapped up in a piece of silicon that runs external to the CPU and is thus harder to crack.

Radmind goes beyond the general Tripwire by allowing you to reverse changes instead of only notifying the administrator. To fail tripwire means that something changed without the administrator's knowledge.

title: Radmind/Tripwire


text:
User talk:63.250.110.26

Get a life!
How about you get a life, instead of commenting on others works online?

title: User talk:63.250.110.26


text:
Muggles' Guide to Harry Potter/Characters/Peeves

Overview
Peeves the Poltergeist is not a ghost, but a Spirit of Chaos, who has never been alive, according to the author. He can carry, throw, and drop things, loosen screws, and chew gum. When he is visible, he looks like a little man with wicked, dark eyes, a wide mouth, and a pointed hat; he is always seen in mid-air.

Philosopher's Stone
Peeves is first mentioned by the Fat Friar, the Hufflepuff house ghost, as the First-Year students are standing in the anteroom awaiting their Sorting. Evidently, the Fat Friar felt that Peeves ought to attend the Welcoming Feast.

Peeves first appears when the Gryffindor first-years are finding their way to the dormitory. He is throwing walking sticks at them, and in the end, dumps a load of them on Neville's head. Percy comments that the only being in the school that Peeves is afraid of is the Bloody Baron, the Slytherin house ghost. It is mentioned elsewhere in the book that Professor Dumbledore has some amount of control over him.

It is mentioned that running into Peeves on the way to class when you are late would make you much later; not only would he steer you wrong, but he would play tricks on you, pull rugs out from under your feet, and sneak up behind you and grab your nose.

When Professor McGonagall, having seen Harry's diving catch before his first flying lesson, is looking for a private place to introduce him to Oliver Wood, the empty classroom she ends up in is occupied by Peeves, who is writing rude words on the chalkboard. Ordered out by McGonagall, Peeves swears as he leaves.

When Harry is challenged to a Wizard's Duel by Draco Malfoy, Harry, Ron, Hermione, and Neville end up going to the Trophy Room, where they are almost caught by Filch. As they are retreating from Filch, they run into Peeves, who sounds the alarm. Peeves follows them to a locked door which Hermione opens, and then for no real reason does not tell Filch that the students are behind the door.

Harry suggests that the troll that is reported in the dungeons on Hallowe'en might have been let in by Peeves as a joke.

When Harry and Hermione are headed for Hagrid's hut to take Norbert up to his meeting with Charlie's friends, they are held up by Peeves, who is playing tennis against the wall of the entrance hall.

Peeves almost discovers Harry, Ron, and Hermione when they are making their way to the trap door under the invisibility cloak, but Harry scares him away by pretending to be the Bloody Baron.

Chamber of Secrets
When Harry is being written up by Argus Filch for dripping mud in the castle, Nearly Headless Nick convinces Peeves to drop a Vanishing Cabinet immediately over Filch's office to distract him. This allows Harry to look around Filch's office unobserved, and spot Filch's Kwikspell letter. Filch is so mortified by this discovery of Harry's that he lets Harry go with a warning.

At Nick's Deathday Party, Peeves teases Moaning Myrtle to the point that she leaves, crying.

Shortly after Harry discovers the Petrified body of Justin Finch-Fletchley and the injured ghost of Nearly Headless Nick, Peeves happens across the three of them and raises the alarm. Peeves thereafter taunts Harry whenever he sees him, accusing him musically of having something to do with the attacks, complete with a little dance routine.

Prisoner of Azkaban
When Professor Lupin's Defence Against the Dark Arts class is on its way to the Staff Room to practice dealing with a Boggart, they happen upon Peeves who is busily stuffing gum into a keyhole. While Peeves is usually slightly respectful towards teachers, he shows no respect for Lupin, instead singing about "Loony, loopy, Lupin.". Professor Lupin sends him away with a spell that fires the chewing gum up Peeves' nose, thus earning Lupin the respect of the entire class.

When The Fat Lady's portrait is destroyed, it is Peeves who reports to Professor Dumbledore that the damage was done by Sirius Black. Characteristically, Peeves does this in the most sensational way possible.

We see him again in passing as Harry and Hermione are making their way back to the Hospital Wing after Sirius' departure; Peeves is then on his way to observe the Dementor's Kiss being administered. As usual, he is going where he can make the most trouble.

Goblet of Fire
Peeves' role in this book is relatively minor. When the students arrive, he is floating near the ceiling of the Entrance Hall, dropping water balloons on their heads; he claims that this is not harmful to them because with the downpour outside, they are already soaked, and a little more water shouldn't hurt them. Professor McGonagall shoos him away. At the Entrance Feast, Nearly Headless Nick tells Harry, Ron, and Hermione that there almost wasn't a feast, as Peeves, upset at being uninvited from the feast, had run amok in the kitchen, almost panicking the house elves preparing it.

Around the Christmas holidays, the suits of armor were enchanted to sing Christmas carols of which they only knew half the words. Peeves was known to inhabit the armor and sing rude versions of the songs by filling in the gaps with lyrics of his choosing.

When Harry is returning to Gryffindor Tower from the prefects' bathroom, having solved the riddle of the Golden Egg, he carefully checks the Marauder's Map to see where Peeves is, before setting out; he notes that Peeves is bouncing around the trophy room. When Harry gets stuck in the trick step and drops the egg, the sound brings Filch to investigate; Filch immediately assumes that Peeves had stolen the egg from one of the Champions.

Order of the Phoenix
When Harry receives detention from Professor Umbridge and is given a note to take to Professor McGonagall, he walks straight into Peeves without noticing. As Harry continues to McGonagall's study, Peeves stays alongside, taunting him.

Harry leaves the dormitory to send off a letter by Owl Post. On his way to the Owlery, he is warned by Nearly Headless Nick that Peeves is up ahead by the archway with the bust of Paracelsus, preparing a joke. Harry asks if the joke involves dropping the bust of Paracelsus on someone's head. Nick says that, funnily enough, it does, and that he is off to find the Bloody Baron to see if he can put a stop to it. Harry takes a different route to the Owlery.

A short while later, horrible weather keeps the students in at break. Peeves is floating overhead in the room, flicking ink balls at the students when Angelina arrives to tell Harry and Ron that the Quidditch team has been re-formed. Peeves manages to hit Katie Bell with an ink ball, and she starts throwing things at him. As the bell rings, Peeves dumps an entire bottle of ink over Katie's head.

Ron and Hermione, as Prefects, are called upon to supervise the decorating of the castle for Christmas. Ron tells Harry later that stringing tinsel is considerably more difficult when Peeves is on the other end trying to strangle you with it.

