text:
.NET Development Foundation/Using System Types

System types and collections: Using System types

Using System types
Exam objective: Manage data in a .NET Framework application by using the .NET Framework 2.0 system types.

(Refer System namespace)

Value types usage
Following are some "usage" oriented remarks about value types.

Value types contain the values they are assigned: int a = 1; // the variable "a" contains "1" of value type int Value types can also be created by using the new keyword. Using the new keyword initializes the variable with the default value obtained from the type's default constructor: int a = new int; // using the default constructor via the new keyword return a;         // returns "0" in the case of type Int. Value types can be declared without being initialized, but they must be initialized to some value before being used: int a;    // This is perfectly acceptable return a; // NOT acceptable! You can't use "a" because "a" doesn't have a value! Value types cannot equal null. .NET 2.0 provides a Nullable type to get around this limitation, which is discussed in the next section, but null is not a valid value for value types: int a = null; // Won't compile - throws an error. If you copy a Value type to another Value type, the value is copied. Changing the value of the copy has no effect on the value of the original. The second is merely a copy of the first - they are in no way connected after assignment. This is fairly intuitive: int var1 = 1; int var2 = var1; //the value of var1 (a "1" of type int) is copied to var2 var2 = 25;       // The "1" value in var2 is overwritten with "25" Console.WriteLine("The value of var1 is {0}, the value of var2 is {1}", var1, var2); Which would result in the output: The value of var1 is 1, the value of var2 is 25 Changing the value of the copy (var2 in this instance) had no effect on the value of the original (var1). This is different from reference types which copy a reference to the value, not the value itself.

Value types cannot be derived from.

Value types as method parameters are passed by value by default. A copy of the value-type is made and the copy is passed to the method as a parameter. If the parameter is changed inside the method it will not affect the value of the original value type.

Nullable type
See MSDN

A nullable type...

System.Nullable MyNullableInt; // the long version int? MyNullableInt;                 // the short version bool? MyBoolNullable; // valid values: true || false || null Be careful with nullable booleans! In if, for, while or logical evaluation statements a nullable boolean will equate a null value with false—it will not throw an error.
 * Is a generic type
 * Is an instance of System.Nullable struct.
 * Can only be declared on value types.
 * Is declared with System.Nullable or the shorthand type? - the two are interchangeable.
 * Accepts the normal range of values of the underlying type, as well as null.

Methods: T GetValueOrDefault & T GetValueOrDefault(T defaultValue) Returns the stored value or the default value if the stored value is set to null.

Properties: HasValue & Value Nullable types have two read only properties: HasValue and Value.

HasValue is a boolean property that returns true if Value != null. It provides a means to check your type for a non-null value before using it where you might throw an error: int? MyInt = null; int MyOtherInt; MyOtherInt = MyInt.Value + 1;   // Error! You can't add null + 1!! if (MyInt.HasValue) MyOtherInt = MyInt.Value + 1; // This is a better way. Value returns the value of your type, null or otherwise. int? MyInt = 27; if (MyInt.HasValue) return MyInt.Value; // returns 27. MyInt = null; return MyInt; // returns null.

Wrapping / Unwrapping

Wrapping is the process of packaging a value m from a non-nullable type N to a nullable type N? via the expression new N?(m)

Unwrapping is the process of evaluating a nullable type N? for instance m as type N or NULL and is performed via the 'Value' property (e.g. m.Value).

Note: Unwrapping a null instance generates the exception System.InvalidOperationException

'''The ?? Operator' (aka the Null Coalescing'' Operator)

While not for use solely with Nullable types, the ?? operator proves very useful when you want to use a default value instead of a null value. The ?? operator returns the left operand of a statement if not null, otherwise it returns the right operand. int? MyInt = null; return MyInt ?? 27; // returns 27, since MyInt is null For more information see the [http://blog.devstone.com/Aaron/archive/2006/01/02/1404.aspx blog entry by R. Aaron Zupancic on the ?? Operator]

Building a value type
Building a value type must be very simple. The following example defines a custom "point" structure with only 2 double members. See boxing and unboxing for a discussion of implicit conversion of value types to reference types.

Using a user-defined value type
The above example can be used here. Note that the p variable does not have to be initialized with the new operator.

Using enumerations
The following sample shows simple uses of the System enumeration DayOfWeek. The code is much simpler to read than testing for an integer value representing a day. Note that using ToString on an enum variable will give the string representation of the value (ex. “Monday” instead of “1”).

The possible values can be listed using Reflection. See that section for details.

For a discussion of the Enum class see MSDN

There is a special type of enumeration called a flags enumeration. The exam objectives do not mention it specifically. See MSDN if you are interested.

Building an enumeration
Building a custom enumeration is pretty straightforward as shown by the following example.

Using reference types
Reference types are more commonly referred to as objects. Classes, Interfaces and Delegates are all reference types, as well as the built-in reference types System.Object and System.String. Reference types are stored in managed Heap memory.

Unlike Value types, reference types can be assigned the value null.

Copying a reference type copies a reference that points to the object, not a copy of the object itself. This can seem counter-intuitive at times, since changing a copy of a reference will also change the original.

A Value type stores the value it is assigned, plain and simple - but a Reference type stores a pointer to a location in memory (on the heap). Think of the heap as a bunch of lockers and the Reference type holds the locker number (there are no locks in this metaphor). Copying a Reference type is like giving someone a copy of your locker number, rather than a copy of its contents. Two Reference types that point to the same memory is like two people sharing the same locker - both can modify its content:

As a practice for manipulating reference types you may want to work with the String and StringBuilder classes. We have put these with the text manipulation section but manipulating strings is a basic operation of almost all programs.

Using and building arrays
See MSDN for reference information.

Using generic types
The use of the four major categories of System Generic Types will mainly be demonstrated elsewhere in this book:
 * The nullable type was discussed above
 * A whole section follows on Generic collections
 * The generic event handler will be discussed in the Event / Delegate section.
 * The generic delegates will also be discussed in the Event / Delegate section as well as in the Generic collections section (Comparer class).

If you copy the next very simple example in Visual Studio and try to add something other than an int to the list the program will not compile. This demonstrates the strong typing capability of generics.

You can use List instead of List and you will get a list of strings for the same price (you are using the same List(T) class).

Building generics
The programming of a custom generic collection was shown in the article mentioned in the topics discussion.

Here we have an example of a Generic Function. We use the trivial problem of swapping two references. Although very simple we still see the basic benefits of Generics:
 * We don't have to recode a swap function for every type
 * The generalization does not cost us the strong typing (try swapping an int and a string, it wont compile)

Next step is to present an example including a generic interface, a generic class that implements that generic interface and a class derived from that generic class. The sample also uses interface and derivation constraints.