Fred and George Weasley have come to the conclusion that their final year of school is not particularly useful to them, and with the departure of Dumbledore, they no longer feel a need to keep their mischievous nature in check. Immediately after Easter break, they create a swamp in one of the corridors. On being caught by Professor Umbridge, they Summon their brooms, and, instructing Peeves to "Give her hell!", depart. Peeves salutes as they leave.

Peeves' activity now doubles; Harry sees him wreaking havoc all over the school, and sees the other teachers not only ignoring, but occasionally helping Peeves in his ongoing activities.

Harry is misled into believing that Sirius is being tortured by Voldemort in the Ministry of Magic. In order to confirm that, he decides that he must use Umbridge's fireplace to communicate with Sirius, and of course he will need a distraction. Ron volunteers to tell Umbridge that Peeves is smashing up the Transfiguration Department. Unfortunately this fails, as Umbridge has just received a report that Peeves is busy inking the eyepieces of all the telescopes in the Astronomy classroom, and promptly arranges for the capture of Ron, Harry, and Harry's lookouts Hermione, Ginny, and Luna Lovegood.

After Dumbledore retrieves Umbridge from captivity with the Centaurs, and after she recovers, she attempts to sneak out of the school. Peeves, however, chases after her, whacking her retreating backside alternately with a bag of chalk and a walking stick.

Half-Blood Prince
Peeves is seen guarding a door, saying that he will only allow people who have set their own pants on fire to pass. Harry takes a longer route to bypass the door, but we later see Neville, in the dormitory, changing his charred trousers for new ones.

When Harry, looking for someone to take to Professor Slughorn's Christmas party, decides to invite Luna Lovegood, Peeves overhears and promptly tells the entire school.

Ron is somehow poisoned on his birthday, and ends up in the Hospital Wing. Harry, Hermione, and Hagrid visit him, but leave to make room for his family when Mr. and Mrs. Weasley arrive. Harry and Hermione are discussing a conversation between Dumbledore and Snape that Hagrid had overheard, and in order to retain secrecy, stop when they see Peeves float by.

Harry, wondering about where Draco Malfoy is spending all his time, hits upon the idea of setting Kreacher to tail him. When he calls Kreacher, Dobby arrives also, as they are apparently fighting over Kreacher having insulted Harry in front of Dobby. Peeves, who is always in favour of chaos, also appears, and is egging them on. Harry, to avoid drawing attention to their arrival, shuts Peeves up, whereupon he angrily flies away.

Deathly Hallows
It is mentioned that as Harry and Luna Lovegood make their way from the Room of Requirement to Ravenclaw tower under the Invisibility Cloak, Harry is most afraid of running into Peeves. Luckily, they avoid him.

Peeves actually enters this book at the Battle at Hogwarts, near the end of the book. Professor McGonagall summons him to aid in the defence of the school. During the battle itself, he soars above the fray, dropping things (notably Snargaluff pods) on Death Eaters.

Once the battle is won, we can hear him in the distance, singing a victory song: "We did it, we bashed them, wee Potter's the one. Now Voldy's gone mouldy, so now lets have fun!" Hearing Peeves' song after the victory, Ron comments that it really gives a feeling for the scope and tragedy of the thing.

Strengths
As a poltergeist, Peeves is able to move things and people. He is effectively uncontrollable and invulnerable, as he does not have any physical body.

Weaknesses
Peeves is apparently afraid of the Bloody Baron. No explanation for this is given, but this fact proves useful to Percy Weasley when he is trying to lead the Gryffindor first-year students to their dormitory, and later to Harry, when he, Ron, and Hermione are trying to reach the chamber of the Philosopher's Stone.

Relationships with Other Characters
Peeves' main joy is to create chaos, and he responds to other characters only in ways that will contribute to the chaos. He will sometimes follow direct orders given to him by senior staff (notably Professor Dumbledore and Professor McGonagall) and those who can injure him (notably Professor Lupin). Only twice in the series do we see him accept instructions from students, and only once knowingly. In Harry Potter and the Philosopher's Stone, Harry instructed Peeves to leave the area and not to return that night, while pretending to be The Bloody Baron from under his invisibility cloak. In Harry Potter and the Order of the Phoenix, Fred and George instructed him to give Professor Umbridge a hard time, and Peeves was glad to oblige.

In Harry Potter and the Philosopher's Stone, we learn that Peeves is only afraid of the Bloody Baron, the Slytherin House ghost, and that Dumbledore has some control over him. We will see later that while Dumbledore can control him to a certain extent, he remains as disrespectful to Dumbledore as to everyone else – when Dumbledore is interrogating him about the damage to the Fat Lady's portrait in Harry Potter and the Prisoner of Azkaban, Peeves answers correctly, but with no apparent respect for Dumbledore. It appears that Professor McGonagall has perhaps the same amount of control, as, in Harry Potter and the Goblet of Fire, he accepts her order to stop dropping water balloons on the arriving students.

When Peeves drops the Vanishing Cabinet directly over Argus Filch's office, in Harry Potter and the Chamber of Secrets, we learn that Filch wants Peeves out of the castle. We see this again when Filch is taking Harry to Dolores Umbridge's office in Harry Potter and the Order of the Phoenix; Filch, with evident satisfaction about the changes that will be taking place with the change of Headmaster, lists the eviction of Peeves as one of the things that he is looking forward to. We actually gather that Filch is perpetually upset with Peeves as early as the first book, though he doesn't say so directly.

Analysis
There has been a great deal of discussion of the nature of Peeves, and whether, as is said at several points, Professor Dumbledore actually can control him. In an interview, the author has compared Peeves to the stubborn plumbing common in older houses: temperamental, and while nobody can make it behave, Dumbledore is like the elder resident who knows how to coerce it into sufficiently good operation for the needs at hand.

One theory that seems reasonable is that Peeves is the natural result of having so many adolescent wizards in a single location. Poltergeist activity is often believed to be seen in the vicinity of adolescents, particularly females; it is possible that Peeves is the embodiment of the accumulated polter energy of the several hundred young wizards in Hogwarts.

It is certainly true that Peeves' activity was greater in Harry Potter and the Order of the Phoenix when Umbridge was causing turmoil in the earlier part of the year, and considerably greater when Dumbledore was out of the castle in the later part of that book; but there did not seem to be extra activity on Peeves' part in Harry Potter and the Chamber of Secrets when Dumbledore was suspended as Headmaster. It is possible that the level of Peeves' activity is related to the dissatisfaction level of the students, rather than being affected directly by the headmaster. It is entirely possible that Peeves can only be removed from the school when everyone in it is satisfied with the way things are going, and that is extremely unlikely to ever happen.

Greater Picture
While Peeves is apparently fond of chaos, and will generally act to increase the confusion, he plainly is fond of his home and will tend to act to defend it. Professor McGonagall seemingly understands this, as in the preparations for the defence of Hogwarts, she sends Filch to find Peeves, and apparently gives instructions for the defence. In the battle itself, Peeves is clearly in his element, having a fine time bombing the invading Death Eaters with Snargaluff pods and other dangerous plants. It is interesting to note that, fond as he is of chaos, he does not knowingly act against the defenders of Hogwarts.


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Wikibooks talk:Policies and guidelines/Vote

'''Archived discussions... /Archive 1''' (September to November 2005)

Old content from November 2005
I have archived old material from November 2005 and earlier. --Kernigh 17:23, 12 February 2006 (UTC)
 * To find older discussions from this talk page, see /Archive 1.
 * If you are interested in the five polls that never opened, I copied them to the box below.

Fictional works should be excluded
 * "if it's a book which gets a Dewey code, it's non-fiction."
 * "any book you might expect to find in the non-fiction section of your local library or bookshop is acceptable"

Vote Here voting not yet open.

A topic that wouldn't be taught as a serious class should be excluded

 * "If ... you can take a class in the topic as a student, then it's an instructional guide. ... "How to repair your car" would count. "How to play minesweeper like a pro" would not."
 * "If any public school, college, or univeristy teaches the subject as a for-credit course, then ... that ... would be a wikibook. That would include how to program video games, but would not include how to play them."
 * "The purpose of Wikibooks is to host works which constitute a curriculum of textbooks from Kindergarten through the university level. The cookbook ... qualifies, since such courses are taught."

Vote Here voting not yet open.

Non-books should be excluded

 * Books that either have no book-like goal, aim to be a wiki-based community project of some sort, or aim to be more like an encyclopedia should be moved to Wikicities.
 * Examples given: Transwiki:Savoir-faire, Business ideas

Vote Here voting not yet open.

"eternal stub" semi-books should be merged

 * Wikibooks modules that will never ever come close to the scope and length of a proper book should be merged where possible
 * Affected wikibooks: How to try sushi for the first time, How to catch a pickerel, How to find a book, Letter writing, Fiction technique, etc.

Vote Here voting not yet open.

book size modules should be move into own books

 * Wikibooks modules which are large enough to be a book of its own should be split off.
 * Affected wikibooks: Programming (only those modules which with enough content - the others stay as part of Programming in acordance to the "eternal stub" semi-books should be merged rule)

Vote Here voting not yet open.

"Please do not vote yet" vs. "For each item, vote support or oppose"
This is a place to vote, and even has a current poll going on, but it says "please do not vote yet" and calls this a first-draft page. How about we change that so that people understand that they can currently vote and that this place really works? --Cromwellt|talk 06:57, 19 February 2006 (UTC)

 * Read the talk page. Pretty much all of these were tossed out, due to various problems.  As written, almost none of them will ever be up for a vote. --Gabe Sechan 09:59, 19 February 2006 (UTC)


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Category:Pasta sauce recipes

Recipes for pasta sauces.

title: Category:Pasta sauce recipes


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Talk:A-level Physics/Forces and Motion/Scalars and vectors

Specification
From the OCR GCE Physics A specification. Tick with ✔ when you feel each part of the specification has been covered. Try not to add much more than what is in this list as it would not appear in the exam anyway. Use links to wikipedia for more depth in a topic.

 * 1) Distinguish between scalars and vectors and give examples. 	✔
 * 2) Use a vector triangle to determine the resultant a 2 co-planar vectors. 	✔
 * 3) Calculate the resultant of two perpendicular vectors 	✔
 * 4) Resolve a vector into two perpendicular components 	✔
 * 5) Understand the independent nature of perpendicular components of a vector 	✔


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Talk:A-level Physics/Forces and Motion/Kinematics

Specification From the OCR GCE Physics A specification. Tick with ✔ when you feel each part of the specification has been covered. Try not to add much more than what is in this list as it would not appear in the exam anyway. Use links to wikipedia for more depth in a topic.

Define displacement, speed, velocity and acceleration. ✔

Use graphical methods to represent distance travelled, displacement, speed, velocity and acceleration.

Find the distance travelled by calculating the area under the graph.

Use the slope of a displacement-time graph to find velocity and of a distance-time graph to find speed.

Use the slope of a velocity-time graph to find acceleration.

Derive, from the definitions of velocity and acceleration, equations which represent uniformly accelerated motion in a straight line.

Use equations which represent uniformly accelerated motion in a straight line, including falling in a uniform gravitational field without air-resistance.

Interpret displacement-time and speed-time graphs for motion with non-uniform acceleration.

Explain motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction.

I have removed the parts regarding vector notation and calculus. Both of these are outside of the scope of an A-level physics course (somewhat surprisingly) and leaving them in will likely confuse students. I have moved the text here. Don't worry, you haven't typed in vain, Mechanics 1 in "A-level mathematics" would find your contributions useful. --Krackpipe 10:36, 3 September 2005 (UTC)

The derivation of the above formulae, uses the basic definitions of velocity and acceleration, with the help of calculus.

By definiton,

 * 1) $$\  \vec v = d\vec x / dt $$
 * 2) $$\  \vec a=d\vec v/dt    $$
 * 3) $$\ \vec v d \vec v / d \vec x = \vec a $$

Where $$ \vec x $$ is position vector (from an axis), $$ \vec v $$ is velocity, and $$ \vec a $$ is accleration

Assuming $$ \vec a $$ to be constant, since the above formulae are defined under that condition only,

V-T Relation
$$\ \vec a dt = d\vec v $$

$$ \int_{0}^{t} \vec a\, dt = \int_{v_i}^{v_f} d \vec v $$

$$\ \vec at = \vec v_f - \vec v_i $$ or $$\ \vec v_f = \vec v_i + \vec a t $$

where $$ \vec v_f $$ is final velocity, and $$ \vec v_i $$ is initial velocity.