This is another simple problem involving employees and suppliers which have nothing in common except that they can request payment to a "payment handler" (see visitor pattern).

The problem is to know where to put the logic if you have specific processing to do for a certain kind of payment just for employees. There are myriads of ways to solve that problem but the use of generics make the following sample clean, explicit and strongly typed.

The other nice thing is that it has nothing to do with containers or collections where you will find almost all of generic samples.

Please note that the EmployeeCheckPayment class derives from CheckPayment giving a stronger constraint on the type parameter T (must be employee not just implement IPaymentInfo). That gives us the to opportunity to have access (in its RequestPayment method) to all payment logic (from the base class) at the same time as all employee public interface (thru the sender method parameter) and that without having to do any cast.

Exception classes
Some links to MSDN:
 * Exceptions and exception handling - MSDN
 * Handling and throwing exceptions - MSDN
 * Exception Hierarchy - MSDN
 * Exception Class and Properties - MSDN

Boxing and unboxing
See MSDN

All types derive directly or indirectly from System.Object (including value types by the way of System.ValueType). This allows the very convenient concept of a reference to "any" object but poses some technical concerns because value types are not "referenced". Comes boxing and unboxing.

Boxing and unboxing enable value types to be treated as objects. Boxing a value type packages it inside an instance of the Object reference type. This allows the value type to be stored on the garbage collected heap. Unboxing extracts the value type from the object. In this example, the integer variable i is boxed and assigned to object o: int i = 123; object o = (object) i; // boxing

Please also note that it is not necessary to explicitly cast an integer to an object (as shown in the example above) to cause the integer to be boxed. Invoking any of its methods would also cause it to be boxed on the heap (because only the boxed form of the object has a pointer to a virtual method table):

int i=123; String s=i.toString; //This call will cause boxing

There is also a third way in which a value type can be boxed. That happens when you pass a value type as a parameter to a function that expects an object. Let's say there is a function prototyped as:

void aFunction(object value)

Now let's say from some other part of your program you call this function like this:

int i=123; aFunction(i); //i is automatically boxed

This call would automatically cast the integer to an object, thus resulting in boxing.

The object o can then be unboxed and assigned to integer variable i: o = 123; i = (int) o; // unboxing

Performance of boxing and unboxing

In relation to simple assignments, boxing and unboxing are computationally expensive processes. When a value type is boxed, an entirely new object must be allocated and constructed. To a lesser degree, the cast required for unboxing is also expensive computationally.

TypeForwardedToAttribute Class
See MSDN

 * For a discussion of TypeForwardToAttribute in the CLR see MSDN

 * Other possible links: Marcus' Blog, NotGartner


text: User talk:99.241.56.253

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

title: User talk:99.241.56.253


text:
User talk:Lordmetroid

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 23:13, 15 December 2007 (UTC)

title: User talk:Lordmetroid


text:
User talk:JamieJones~enwikibooks

Algebra 2
Noticing you're a high school math teacher, could you help with this book? Laleena (talk) 23:14, 15 December 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called JamieJones. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JamieJones~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:15, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:04, 19 April 2015 (UTC)

title: User talk:JamieJones~enwikibooks


text:
General Genetics/Basics of Heredity

Heredity is basically the passage of traits from a P ( parental) generation onto its offspring. Genetics is intimately related to reproduction and a knowledge of reproduction will facilitate your learning of genetics.

Reproduction
Reproduction is continuation of life. What reproduction does is transmit the hereditary information found in all cells of an organism, namely DNA. There are 2 types of reproduction, asexual and sexual. Asexual reproduction is the propagation of a single organism. That organism recreates itself and all its offspring are identical to it. Sexual reproduction promotes change and requires 2 organism to fuse gametes ( reproductive cells with genetic information) to create offspring that are different from their parents.

Genetic information is packaged into a unit known as a chromosome. A chromosome is made up mostly of DNA and proteins that make up its structure. Chromosome is a very general term. Humans have X shaped chromosomes, e. coli has a circular chromosome known as a plasmid. From these chromosomes and through DNA cells can construct an entire organism. It is a very efficient and elegant system that oversees the life of all organisms from tiny cells to humans.

In sexual reproduction, 2 organisms fuse gametes to make up the genetic information for their offspring. Examples of gametes are sperm and eggs. Gametes each contain half the genetic information their parents had. This means they are haploid ( haploid - half ploid) is represented by 1n. To be useful you need 2 gametes to fuse and a make a diploid ( di, two ploid) zygote ( 2n). From the zygote will be born the organism.

Chromosomes
Chromosomes are the carriers of genetic information. Most mammalian organisms have an arrangement of diploid chromosomes. They exist in pairs, carrying homologous genetic information. That is they carry different versions of the same thing. Let's say there was a plant with only 1 pair of chromosomes. One chromosome has the allele for blue stem color and the other chromosome has an allele for green stem color (an allele is a subunit of a chromosome, its an alternate version of a gene -in this case stem color). In the end, only one of these alleles are expressed ( more on this later) but they are both present in this organism.

title: General Genetics/Basics of Heredity


text:
User:Arronax50

http://fr.wikipedia.org/wiki/Utilisateur:Arronax50
 * (fr) Plus d'informations sur moi :

http://en.wikipedia.org/wiki/Utilisateur:Arronax50
 * More informations about me :

title: User:Arronax50


text: Navajo/Dialogue

title: Navajo/Dialogue


text:
User talk:Arronax50

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 02:10, 16 December 2007 (UTC)

title: User talk:Arronax50


text:
User talk:Hagrye

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 02:10, 16 December 2007 (UTC)

title: User talk:Hagrye


text:
User talk:Abmac

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 02:11, 16 December 2007 (UTC)

title: User talk:Abmac


text:
User talk:Euroman1919

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * Make sure to sign your posts and comments with four tildes, like this: ~~~~
 * There is a box at the top of the edit window (if javascript is enabled on your browser) that will insert it too (looks like part of a signature). This will let others know who left it, and make it easy to reply back to you.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Help us by participating in policy and guideline creation.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 04:54, 16 December 2007 (UTC)

title: User talk:Euroman1919


text:
User talk:Cjermain

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * Make sure to sign your posts and comments with four tildes, like this: ~~~~
 * There is a box at the top of the edit window (if javascript is enabled on your browser) that will insert it too (looks like part of a signature). This will let others know who left it, and make it easy to reply back to you.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Help us by participating in policy and guideline creation.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 04:55, 16 December 2007 (UTC)

title: User talk:Cjermain


text:
User talk:Carle~enwikibooks

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * Make sure to sign your posts and comments with four tildes, like this: ~~~~
 * There is a box at the top of the edit window (if javascript is enabled on your browser) that will insert it too (looks like part of a signature). This will let others know who left it, and make it easy to reply back to you.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Help us by participating in policy and guideline creation.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 04:55, 16 December 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Carle. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Carle~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:04, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:46, 19 April 2015 (UTC)

title: User talk:Carle~enwikibooks


text:
Transwiki:Hair Color Tips and Tricks

Home hair color is used by women for a variety of reasons such as to cover gray, look younger, or provide a fresh new look for the season. However, even experienced users find the process messy and sometimes unpredictable, and novices face a daunting learning curve with potentially embarrassing outcomes. This article provides general insights on techniques and then in-depth directions on the process by subject.