X - T Relation
$$\ d \vec x / d \vec t = /vec v $$

$$\ d \vec x = \vec v dt $$

$$\ d \vec x = (\vec v_i + \vec a t )dt $$

The last step was got by substituting the result from the previous derivation. Intergrating,

$$ \int_{x_i}^{x_f} dx =  \int_{0}^{t} (\vec v_i + \vec a t ), dt $$

$$ \vec x_f - \vec x_f = \vec v_i t + 1/2 \vec a t $$

V-X Relation
$$\ \vec v d \vec v / d \vec x = \vec a $$

$$\ \vec v d \vec v = \vec a d \vec x $$

Intergrating

$$\ \int_{v_i}^{v_f} \vec v, d \vec v = \int_{x_i}^{x_f} \vec a, d \vec x $$

$$\ 1/2(v_f ^2 - v_i ^2) = \vec a. (x_f - x_i) $$

$$\ v_f ^2 = v_i ^ 2 + 2 \vec a. (x_f - x_i) $$

Here $$ x_f - x_i $$ is nothing but the displacement of the body, and is substituted by the term $$ \vec s $$. So the final formula is,

$$\ v_f ^2 - v_i ^2 = 2 \vec a. \vec s $$

One very important thing that must be noted here is that the terms $$ v_f ^2 $$ and $$ v_i ^2 $$ are  not  the vector quantities, but the magnitude of the vector whole squared. Technically, it is: $$ v_f ^2 = \vec v_f. \vec v_f $$, i.e the dot product. Another thing to note is that the term $$ 2 \vec a. \vec s $$ is again the dot product of the acceleration and the displacement.

and

From the equation for velocity, and the two equations for acceleration, you can derive the equations of motion. These equations can be used to solve problems that seem very complicated at first. The equations are:

 * $$ \vec v_f = \vec v_i + \vec a t$$
 * $$ v_f^2= v_i^2+ 2 \vec a . \vec s$$
 * $$ \vec s = \vec v_i t+{\frac {1}{2}} \vec a t^2$$
 * $$ |s| = \frac {( |v_i|+ |v_f|)}{2} \times t$$

Where $$\vec a$$ is acceleration, $$ \vec s$$ is displacement, which can also be written as $$ \vec x_f - \vec x_i $$, $$ \vec x_i $$ and $$ \vec x_f $$ being the initial and final position vectors of the body respectively, $$t$$ is time, $$\vec v_i$$ is initial velocity and $$ \vec v_f$$ is final velocity. Note that these equations only work when an object is moving in a straight line and has constant acceleration.

Note that in the 3rd equation the dot product of the two vectors <


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Talk:A-level Physics/Forces and Motion/Dynamics

Specification
From the OCR GCE Physics A specification. Tick with ✔ when you feel each part of the specification has been covered. Try not to add much more than what is in this list as it would not appear in the exam anyway. Use links to wikipedia for more depth in a topic.

 * 1) Demonstrate an understanding that mass is the property of a body which resists change in motion. ✔
 * 2) Define and use the equation density = mass/volume.
 * 3) Recall and use the equation F=ma, in situations where mass is constant, appreciating that force and acceleration are always in the same direction.
 * 4) Define the Newton.
 * 5) Describe and use the concept of weight as the effect of a gravitational field on a mass.
 * 6) Recall and use the relationship weight = mass x gravitational field strength, or w = mg.
 * 7) Describe qualitatively the motion of bodies falling in a uniform gravitational field with fluid resistance.


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Autodesk 3ds Max/Modifiers

Affect Region Modifier

Attribute Holder Modifier

Bend Modifier where are the functions

Bevel Modifier

Bevel Profile Modifier

Camera Map Modifier (Object Space)

Camera Map Modifier (World Space)

Cap Holes Modifier

Cross-Section Modifier

Delete Mesh Modifier

Delete Patch Modifier

Delete Spline Modifier

Disp Approx Modifier

Displace Modifier

Displace NURBS Modifier (World Space)
Edit Mesh Modifier

Edit Normals Modifier

Edit Patch Modifier

Edit Poly Modifier

Edit Spline Modifier

Extrude Modifier

Face Extrude Modifier

FFD (Free-Form Deformation) Modifiers

FFD (Free-Form Deformation) (Box/Cyl) Modifier

FFD (Free-Form Deformation) Select Modifier

Fillet/Chamfer Modifier

Flex Modifier

HSDS Modifier

Lathe Modifier

Lattice Modifier

Linked XForm Modifier

LS Colors Modifier (World Space)

LS Mesh Modifier

MapScaler Modifier (Object Space)

MapScaler Modifier (World Space)

Material Modifier

MaterialByElement Modifier

Melt Modifier

Mesh Select Modifier

MeshSmooth Modifier

Mirror Modifier

Morpher Modifier

MultiRes Modifier

Noise Modifier

Normal Modifier

NSurf Sel Modifier

Normalize Spline Modifier

Optimize Modifier

PatchDeform Modifier (World Space)

PathDeform Modifier (World Space)

PatchDeform Modifier

Patch Select Modifier

PathDeform Modifier

Physique Modifier

Point Cache Modifier

Point Cache Modifier (World Space)

Poly Select Modifier

Preserve Modifier

Projection Modifier

Projection Holder Modifier

Push Modifier

Relax Modifier

Renderable Spline Modifier

Ripple Modifier

Select By Channel Modifier

Shell Modifier

Skew Modifier

Skin Modifier

Skin Morph Modifier

Skin Wrap Modifier

Skin Wrap Patch Modifier

Slice Modifier

Smooth Modifier

Spherify Modifier

Spline IK Control Modifier

Spline Select Modifier

Squeeze Modifier

STL Check Modifier

Stretch Modifier

Subdivide Modifier

Substitute Modifier

Surface Mapper Modifier (World Space)

Surface Modifier

SurfDeform Modifier

SurfDeform Modifier (World Space)

Symmetry Modifier

Taper Modifier

Tessellate Modifier

Trim/Extend Modifier

TurboSmooth Modifier

Turn To Mesh Modifier

Turn To Patch Modifier

Turn To Poly Modifier

Twist Modifier

Unwrap UVW Modifier

UVW Map Modifier

UVW Mapping Add Modifier

UVW Mapping Clear Modifier

UVW XForm Modifier

VertexPaint Modifier

Vertex Weld Modifier

Volume Select Modifier

Wave Modifier

XForm Modifier

title: Autodesk 3ds Max/Modifiers


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Talk:A-level Physics/Forces and Motion/Deformation of solids

Specification
From the OCR GCE Physics A specification. Tick with ✔ when you feel each part of the specification has been covered. Try not to add much more than what is in this list as it would not appear in the exam anyway. Use links to wikipedia for more depth in a topic.

 * 1) Appreciate that deformation is caused by a pair of forces and that, in one dimension, the deformation can be tensile or compressive.
 * 2) Describe the behaviour of springs and wires in terms of load, extension, Hooke’s law and the spring constant.
 * 3) Define and use the terms elastic limit, stress, strain, and the Young modulus.
 * 4) Describe an experiment to determine the Young modulus of a metal in the form of a wire.
 * 5) Distinguish between elastic and plastic deformation of a material.
 * 6) Deduce the strain energy in a deformed material from the area under the force-extension graph.
 * 7) Demonstrate knowledge of the force-extension graphs for typical ductile, brittle and polymeric materials, including an understanding of ultimate tensile stress.