Top 10 Tips & Tricks

 * 1) When in doubt, use a lighter shade… you can always re-color darker, but it’s hard to go lighter!
 * 2) Going Blond? If your skin has yellow undertones, avoid golden blonds; if it has pink undertones, stay away from the strawberry shades.
 * 3) Browns and blacks can stain your skin, make sure you use a protective barrier like Vaseline or Repelle Hair Color Stain Shield made just for this purpose.
 * 4) Use eye and skin color to help decide warmer versus cooler tones. An ‘ashy’ cooler tone can help your gray hair appear to have natural blonde highlights.
 * 5) Don’t go by the picture on the box! The picture on the front of the box only shows the color dye you are adding to the hair color you already have. Look at the “starting” and “ending” colors on the back or side of the box to get a better idea which direction your hair color tone will end up.
 * 6) Don’t wash your hair on the day you will color, the natural hair oils provide a barrier to protect your scalp from color.
 * 7) Color with a friend to make the process more fun and get help with application and avoiding spills.
 * 8) It’s good to always have two boxes of color. You never know when you'll run out of the mix, have an unexpected spill, or somehow damage the bottle. If you’re comfortable with the possibility of coloring half your head if you spill, go ahead and buy just one box!
 * 9) Don’t wash your hair for 24 hours after you color. Use high quality, color-safe shampoos. Shampoo every other day if you can stand it, to make your color last longer!
 * 10) Most major hair color companies have an 800 number you can call for advice. If you need help, use it!

Pick the Right Type of Color
How long do you want your new color to last?

Temporary haircolor only lasts a day or two, then it washes out. This product would be good if you wanted to color your hair darker briefly or if you were thinking of covering your grey and wanted a preview. It cannot lighten.

Semi- or demi-permanent dyes are excellent to darken your color, add red or blend grey by turning it into tinted highlights. They last from four to six weeks and gently fade from the hair, usually without leaving a visible line along the roots. They cannot lighten your hair. A semi permanent contains no ammonia or peroxide and works by coating the hair. Too frequent use could build up on the hair making it dull and possibly darker than you originally wanted. A demi permanent is mixed with a small amount of peroxide. Demi's will last up to six weeks and are more permanent than semi permanent color because of the peroxide in it.

Permanent hair color lasts until it grows out. Permanent hair color generally has to be touched up every four to six weeks to cover the roots, where your natural color will start showing and you’ll see a visible line. Most permanent haircolor contains ammonia and peroxide and work by lightening the hair as well as coloring it. Because these two things happen during one process in home hair color they are referred to as single process hair color.

Coloring your hair without coloring your skin.
Concerned about hair color on your skin? No luck, any type of color—temporary, semi-permanent or permanent—has high concentrations of dye and other harsh chemicals that can stain or irritate your skin (whether from the chemicals themselves or scrubbing to remove the stain). Protect your skin from the stains and irritation with a product like Vaseline or Repelle Hair Color Stain Shield.

Pick the Right Color Shade/Level and Tone
Getting your color just the way you want is no easy task. It involves getting both the right darkness or level of color, and the right shade or tone of color.

Lighter, darker, or exactly the same level?
At home hair coloring is great for people who want to make a subtle change in color or color grey as long as you only want to go one or two shades lighter or darker than your original color. When in doubt, use the lighter shade… you can always re-color darker, but it’s hard to go lighter!

Going Blond? If your skin has yellow undertones it is best to avoid golden blonds. Stay away form the strawberry shades if your skin has pink undertones. Would you make a great blond? If you were blond as a child, the answer is probably yes!

Going Brown? Be careful going dark brown, even if your hair is naturally dark brown, to avoid over saturation of color making it too dark. Browns and blacks can stain your skin, make sure you use a protective barrier!

Going black? Sometimes people find the most natural looking results are achieved with a dark brown dye instead of black unless you have very dark skin or hair. Pure blacks can result in purple or red tones. Be careful of dark colors if your skin is very pale. The results can make you look very pale. If you do use black, be sure to use Repelle to avoid stains!

Covering Gray? Gray hair can be resilient to hair dye because of its coarse texture. If your hair is less than 15% gray, a semi-permanent color that’s a shade lighter than your natural color (or matches your color) will blend the gray right in. If your hair is more than 15% gray, permanent color is the only thing that will completely cover the gray. An ‘ashy’ cooler tone can help your gray hair appear to have natural blonde highlights.

Going Red? Reds can be tricky. You can sometimes end up with color that does not look natural. For best results, choose a level (light, medium, or dark) that’s close to your natural haircolor. If you want to try red, but it makes you a little nervous, try a semi-permanent color before you make a commitment or opt for a red glaze that will deposit red tones on top of your current shade, but will still wash out.

Warm or Cool?
Some women like it hot. Some like it cold. At a given level or darkness of color, there are shades that are warmer—with more gold, yellow or orange in them—and shades that are cooler—with more blue or red in them. Of course, no one wants blue hair, but cooler shades with some blue tones within the dye neutralize or reduce warm tones. Likewise, warmer tones “warm up” or brighten duller, drabber cooler tones.

Looking at your eye color and your skin tone will help determine which way to go. If your eyes are amber, green, blue-green, topaz, blue or hazel and you have warm skin tones like ivory, peach, creamy beige or golden brown, your best colors are golden with red highlights, golden brown, honey brown, chestnut, copper or mahogany.

If your coloring is more on the cool side; if your skin has rosy beige or pink, dark brown or olive, and your eyes are deep blue, grey blue, light blue, deep green, brown or black, your best hair color options are ash and platinum blonde, brown, dark brown, black, salt and pepper and pure white.

Of course there are always exceptions! Sometimes, those with warm tones who use a warm—golden color will pull too much gold and the result can be a “brassy” tone. This can be toned down with a neutral or cool/ash tone. Alternately, choose a warm shade (golden or copper for instance) if you want to add some warmth or brightness to hair that looks dull or drab.

You can also look at the colors that look best on you in clothing to figure out the best hair color tone for you. If you favor warm colored clothing, than warm tones are for you. If cool colors make you look your best, stick with cool hair color tones as well.

Special Tip!—Don't go by the picture on the box! The picture on the front of the box only shows the color dye you are adding to the hair color you already have. Look at the “starting” and “ending” colors on the back or side of the box to get a better idea which direction your hair color tone will end up.

Prepare Your Hair for Coloring
A few days before you color your hair, you should deep condition your hair, paying close attention to the ends. The ends of your hair are typically the most porous and have a tendency to absorb too much color. Do not wash your hair on the day you will color. Natural hair oils provide a natural barrier to help protect your scalp from the hair color and can assist in making the hair color application more effective.

Assemble Your Tools
Keeping all your supplies on one place will make the coloring process much more enjoyable. Your supply box should include: back to top
 * An old button down shirt—preferably without a collar.
 * One or two old towels to catch excess color. White towels work well because they can be bleached afterwards.
 * Hair clips for sectioning your hair when you do touchups
 * A minute timer
 * Hand mirror to check for dripping color on skin
 * Vinyl or latex gloves. One pair will come in the box of color but it is always good to have extra on hand.
 * It’s good to always have two boxes of color. You never know when you'll run out of the mix, have an unexpected spill, or somehow damage the bottle. If you’re comfortable with the possibility of coloring half your head if you spill, go ahead and buy just one box!

Do the Deed—Color Away!
Read and follow all product directions on the box. The time to ask for help is before you start… and before you end up looking like Bozo the clown! Most major hair color companies have an 800 number you can call for advice, use it!
 * 1) Before you color all over, always do a patch test and strand test according to the package instructions! The patch test checks for allergic reactions… nothing to sneeze about! The more years you use color, the more the risk. And the strand test is important because it is much easier to change your mind BEFORE you have a full head of the new color!
 * 2) Apply 2-3 strokes of Repelle around your hairline, ears and neck to protect your skin from stains, redness and irritation, before applying the color.
 * 3) Put on the button down shirt and the gloves to protect your clothing and skin from color stains.
 * 4) Some products recommend you dampen your hair just before coloring. Read/follow product directions.

Coloring your hair all over?
Just touching up hair color? A few weeks after you've colored your hair, you'll want to re-dye the roots.
 * The first time you will want to saturate your hair with the color product. Once the hair is completely saturated with color, throw out the remainder. Excess hair color that is mixed cannot be saved.
 * Start the timer per the instructions on the box after you are finished applying the color.
 * Check for dripping color with your hand mirror and remove with one of the towels in your supply kit.
 * For experienced color users, some professionals recommend conducting mid-color strand tests starting halfway through the timing (others say “just stick with the time on the box to be safe!”). To try a mid-color strand test, remove the color from a small section of hair from the root to the end with a damp towel and dry the strand with a blow dryer. If the color needs more time, work the color back into the strand and try again in five more minutes. Repeat this process until you achieve the desired color or the time is up.
 * Shampoo and condition following the directions on the box of color.
 * Part hair down the center, divide the hair into four sections and clip in place.
 * Apply the color to the new growth close to the scalp (only), by taking small sections and applying the color to the hair as close to the scalp as possible.
 * Save the remaining dye for refreshing the rest of your hair. Don’t throw away your gloves!
 * To avoid over processing your ends, cover ends with conditioner to protect hair from dye. A few minutes before it’s time to rinse color out, work the dye over the rest of your hair, including the conditioned ends. This will add just enough process to refresh your overall color. Shampoo and condition following the directions on the box of color.

Protect Your Color
There are things you can do between applications to keep your color beautiful.
 * Do not wash hair for at least 24 hours after you color. You want the pigment in the dye to fully settle into the hair.
 * Don't wash your hair everyday if you don’t have oily hair. Washing strips color; unless you have oily hair, you should be able to skip a day. A bonus: day old hair generally holds styles better.
 * Use shampoos that are safe for color treated hair. There are several color-depositing shampoo and conditioners on the market that are good choices too. Do not use clarifying shampoos.
 * Apply a deep conditioner once a week. Otherwise, the color will dry hair. Clairol sells its hair color conditioner in the hair color section now, separate from the box.
 * Avoid heavy protein conditioners and oil treatments after coloring. These can remove color.
 * Shampoo and condition in warm water, not hot. You can put on a shower cap and crank up the heat when you are done with your hair!
 * Avoid exposing hair to sun and chlorine. Before going out in the sun and water, wet hair with cool or warm water and apply a leave-in conditioner with sunscreen. Fill a spray bottle with one ounce of conditioner mixed with sunscreen, add water and apply as needed. Wear a hat. (And wear sunscreen!)
 * Red hair can begin to fade after your first few washings! To end up with the color you want, color it a bit redder and apply a brown glaze. The glaze will wash out in a few days, leaving you with your desired color. Or, buy a red color-enhancing shampoo and use it regularly as instructed on the package to help brighten the color.

Hate Your Hair Color?
Darker than you wanted? Add a few drops of dish detergent to your shampoo before you use it and this can lift a bit of the color. Condition well afterwards because this can dry out your hair.

Wrong semi-permanent color? First, shampoo a couple of times with a clarifying shampoo. These are known to strip hair of color.

If that’s not enough, you can try a hot oil treatment to cause color—especially semi-permanent—to fade faster. Leave it on your hair for 15 minutes, then shampoo out. You can repeat this several times a day without damaging your hair.

Need More Help? Call the 800 # on your hair color box. Or ask your local professional, many are trained to help correct most any hair color problem!

from: http://en.wikipedia.org/wiki/Hair_Color_Tips_and_Tricks, now deleted.

title: Transwiki:Hair Color Tips and Tricks


text: Transwiki talk:Hair Color Tips and Tricks


text:
User:Fxcxt

I am a Wikibooks user.

enwp

ja:利用者:Fxcxt

title: User:Fxcxt


text:
Talk:Spanish/Lessons/¿Cuál es tu trabajo?