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Cookbook:Breakfast Waffles (Gluten-Free)

| Breakfast Recipes

These waffles are surprisingly good for a gluten-free recipe. They are similar to the breakfast waffles made with wheat flour except the flour is replaced with Wheat-Free Baking Mix. They are simple and predictable to make. The batter can be made in about 15 minutes, so they are suitable as a last-minute addition to a breakfast. They are made fluffy by beating the egg whites separately and folding them in as the last step.

The amount of milk is tailored to |"Bob's Red Mill Wheat Free Biscuit & Baking Mix" which is a blend of non-wheat flours and some gluten-free binders. You could use any Wheat-Free Baking Mix provided it is actually gluten-free (and not just wheat-free), but you might have to adjust the amount of milk to get the right consistency.

Ingredients

 * 3 eggs, separated
 * 1¾ cups (420 ml) milk
 * ½ lb (225 g) Wheat-Free Baking Mix
 * 2 teaspoons baking powder
 * 3 teaspoons granulated sugar
 * ½ teaspoon salt
 * ¼ cup (2 oz) vegetable oil

Procedure

 * 1) Mix egg yolks and milk.
 * 2) Add the wheat-free baking mix, baking powder, sugar, salt and mix well.
 * 3) Add the oil.
 * 4) Beat the egg whites until stiff and then fold into the batter.
 * 5) Preheat a waffle iron.
 * 6) Ladle a scoop of batter into the waffle iron, and cook until browned and cooked through.
 * 7) Remove waffle and repeat cooking process with remaining batter.


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Muggles' Guide to Harry Potter/Magic/Sectumsempra

Overview
Sectumsempra is a very dark curse that causes a cut (Latin "sectum" = "cut") which will not heal ever (Latin "semper" = "always").

Extended Description
It is possible that Severus Snape was planning to use this jinx on James Potter when he was being picked on in the scene that Harry witnessed in the Pensieve, in Harry Potter and the Order of the Phoenix. However, as Snape never got even one syllable of the jinx spoken, we cannot be sure.

In Harry Potter and the Half-Blood Prince, Harry finds this curse in the Advanced Potion-Making book that was previously owned by the Half-Blood Prince. There is no description of its effects, the only notation is "For enemies". Out of desperation, Harry used it on Malfoy, as Malfoy was preparing to hit Harry with the Cruciatus curse. It apparently causes the caster's wand to act as a very long knife, thus resulting in the target getting huge cuts across their body. The way the caster moves their wand when saying the incantation decides how the cuts are made. Since Harry's hand was shaking badly as he pointed it at Malfoy, Draco got large cuts across his chest and face. Professor Snape, summoned to this duel by Moaning Myrtle's screams, manages to close the cuts, and then takes Malfoy to the Hospital Wing, saying that he will need essence of Dittany to heal them up all the way. This evidently works, because when we see Malfoy again, there is no mention of scarring.

Snape used this spell on George Weasley in Harry Potter and the Deathly Hallows, cursing his ear off. Mrs. Weasley remarks that as his ear was severed by Dark magic, it will be impossible to grow it back. Mentioning that it was Snape who did it, Lupin remarks that "Sectumsempra was always a speciality of Snape's."

Analysis
The spell is said to create never-healing cuts, yet Snape was able to partially heal Draco with an unnamed spell. It is reasonable to suppose that since Snape either invented, or did a significant amount of research into, the Sectumsempra jinx, he more than likely came up with, or discovered, a counter spell for it.

Questions

 * 1) Given that Snape was revealed to be the Half-Blood Prince, was it Snape that created this spell?

Greater Picture
Much later in the book, it will be revealed that Snape had been attempting to use this jinx on the Death Eater then targeting George, to remove or at least disable his wand arm; his hitting George and removing his ear is accidental.

We note that Snape claimed to have created this spell, along with others, in the duel with Harry at the end of Harry Potter and the Half-Blood Prince. They were certainly written in the textbook he had owned, and there seems to be little knowledge of them elsewhere, though Lupin, discussing the Levicorpus charm with Harry, seems to suggest it was merely a charm that had gone in and out of style.

Answers
Given that Snape was revealed to be the Half-Blood Prince, was it Snape that created this spell? ––    Yes


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Muggles' Guide to Harry Potter/Magic/Muggle

Overview
A Muggle is a non-magical human. Most Muggles don't know about magic or any of the wizarding world.

Extended Description
For most wizards, Muggles are regarded with fondness. Poor, non-magical people, how ever do they survive without magic? Some wizards are bemused or intrigued by the techniques and gadgets that Muggles use to get around their lack of magic. For a few, though, Muggles are inferior, and they and anyone descended from them should be exterminated. This long-standing belief in what is called blood purity, apparently championed by Salazar Slytherin over a thousand years before our story opens, is being used by Lord Voldemort as a recruiting and control tool.

Analysis
The Dark belief in the inferiority of Muggles conveniently disregards the facts that many of the strongest wizards alive, including Voldemort himself, are children of Wizard / Muggle marriages, and that the top grades in Harry's year, for all the first six years of Harry's high school career, have been won by Hermione Granger, the daughter of two Muggles. Harry Potter, another strong wizard, is tarred by the same brush, as his mother was a child of Muggles. This belief also ignores the fact that scions of older Wizarding families like the Longbottoms sometimes are not terribly powerful wizards.

Despite their fondness for Muggles, many wizards do feel that they are somehow diminished by their lack of magic; in fact, Professor McGonagall remarks, in the first chapter of the first book, that the Dursleys "are the greatest load of Muggles you'll ever come across." Many Muggles who are aware of the Wizarding world, such as the Dursleys, chose to ignore the magical community, denying the evidence even if it is plainly clear that there is magic happening all around them. In the context of Professor McGonagall's remark, the comment does not directly refer to the Dursleys' denial of magic, as that has not yet been observed by Professor McGonagall. One must wonder whether McGonagall meant "the worst sort of Muggle", or "the worst sort who happen to also be Muggles."

Greater Picture
We will learn that the belief of Wizard superiority to Muggles is very widespread; even Albus Dumbledore, as a youth, envisioned a world in which Muggles accepted the benevolent rule of wizards.