Palabrito
In the "A Few Important Words" section, the table said "Palabritos - Little words". But surely it'd be "palabritas", since "palabra" ends with "a"? I went ahead and changed it, but I wonder if there might be a better term. - Furrykef (talk) 08:19, 16 December 2007 (UTC)
 * Yes, you're right. I make hundreds of errors, typographical and otherwise, so thank you for noticing and correcting them. Regards, —Cel es tianpower háblame 17:00, 16 December 2007 (UTC)

Albañil/constructor
My dictionaries all suggest that "constructor" refers to a firm, and "albañil" refers to a person, so I changed "constructor(a)" to "albañil". I'm far from a native speaker, though, so I'm posting here to make sure that this is a good idea... - Furrykef (talk) 08:19, 16 December 2007 (UTC)
 * Hmm. Well, we learnt it wrong at school :P. Thanks! —Cel es tianpower háblame 17:00, 16 December 2007 (UTC)


text:
User:Joejenne

joe jenne is a boy aged 20

title: User:Joejenne


text:
User:Fasten/Up

^

title: User:Fasten/Up


text:
User talk:SvonHalenbach

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 16:01, 16 December 2007 (UTC)

title: User talk:SvonHalenbach


text:
Horticulture/Cotinus coggygria

The Eurasian smoketree or smoke tree (Cotinus coggygria, syn. Rhus cotinus) is native to a large area from southern Europe, east across central Asia and the Himalaya to northern China.

Description
It is a multiple-branching shrub growing to 5–7 m tall with an open, spreading, irregular habit, only rarely forming a small tree. The leaves are 3–8 cm long, rounded oval, green with a waxy glaucous sheen. The autumn colour can be strikingly varied, from peach and yellow to scarlet. The flowers are numerous, produced in large inflorescences 15–30 cm long; each flower 5–10 mm diameter, with five pale yellow petals. Most of the flowers in each inflorescence abort, elongating into yellowish-pink to pinkish-purple feathery plumes, which surround the small (2–3 mm) drupaceous fruit that develop.

Uses
It is commonly grown as an ornamental plant, with several cultivars available. Many of these have been selected for purple foliage and flowers.

title: Horticulture/Cotinus coggygria


text:
User talk:Tomschaffter

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 17:23, 16 December 2007 (UTC)

title: User talk:Tomschaffter


text:
User:Lebreicht~enwikibooks

Infinite diversity in infinite combinations, ... this means nothing at all, and yet to me it means everything..!

Lebreicht (talk) 17:34, 16 December 2007 (UTC)

Is this a WORD BRIDGE I see before me ?

A two way street perchance ?

title: User:Lebreicht~enwikibooks


text:
User talk:Lebreicht~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 17:35, 16 December 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Lebreicht. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Lebreicht~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:24, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:11, 19 April 2015 (UTC)

title: User talk:Lebreicht~enwikibooks


text:
User:Laleena/Workshop

Textbook Standards
McREL Standards Alignment Database

Alaska Performance & Content Standards

California standards

Colorado standards

Florida standards (links to PDF files)

Hawaii standards

Massachusetts Curriculum Frameworks

Clarifying Language in Michigan Benchmarks

New York Core Curriculum/Resource Guides

North Carolina Standard Course of Study

Ohio standards

South Carolina standards (links to PDF files)

Utah Curriculum & Instruction

Virginia standards

Drafts of New Books
The Periodic Table Draft: User:Laleena/The Periodic Table

title: User:Laleena/Workshop


text:
User:Laleena/monobook.js

var Alias = new Array( ["en",      "wikipedia",   "Laleena",     "Me at Wikipedia"],  ["en",      "wikiversity", "Laleena",     "Me at Wikiversity"],  ["en",      "wikisource",  "Laleena",     "Me at Wikisource"],  ["meta",    "wikimedia",   "Laleena",     "Me at Meta"],  ["commons", "wikimedia",   "LaleenaWiki", "Me at Commons"],  ["en",      "wikiquote",   "Laleena",     "Me at Wikiquote"],  ["en",      "wikinews",    "Laleena",     "Me at Wikinews"],  ["en",      "wiktionary",  "Laleena",     "Me at Wikitionary"] );

import_script('User:Whiteknight/gadgetscore.js'); import_script('User:Whiteknight/remotetalk.js');

title: User:Laleena/monobook.js


text:
Microsoft SQL Server/Geospatial Data

Introduction
Microsoft's 2008 release of SQL Server finally delivers Geospatial support to the SQL Server product suite.

This allows the storage of spatial data in SQL tables (in the form of points, lines and polygons) and a set of functions to allow the manipulation of this data. Also included are new spatial indexes to support the execution of these functions.

Example Database
This book will use an example database for the majority of its examples. The code for creating this can be found in Appendix A and should be run, as per the instructions there, in order to be able use the example code throughout this book. What follows here is a brief description of that database and the data contained within. If you wish, then you can skip this section and get straight into the interesting stuff, working out what the database is doing as you go.

Geospatial Data Types
SQL Server 2008 supports two different spatial data types: GEOMETRY and GEOGRAPHY.

 * GEOMETRY - This data type stores data in projected planar surfaces.
 * GEOGRAPHY - This data type stores data in an ellipsoidal model.

The Geometry Classes define a hierarchy as follows:

From the diagram we can see that there are seven types of instantiable spatial data types (in orange). Namely:

Point
A point is an object representing a single location. It always has an X and Y co-ordinate and may additionally have an elevation Z and a measure M.

MultiPoint
A MultiPoint object is a collection of points. It differs from a LineString and a Polygon as there is no implied connections between the points in the collection. Because of this the boundary of a MultiPoint object is empty.

LineString
A LineString is again a collection of points. However this differs from the Multipoint object, as the points are in sequence and the LineString object also represents the line segments connecting the points.

MultiLineString
A MultiLineString is simply a collection of LineStrings.

Polygon
A Polygon is a collection of points representing a two dimensional surface. A Polygon may consist of a exterior ring and a number of interior rings. For a Polygon object to be a valid instance the interior rings cannot cross one another.

MultiPolygon
A MultiPolygon is a collection of Polygons.

GeometryCollection
A GeometryCollection is a collection of geometry (or geography) objects.

Importing GeoSpatial Data into SQL Server
Data can be imported directly into SQL server from the following formats: WKT, WKB and GML. For more detail of these formats please see the appendices.

So I can't import my data from shape files?
Currently you cannot do this directly, whether this will change in future versions remains to be seen. If you have your data in shape files, or other formats then you will need to find a way to convert it. There are a number of Microsoft Spatial partners who offer tools which will allow you to do this, but obviously this will involve another license fee. Free versions I am sure will begin to appear as SQL Server 2008 releases. Currently Morten Nielsen has such a free tool posted on his blog here [] and Tillmann Eitelberg has published a SSIS shape file source under Ms-PL on CodePlex []. AutoConViz (by Sugam Sharma, U Sunday Tim and Shashi Gadia) also offers the GUI based spatial format conversion (shape file format to GML) as one of its core functions[].