The Wizarding World and the Muggle World
Part of the job of the Ministry of Magic is keeping the Wizarding world concealed from Muggles. When a Muggle sees something related to the Wizarding world, the Ministry sends out wizards who adjust the Muggles' memories to eliminate their recollection of the event. Among the very few exceptions are those Muggles like the Prime Minister, who we see in Harry Potter and the Half-Blood Prince, who must assist in the Wizarding world's interaction with Muggles; Squibs; and the Muggle parents and siblings of half-blood or Muggle-born witches and wizards. The most dangerous near-breach of this concealment on record, according to Fantastic Beasts and Where to Find Them by "Newt Scamander", occurred when a Common Welsh Green dragon swooped over a group of sunbathers at Ilfracombe in 1932. A vacationing Wizarding family prevented catastrophe by performing the greatest number of simultaneous Memory Charms in recorded history on the residents of the town.

Why it is important that the Muggles remain unaware of the Wizarding world is never fully explained. In Harry Potter and the Philosopher's Stone, Hagrid explains to Harry that if the Muggles knew that there were wizards living among them, they would expect the Wizards to solve all their problems using magic. The International Statute of Wizarding Secrecy, agreed to in 1692, codified this withdrawal of the Wizarding World from the Muggles. One gets the impression that Hagrid's explanation is rather weak, and perhaps not very charitable, but it is the sort of myth that quite naturally would have emerged around the Statute when its true reasons, whatever they were, had been all but forgotten by the masses. (Apart from the non-in-universe reason, of course, that the author had to look for a way to make our non-magical reality seem to fit with the story.) At the time of its enactment, according to "Newt Scamander", the Statute was considered a means of protecting Wizards from the Muggles' fear of magic and its practitioners. One aspect of this Statute is the Decree for the Reasonable Restriction of Underage Sorcery, which Harry falls afoul of on three occasions.


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Talk:Visual Basic/Effective Programming

This section has become a catch all for several topics that are interrelated. Need to restructure it so that it is less confusing.

In particular the discussion of errors needs to be split up into an introductory section that describes basic error handling and at least another section that describes the different kinds of error handling that need to be performed.

title: Talk:Visual Basic/Effective Programming


text:
Turkish/I am...

You want to describe yourself but you don't know how? Well then, learn!

Beginning
Can you understand the following passage?

'''[[Media:Benim adım.ogg|Benim adım]] Bob. Ben İngiltereli bir mimarım. Kısa boylu ve biraz şişman bir adamım. Kızıl saçlı ve mavi gözlüyüm. Benim hobilerim okumak, basketbol oynamak ve uyumak.'''

Any idea what he said? No? Well, then, let's get cracking! There's a translation at the bottom of the page, but please wait until the end of the lesson!

Learning how to describe yourself
The only way you can really do this is to learn the appropriate vocabulary you could use to describe yourself. Let's start learning!

The colors
With the modern-day conveniences of hair dye and colored contact lenses, we can now have all sorts of different hair and eye colours. Therefore, we need to learn how to say the colors in Turkish before we can start describing physical aspects of ourselves.

Let's start with the most common hair colors. If you are having any trouble reading them, highlight them with your mouse:
 * kahverengi – brown
 * açık kahverengi – light brown
 * koyu kahverengi – dark brown
 * siyah – black
 * Ben siyah saçlıyım – I am black-haired
 * Benim siyah saçlarım var – I have black hair
 * sarı – yellow
 * sarışın – blond(e) (person)
 * kır – gray (Note: kır would only be used to describe hair or eye colors, otherwise you would use gri (grey))
 * kırmızı – red

...and eye colors: All of the above, plus:
 * açık kahverengi – hazel (Lit. light brown)
 * mavi – blue
 * Ben mavi gözlüyüm
 * Benim mavi gözlerim var – I have blue eyes
 * yeşil – green
 * kehribar – amber
 * menekşe – violet
 * siyah – black
 * karagöz – an expression (more like a compliment) used to describe someone with dark eyes

Now let's learn a bunch of random colors:
 * turuncu – orange (color)
 * pembe – pink
 * mor – purple
 * beyaz – white

Please note: yüz – face, göz – eye, and saç – hair.

Forming plurals
From the examples above, you may have noticed the word gözler. Well, this is the plural form of the word göz. It's actually very easy to form plurals in Turkish. All you have to do is add lar or ler (depending on the vowel harmony) to a singular noun in order to pluralize it. There are some examples below:

The genitive case
In other words, the grammatical form of saying something belongs to someone. In Turkish, it's slightly different from English, but if you think about it, actually quite a bit easier.

Let's take a look at the following phrase:

Benim topum – My ball

To construct this phrase, you take ben (meaning I or me) and add -im to it. The second part of this is to take the object (in this case top) and add one of the following to the end of it:
 * -m (e.g. çantam – my bag, lalem – my tulip)
 * -ım (e.g. sırtım – my back)
 * -im (e.g. kalemim – my pen)
 * -um (e.g. okulum – my school)
 * -üm (e.g. gülüm – my rose)

Now that we know these two things, let's carry on!

Your body
Here are some basic phrases to describe your or someone else's looks and physique.

 * boy – height
 * uzun (boylu) – tall (Note: Uzun can also mean long. If the person you're talking to understands the context of the conversation, then you can just say uzun. However, if they don't, it would be a good idea to say uzun boylu).
 * kısa (boylu) – short
 * Ben kısa boyluyum – I am short
 * orta (boylu) – average (height)
 * form – figure
 * şişman – fat
 * Ben şişmanım. – I am fat.
 * zayıf – thin

Jobs
Unfortunately due to the massive number of jobs out there, we can't go through the entire list. Instead, I will just list the most common.

 * doktor – doctor
 * Ben doktorum – I am a doctor
 * mühendis – engineer
 * öğretmen – teacher
 * hemşire – nurse
 * tesisatçı – plumber
 * kapıcı – janitor Lit. doorman
 * sekreter – secretary
 * borsa tellalı – stockbroker
 * garson – waiter
 * bayan garson – waitress bayan means woman
 * dilbilimci – linguist dil means tongue or language
 * avukat – lawyer
 * politikacı – politician
 * öğrenci – student

 * emekli olmak – to be retired
 * işsiz olmak – to be unemployed

Cultural note
I put doctor and engineer on the list first for a specific reason. In Turkey, particularly amongst poor families, parents attempt to raise their offspring to be either doctors or engineers, as doctors and engineers in Turkey earn a lot of money (I would know this, because my family friend is married to a wealthy engineer). I'm not saying that to be wealthy in Turkey, you must be either a doctor or an engineer (Turkey's billionaires aren't, either), I'm merely explaining a common stereotype.

Where are you from ...
Here is a short list of the countries of the world and how to say someone is from a certain country. For a longer list see here.