Import Functions
Importing spatial data into SQL Server 2008 is done via means of the STxxxfromyyy set of functions, where xxx can be one of the following:

 * Geom - For importing any spatial data type.
 * Point - For importing point data.
 * Line - For importing line data.
 * Poly - For importing polygon data.

 * GeomColl - For importing a Geometry Collection.
 * MPoint - For importing multi point data.
 * MLine - For importing multi line data.
 * MPoly - For importing multi poly data.

and yyy can be

 * Text - For importing data in WKT format.
 * WKB - For importing data in WKB format.
 * Gml - For importing data in GML format. (Note the case of Gml is important and this function lacks the leading ST e.g. GeomfromGml(.....))

Geospatial SQL functions

 * STRelate
 * STDisjoint
 * STIntersects
 * STTouches
 * STCrosses
 * STWithin
 * STContains
 * STOverlaps
 * STBuffer
 * STConvexHull
 * STIntersection
 * STUnion
 * STGeomFromText
 * STPointFromText
 * STLineFromText
 * STPolyFromText
 * STGeomFromWKB
 * STPointFromWKB
 * STLineFromWKB
 * STPolyFromWKB

Appendices
A. /Example Database Code/

B. WKT (Well Known Text) format definition

C. GML (Geographic Markup Language) format definition

title: Microsoft SQL Server/Geospatial Data


text:
Horticulture/Deutzia

Deutzia is a genus of about 60 species of shrubs in the family Hydrangeaceae, native to eastern and central Asia (from the Himalaya east to Japan and the Philippines), and Central America and also Europe. By far the highest species diversity is in China, where 50 species occur.

Description
The species are shrubs ranging from 1–4 m in height. Most are deciduous, but a few subtropical species are evergreen. The leaves are opposite, simple, with a serrated margin. The flowers are produced in panicles or corymbs; they are white in most species, sometimes pink or reddish. The fruit is a dry capsule containing numerous small seeds. Identification of the species is very difficult, requiring often microscopic detail of the leaf hairs and seed capsule structure.

Uses
Deutzias are commonly grown as ornamental plants for their white flowers. Many cultivars and hybrids have been selected for garden use, including selections with double flowers. For example, Deutzia x lemoinei is a hybrid of D. gracilis and D. parviflora. Identification can be difficult, and in particular, many of the plants in cultivation sold as D. scabra are actually D. crenata (Huxley 1992). Some species are sometimes known as "Pride-of-Rochester" in cultivation.

title: Horticulture/Deutzia


text:
Talk:Horticulture/Deutzia

Species list from wikipedia import:

 * Deutzia albida
 * Deutzia aspera
 * Deutzia baroniana
 * Deutzia bhutanensis
 * Deutzia bomiensis
 * Deutzia breviloba
 * Deutzia calycosa
 * Deutzia cinerascens
 * Deutzia compacta
 * Deutzia coreana
 * Deutzia coriacea
 * Deutzia corymbosa
 * Deutzia crassidentata
 * Deutzia crassifolia
 * Deutzia crenata - Crenate Deutzia
 * Deutzia cymuligera
 * Deutzia discolor
 * Deutzia esquirolii
 * Deutzia faberi
 * Deutzia glabrata
 * Deutzia glauca
 * Deutzia glaucophylla
 * Deutzia globosa
 * Deutzia glomeruliflora
 * Deutzia gracilis - Slender Deutzia
 * Deutzia grandiflora
 * Deutzia heterophylla
 * Deutzia hookeriana
 * Deutzia hypoglauca
 * Deutzia longifolia
 * Deutzia maximowicziana
 * Deutzia mollis
 * Deutzia monbeigii
 * Deutzia muliensis
 * Deutzia multiradiata
 * Deutzia nanchuanensis
 * Deutzia ningpoensis
 * Deutzia obtusilobata
 * Deutzia parviflora - Mongolian Deutzia
 * Deutzia pilosa
 * Deutzia pulchra
 * Deutzia purpurascens
 * Deutzia reflexa
 * Deutzia rehderiana
 * Deutzia rubens
 * Deutzia scabra - Fuzzy Deutzia
 * Deutzia schneideriana
 * Deutzia setchuenensis
 * Deutzia silvestrii
 * Deutzia squamosa
 * Deutzia staminea
 * Deutzia subulata
 * Deutzia taibaiensis
 * Deutzia taiwanensis
 * Deutzia taiwanensis
 * Deutzia wardiana
 * Deutzia yunnanensis
 * Deutzia zhongdianensis
 * Deutzia zhongdianensis

title: Talk:Horticulture/Deutzia


text:
Political History of New Zealand/The Treaty of Waitangi

‹ Back to Pre-European Government

The Treaty of Waitangi
The modern political history of New Zealand began in 1840, when its founding document, the Treaty of Waitangi, was signed between the British Crown and about 540 Maori Chiefs. The treaty officially brought New Zealand under British control.

The English Version of the Treaty
An original English version of the Treaty of Waitangi.HER MAJESTY VICTORIA Queen of the United Kingdom of Great Britain and Ireland regarding with Her Royal Favour the Native Chiefs and Tribes of New Zealand and anxious to protect their just Rights and Property and to secure to them the enjoyment of Peace and Good Order has deemed it necessary in consequence of the great number of Her Majesty's Subjects who have already settled in New Zealand and the rapid extension of Emigration both from Europe and Australia which is still in progress to constitute and appoint a functionary properly authorised to treat with the Aborigines of New Zealand for the recognition of Her Majesty's Sovereign authority over the whole or any part of those islands – Her Majesty therefore being desirous to establish a settled form of Civil Government with a view to avert the evil consequences which must result from the absence of the necessary Laws and Institutions alike to the native population and to Her subjects has been graciously pleased to empower and to authorise me William Hobson a Captain in Her Majesty's Royal Navy Consul and Lieutenant-Governor of such parts of New Zealand as may be or hereafter shall be ceded to her Majesty to invite the confederated and independent Chiefs of New Zealand to concur in the following Articles and Conditions.

Article the first The Chiefs of the Confederation of the United Tribes of New Zealand and the separate and independent Chiefs who have not become members of the Confederation cede to Her Majesty the Queen of England absolutely and without reservation all the rights and powers of Sovereignty which the said Confederation or Individual Chiefs respectively exercise or possess, or may be supposed to exercise or to possess over their respective Territories as the sole sovereigns thereof.

Article the second Her Majesty the Queen of England confirms and guarantees to the Chiefs and Tribes of New Zealand and to the respective families and individuals thereof the full exclusive and undisturbed possession of their Lands and Estates Forests Fisheries and other properties which they may collectively or individually possess so long as it is their wish and desire to retain the same in their possession; but the Chiefs of the United Tribes and the individual Chiefs yield to Her Majesty the exclusive right of Preemption over such lands as the proprietors thereof may be disposed to alienate at such prices as may be agreed upon between the respective Proprietors and persons appointed by Her Majesty to treat with them in that behalf.

Article the third In consideration thereof Her Majesty the Queen of England extends to the Natives of New Zealand Her royal protection and imparts to them all the Rights and Privileges of British Subjects.

- William Hobson, Lieutenant-Governor.

Now therefore We the Chiefs of the Confederation of the United Tribes of New Zealand being assembled in Congress at Victoria in Waitangi and We the Separate and Independent Chiefs of New Zealand claiming authority over the Tribes and Territories which are specified after our respective names, having been made fully to understand the Provisions of the foregoing Treaty, accept and enter into the same in the full spirit and meaning thereof in witness of which we have attached our signatures or marks at the places and the dates respectively specified. Done at Waitangi this Sixth day of February in the year of Our Lord one thousand eight hundred and forty.

The Maori Version of the Treaty
KO WIKITORIA te Kuini o Ingarani i tana mahara atawai ki nga Rangatira me nga Hapu o Nu Tirani i tana hiahia hoki kia tohungia ki a ratou o ratou rangatiratanga me to ratou wenua, a kia mau tonu hoki te Rongo ki a ratou me te Atanoho hoki kua wakaaro ia he mea tika kia tukua mai tetahi Rangatira – hei kai wakarite ki nga Tangata maori o Nu Tirani – kia wakaaetia e nga Rangatira Maori te Kawanatanga o te Kuini ki nga wahikatoa o te wenua nei me nga motu – na te mea hoki he tokomaha ke nga tangata o tona Iwi Kua noho ki tenei wenua, a e haere mai nei.

Na ko te Kuini e hiahia ana kia wakaritea te Kawanatanga kia kaua ai nga kino e puta mai ki te tangata Maori ki te Pakeha e noho ture kore ana.

Na kua pai te Kuini kia tukua a hau a Wiremu Hopihona he Kapitana i te Roiara Nawi hei Kawana mo nga wahi katoa o Nu Tirani e tukua aianei amua atu ki te Kuini, e mea atu ana ia ki nga Rangatira o te wakaminenga o nga hapu o Nu Tirani me era Rangatira atu enei ture ka korerotia nei.

Ko te tuatahi Ko nga Rangatira o te wakaminenga me nga Rangatira katoa hoki ki hai i uru ki taua wakaminenga ka tuku rawa atu ki te Kuini o Ingarani ake tonu atu – te Kawanatanga katoa o o ratou wenua.

Ko te tuarua Ko te Kuini o Ingarani ka wakarite ka wakaae ki nga Rangitira ki nga hapu – ki nga tangata katoa o Nu Tirani te tino rangatiratanga o o ratou wenua o ratou kainga me o ratou taonga katoa. Otiia ko nga Rangatira o te wakaminenga me nga Rangatira katoa atu ka tuku ki te Kuini te hokonga o era wahi wenua e pai ai te tangata nona te Wenua – ki te ritenga o te utu e wakaritea ai e ratou ko te kai hoko e meatia nei e te Kuini hei kai hoko mona.

Ko te tuatoro Hei wakaritenga mai hoki tenei mo te wakaaetanga ki te Kawanatanga o te Kuini – Ka tiakina e te Kuini o Ingarani nga tangata maori katoa o Nu Tirani ka tukua ki a ratou nga tikanga katoa rite tahi ki ana mea ki nga tangata o Ingarani.

- William Hobson, Consul and Lieutenant-Governor.

Na ko matou ko nga Rangatira o te Wakaminenga o nga hapu o Nu Tirani ka huihui nei ki Waitangi ko matou hoki ko nga Rangatira o Nu Tirani ka kite nei i te ritenga o enei kupu, ka tangohia ka wakaaetia katoatia e matou, koia ka tohungia ai o matou ingoa o matou tohu.

Ka meatia tenei ki Waitangi i te ono o nga ra o Pepueri i te tau kotahi mano, e waru rau e wa te kau o to tatou Ariki.

A Literal Translation of the Maori Text
Here's Victoria, Queen of England, in her gracious remembrance towards the chiefs and tribes of New Zealand, and in her desire that the chieftainships and their lands should be secured to them and that obedience also should be held by them, and the peaceful state also; has considered it as a just thing, to send here some chief to be a person to arrange with the native men of New Zealand, that the Governorship of the Queen may be assented to by the native chiefs in all places of the land, and of the islands. Because too many together are the men of her tribe who have sat down in this land and are coming hither.

Now it is the Queen who desires that the Governorship may be arranged that evils may not come to the native men, to the white who dwells lawless. There! Now the Queen has been good that I should be sent, William Hobson, a captain of the Royal Navy, a Governor for all the places in New Zealand that are yielded now or hereafter to the Queen. She says to the Chiefs of the Assemblage (Confederation) of the tribes of New Zealand, and other chiefs besides, these laws which shall be spoken now.

Here's the first: Here's the chief of the Assemblage, and all the chiefs also who have not joined the Assemblage mentioned, cede to the utmost to the Queen of England for ever continually to the utmost the whole Governorship of their lands.

Here's the second: Here's the Queen of England arranges and confirms to the chiefs, to all the men of New Zealand the entire chieftainship of their lands, their villages, and all their property.

But here's the chiefs of the Assemblage, and all the chiefs besides, yield to the Queen the buying of those places of land where the man whose land it is shall be good to the arrangement of the payment which the buyer shall arrange to them, who is told by the Queen to buy for her.

Here's the third: This, too, is an arrangement in return for the assent of the Governorship of the Queen. The Queen of England will protect all the native men of New Zealand. She yields to them all the rights, one and the same as her doings to the men of England.

- William Hobson, Consul and Lieutenant-Governor.

Now here's we: Here's the chiefs of the Assemblage of the tribes of New Zealand who are congregated at Waitangi. Here's we too. Here's the chiefs of New Zealand, who see the meaning of these words, we accept, we entirely agree to all. Truly we do mark our names and marks.

This is done at Waitangi on the six of the days of February, in the year one thousand eight hundred and four tens of our Lord.

Forward to Early European Government in New Zealand ›


text:
Horticulture/Digitalis lutea

Digitalis lutea is an upright, clump-forming plant which is grown for its showy spikes of yellow, tubular flowers in spring and fall.

title: Horticulture/Digitalis lutea


text: Category:Book:Political History of New Zealand


text:
Political History of New Zealand/Introduction

‹ Back to the Preface

Introduction to Political History of New Zealand
This textbook covers the history of Government in New Zealand, from the early Maori independence, through to the modern Westminister form of Government.