 * (Siz) nerelisiniz? – Where are you from?
 * (Ben) Avustralyalıyım. – I am from Australia.

See? Simple!

Sports
Use oynamak (to play): Use yapmak (to do/make): Use kullanmak (to use): Use etmek (to do): Other:
 * futbol – soccer (Yup, just like the other Europeans!)
 * Amerikan futbolu – American football
 * beyzbol – baseball
 * basketbol – basketball
 * tenis – tennis
 * eskrim – fencing
 * voleybol – volleyball
 * golf – golf
 * boks – boxing
 * karate – karate
 * judo – judo
 * tekvando – taekwondo
 * bisiklet – bicycle
 * dans – to dance
 * yüzmek – to swim
 * halter yapmak – to lift weights

Grammar note
Before you can use the set of words above, you need to know their auxiliary verbs. Unlike French, auxiliary verbs are used almost all of the time. However, there are only a couple you will need to learn, and in most cases you will be able to tell which one to use.

In this case, they are the following: oynamak (to play), yapmak (to do/make), kullanmak (to use), and etmek (to do). Try not to get yapmak and etmek confused.

Below are their verb conjugations:

Hopefully you will have noticed a pattern amongst these verbs. This is true of all verbs in Turkish, as unlike in most other languages, there are no irregular verbs. They all follow the same pattern. All that really matters is that you recognize the vowel harmony.

I have color-coded those verbs in accordance to the above vocab. For example, futbol and oynamak are both red, therefore to say "to play football" in Turkish, you say "futbol oynamak". The sentence structure is as follows: Ben futbol oynuyorum – I play football. Turkish is a S-O-V (Subject-Object-Verb) language. So, in this case, Ben, which is the subject, goes first, then the object, futbol, goes second, and lastly the verb, oynuyorum, goes last. This is true in all cases, no exceptions.

Ah, by the way, yes, there is something strange with etmek. You will see why it is like this below.

Non-sportive activities

 * televizyon izlemek/seyretmek – to watch television
 * okumak – to read
 * film izlemek/seyretmek – to watch movies
 * dışarı çıkmak – to go out
 * fotoğraf çekmek – to take photos
 * Benim hobim fotoğraf çekmek. – My hobby is to take photos.
 * alışveriş yapmak – to go shopping

Grammar note
Although I have already given you the verbs for the non-sporting activities, let's conjugate them just in case you still haven't worked out the verb patterns.

Finding the pattern
If you haven't found the pattern already, let me explain it to you:

To say, for example, I read, in Turkish, you would take the stem of okumak, which is oku- (the stem is the part of the infinitive preceding -mak or -mek), then add any of the following:

 * -yorum for I
 * -yorsun for you (singular)
 * -yor for he/she
 * -yoruz for we
 * -yorsunuz for you (plural or polite)
 * -yorlar for they

In our case, we would pick -yorum. After adding this on, you get okuyorum! See, simple!

However, what if the stem ends in a consonant. Let's take an example from the verbs above: seyret-. Seyret- + -yorum doesn't work because it just doesn't sound natural. To remedy the situation, you add an auxiliary vowel after the stem, which depends on the vowel harmony of it (in this case it would be i). So: seyret- + -i- + -yorum = seyretiyorum. This thing about the vowel after the stem applies to all verbs with stems that end in consonants, but remember, the auxiliary vowel always depends on the vowel harmony of the stem.

But... Wait a minute. Seems like I have skipped something. Seyretiyorum is not correct!

You must have noticed in the verb etmek (to do), that when conjugated, it doesn't exactly follow the whole stem rule. That's because something we call the softening of consonants. Sounds confusing? It's not at all!

Now, let's take et-. Add the -i and the -yorum. What do you get? Etiyorum. But that doesn't sound nice! (Yes, according to Turkish speakers.) So in order for it to sound nice, you take the t at the end of "et-" and make it "d". That's because it is followed by a suffix which begins with a vowel. And as a result, our correct conjugation is ediyorum.

Sensible, right? Two other verbs like this are tatmak (to taste) and gitmek (to go). Conveniently, they follow exactly the same pattern as etmek, and conjugate to tadiyorum, gidiyorsun, etc.

And of course, I have not forgot seyret-. And... It becomes seyrediyorum!

By the way, it would be a good idea to know that the verb çekmek on its own means to pull away.

Here it goes...
So, you've learnt everything you need to both translate that passage and to give a basic description of yourself.

Translation
The translation of that passage is below:

'''My name is Bob. I am an architect from England. I am a short and slightly fat man. I have red hair and blue eyes. My hobbies are to read, play basketball and sleep.'''

So let's work through it, one step at a time.

This is the layout of this translation:
 * Original Turkish phrase – Literal English translation with original sentence structure – Proper English translation

OK, let's get translating!
 * [[Media:Benim adım.ogg|Benim adım]] Bob – My name Bob – My name is Bob
 * Ben İngiltereli bir mimarım – I England-from an architect-am – I am an architect from England
 * Kısa boylu ve biraz şişman bir adamım – Short heighted and slightly fat a man I am – I am a short and slightly fat man.
 * Kızıl saçlı ve mavi gözlüyüm – Red haired and blue eyed I am – I have red hair and blue eyes.
 * Benim hobilerim okumak, basketbol oynamak ve uyumak(-tır). – My hobbies to read, basketball to play and to sleep. – My hobbies are to read, play basketball and sleep.

See? It wasn't so hard! You just have to remember that the sentence structure in Turkish (Subject Object Verb) is different from English (Subject Verb Object).

Review
So, what have we learnt this lesson? Well, we have learnt... AND MOST IMPORTANTLY
 * ...colors.
 * ...how to form plurals in Turkish.
 * ...the genitive case.
 * ...how to describe one's physique.
 * ...basic jobs.
 * ...the countries of the world, and how to say something belongs to a certain country.
 * ...hobbies (and their auxiliary verbs).
 * ...sentence structures.
 * ...verb patterns.
 * ...how to describe yourself!

Turks/Les 2

title: Turkish/I am...


text:
Turkish/Greetings

.

Grammar notes for beginners

 * I - ben //
 * we - biz //
 * you (singular) - sen //
 * you (plural and formal) - siz //
 * he/she/it - o //
 * they/them - onlar /

In Turkish, like in many other languages, when you're talking to someone you've never met before, rarely ever talk to or of great importance, you refer to them in the plural form (siz). As you can see in the conversation, rather than referring to each other as sen (you [singular]), they refer to each other as siz (you [plural]). Do not get frightened, this formality is not as complex as in Japanese!

And unlike many other languages, there is no grammatical gender in Turkish. So there is no distinction between he, she and it. There's only o. And like in Russian, there are no words like "am/is/are" and "the", and no need for them.

Greeting (Selamlaşma //)
Saying hello is a little bit more complex in Turkish, for there is more than one way of saying hello.

 * Hello! - [[Media:Merhaba.ogg|Merhaba]]! // (may be formal or informal)
 * Hello/Hi! - [[Media:Selam.ogg|Selam]]! // (informal)

 * How are you? - Nasılsınız? // (formal singular or plural)
 * How are you? - Nasılsın? // (informal singular)
 * How's it going? - [[Media:Nasıl gidiyor.ogg|Nasıl gidiyor]]? // (informal singular)
 * What's up? - Ne var, ne yok? //
 * What's up? - Ne haber? (often pronounced like Naber?) (lit. what's the news?, very informal)
 * I'm fine. - İyiyim. //
 * Me too... - Ben de... //
 * Good/fine - İyi //
 * And you? - Ya sen? // (informal)
 * And you? - Ya siz? // (formal or plural)

Note: "Ya" means "or" or "what/how about", not "and". "And" is "ve" (//).

This is an invariable greeting ritual. Turks are pleased when foreigners make an effort to learn and participate in it.
 * Good morning. - [[Media:Günaydın.ogg|Günaydın]]. //
 * Have a nice day. - İyi günler. // (lit. Good days)
 * Good evening. - [[Media:İyi akşamlar.ogg|İyi akşamlar]] //
 * Good night. - [[Media:İyi geceler.ogg|İyi geceler]]. //

Meeting (Tanışma //)

 * What's your name? - Adın ne? // (informal)
 * What's your name? - Adınız ne? // (formal or plural)
 * My name is... - Adım ... //
 * Name - Ad //
 * Surname - Soyadı //
 * Nice to meet you. - Tanıştığımıza memnun oldum. // (lit. I'm pleased to meet you)

Turkish honorifics come after the first name, unlike English Mr and Mrs. They are often translated as (//) and  (//). Examples; Bay Smith, Bayan Jenkins

 * Bey // (for men)
 * Hanım // (for women)

Examples; Burcu Hanım, Ahmet Bey (Burcu and Ahmet are first names, not surnames)

Thanking (Teşekkür etme //)
Several ways of saying thank you.

 * Thank you - Teşekkür ederim
 * Thank you - [[Media:Teşekkürler.ogg|teşekkürler]]
 * Thanks - Sağ ol (informal, singular)
 * Thanks - Sağ olun (informal, plural)
 * You're welcome - Bir şey değil (lit. it's not a thing)
 * You're welcome - Önemli değil (lit. it's not important)

Saying goodbye (Vedalaşma //)
Like in hello and thank you, there are more than one way of saying goodbye, but this time depending on situation. For this rules are a bit complex, some people may use English bye bye as a way of valediction. But it should not be used in formal situations, and you still have to learn Turkish ways of saying goodbye.

 * Goodbye. - Güle güle // (said by the remaining person to the leaving person)
 * Goodbye. - Hoşçakal // (informal, said by the leaving person to the remaining person)
 * Goodbye - Hoşçakalın // (formal, said by the leaving person to the remaining person)

 * See you (later). -(Sonra) Görüşürüz //
 * See you later. -Görüşmek üzere //

If you have to specify later meeting time, say the meeting time before "görüşürüz". For example; ,

Example (Örnek //)
Şevki: Ayşe:

Şevki:

Ayşe:

Şevki:

Ayşe:

Şevki:

Ayşe:

Şevki:

Exercises (Egzersizler //)
Exercising a language is an important part of learning it. Let's strengthen our Turkish with some exercises.

Translate the following into Turkish:

- Hello. I'm Anıl. And you?

- Hello, Anıl. I'm Gökhan. How are you?

- I'm fine, thanks.

- Good night.

Answer:

- Merhaba. Ben Anıl. Ya sen/siz?

- Merhaba, Anıl. Ben Gökhan. Nasılsın(ız)?

- İyiyim, teşekkürler.

- İyi geceler.

Turks/Les 1

title: Turkish/Greetings


text:
Japanese/Lessons/Other uses of particles

Combining particles
When の and が are used together following a verb, the の makes the action a noun (similar to the gerund; -ing), and the が indicates that this action is the subject of the sentence.

This was not an exception, but rather an example of how Japanese language works. One combination may be more obvious than other. For example でも: で implies small emphasize and indicates method, and も means "also". The combination may be translated as "even": Sentence-ending particles may also be combined: In this case よ is used as an emphasizer, and ねえ implies that you think other person should know (see) it and agree with your opinion.

Simple clauses
The particles may be also used to link expressions and clauses.

"ねご　が　みる　ゆめ" is a complete expression that means "the dream that the cat dreams". Then this expression used as a noun to modify painting, indicating the theme of the painting.

でも
Another でも, different form the one mentioned before. This one means "but". It always comes at the beginning of a sentence.

けど, けれど, けども, けれども
"but", "however". All four forms are used the same way, but the longer the form, the more formal it is. Unlike でも, which comes at the beginning of a sentence, けど・けれど・けども・けれども are used to combine two sentences into one sentence (two clauses into one clause). In longer sentences the Japanese comma, "、", is often inserted after "けど・けれど・けども・けれども" to make the sentence easier to read.


text:
Bengali/Alphasyllabry

The Bangla alphabet contains:
 * Vowels: অ, আ, ই, ঈ, উ, ঊ, ঋ, এ, ঐ, ও, ঔ
 * Consonants: ক, খ, গ, ঘ, ঙ; চ, ছ, জ, ঝ, ঞ; ট, ঠ, ড, ঢ, ণ; ত, থ, দ, ধ, ন; প, ফ, ব, ভ, ম; য, র, ল, শ, ষ, স, হ; ড়, ঢ়, য়
 * Other: ঁঁ, ং, ঃ

Consonants
Bangla consonants do not have special names. They are known by the sound they represent followed by the vowel অ [ɔ]. For example: ক is pronounced [kɔ], গ is pronounced [gɔ], etc.

This অ is present in every consonant unless it is replaced by a different vowel. Hence, this অ present in every consonant is called the inherent vowel.

The Bengali script is arranged in a logical sequence. Characters of similar sounds are grouped together.

title: Bengali/Alphasyllabry


text:
Chess Opening Theory/1. c4/1...d5

= English Opening: Anglo-Scandinavian Defence = May transpose into the Queen's Gambit or the Réti Opening. Capturing the pawn gives White a small advantage.

Theory table
.

1.c4 d5

title: Chess Opening Theory/1. c4/1...d5