Its main topics include:

 * The Constitution.
 * The Introduction of the Westminister system.
 * Political Parties.
 * Provincial Governments.
 * First Past the Post and MMP systems.
 * Policies of Government.

Forward to Pre-European Government ›


text:
Political History of New Zealand/Preface

Intention of this book
The intention of this book is to provide the first, to the best of our knowledge, open-content textbook on the political history of New Zealand that is easy for anyone who is interested to read.

A Note to Authors
This book is a work in progress, so feel free to contribute to it in places you see as unfinished or lacking information.

The only major guidelines that authors of this project should follow, are to use New Zealand (British) spelling and to follow the Wikibooks rules on unbiased writing.

Continue to the Introduction ›


text:
Political History of New Zealand/Bibliography

‹ Back to The New Zealand Government Today


text:
Political History of New Zealand/Authors

‹ Back to the Bibliography

Authors and Contributors
Original Author: Helpfulstuffnz


text:
User:Tweenk

Linux For Newbies (a quick link so that I don't have to type this)

title: User:Tweenk


text:
User talk:Ebrillblaiddes

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 23:55, 16 December 2007 (UTC)

Community Insights Survey
Share your experience in this survey

Hi ,

The Wikimedia Foundation is asking for your feedback in a survey about your experience with and Wikimedia. The purpose of this survey is to learn how well the Foundation is supporting your work on wiki and how we can change or improve things in the future. The opinions you share will directly affect the current and future work of the Wikimedia Foundation.

Please take 15 to 25 minutes to give your feedback through this survey. It is available in various languages.

This survey is hosted by a third-party and governed by this privacy statement (in English).

Find more information about this project. [mailto:surveys@wikimedia.org Email us] if you have any questions, or if you don't want to receive future messages about taking this survey.

Sincerely, RMaung (WMF) 14:29, 9 September 2019 (UTC)

Reminder: Community Insights Survey
Share your experience in this survey

Hi ,

A couple of weeks ago, we invited you to take the Community Insights Survey. It is the Wikimedia Foundation’s annual survey of our global communities. We want to learn how well we support your work on wiki. We are 10% towards our goal for participation. If you have not already taken the survey, you can help us reach our goal! Your voice matters to us.

Please take 15 to 25 minutes to give your feedback through this survey. It is available in various languages.

This survey is hosted by a third-party and governed by this privacy statement (in English).

Find more information about this project. [mailto:surveys@wikimedia.org Email us] if you have any questions, or if you don't want to receive future messages about taking this survey.

Sincerely, RMaung (WMF) 19:11, 20 September 2019 (UTC)

Reminder: Community Insights Survey
Share your experience in this survey

Hi ,

There are only a few weeks left to take the Community Insights Survey! We are 30% towards our goal for participation. If you have not already taken the survey, you can help us reach our goal! With this poll, the Wikimedia Foundation gathers feedback on how well we support your work on wiki. It only takes 15-25 minutes to complete, and it has a direct impact on the support we provide.

Please take 15 to 25 minutes to give your feedback through this survey. It is available in various languages.

This survey is hosted by a third-party and governed by this privacy statement (in English).

Find more information about this project. [mailto:surveys@wikimedia.org Email us] if you have any questions, or if you don't want to receive future messages about taking this survey.

Sincerely, RMaung (WMF) 17:02, 4 October 2019 (UTC)

title: User talk:Ebrillblaiddes


text:
User talk:Joejenne

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 23:57, 16 December 2007 (UTC)

title: User talk:Joejenne


text:
User talk:Rochel

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 23:57, 16 December 2007 (UTC)

title: User talk:Rochel


text:
User talk:Steve block

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 23:57, 16 December 2007 (UTC)

title: User talk:Steve block


text:
User talk:Scott.norris

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 23:57, 16 December 2007 (UTC)

title: User talk:Scott.norris


text: User talk:71.74.78.13

title: User talk:71.74.78.13


text:
Muggles' Guide to Harry Potter/Magic/Confringo

Overview
Confringo is a spell or curse used to make things explode.

Extended Description
As Harry is making his escape from the Dursleys' during the fourth chapter (The Seven Potters) of the Harry Potter and the Deathly Hallows, the side car that has been bolted on to Sirius' flying motorbike, in which Harry is riding, breaks away due to the strain of flight. Harry is rescued by Hagrid, but then uses this spell to destroy the abandoned side car, disabling one of the attacking Death Eaters with the fragments.

This spell is used again in the battle with Nagini; here, Hermione casts it, and it ricochets around the room before hitting something it can blow up. Hermione later identifies it as the Blasting Curse.

Analysis
This is similar in effect to a differently-named spell used in some fan fiction; one may wonder whether the name was chosen specifically to avoid similarity to the name in the fan fiction. It also appears similar in effect to the Expulso and Deprimo spells.


text:
Muggles' Guide to Harry Potter/Magic/Decoy Detonator

Overview
Decoy Detonators are products of Weasleys' Wizard Wheezes. They are small devices which scurry off into shadows and then make a noise, thus decoying people away.

Extended Description
We first see Decoy Detonators when Harry, Ron, Ginny, and Hermione, along with Mr. and Mrs. Weasley, visit the Twins' new joke shop in Diagon Alley. Fred, giving Harry the tour of the shop, takes him into the back room where the more serious magical items are kept, and there shows him the Decoy Detonators, saying they can't keep them on the shelves.

When the Trio are planning to break into the Ministry in Harry Potter and the Deathly Hallows, Decoy Detonators are one of the things on Hermione's list. Harry then uses one of them to distract a room full of witches and wizards so that he can enter Umbridge's office undetected. The Detonator scuttles silently to the far side of the room, then blows itself up, making a sharp noise and a cloud of smoke. The witches and wizards examine it for a long time, finally deciding that it is an escapee from the department of Experimental Charms.


text:
User talk:69.219.147.100

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

While we do appreciate your work in the Muggles' Guide, there are several points that are a concern:
 * Deleting questions. Some questions are easy, yes; those are more review questions, for the less advanced reader. Note that I have re-instated your deletions in DH chapter 4 and changed the subheads; instead of deleting, in future please set up subheadings.
 * Deleting blocks of text, and changing things to be incorrect. In the DH overview, you said not six Horcruxes, but seven. Had you forgotten that the Horcrux in Nagini had not yet been created? And you deleted the block of text about Dudley for no reason I could see.
 * Framework. We have a standard framework for each type of article (chapter summary, magical item, place, et cetera); check the project standards here.
 * Fanfic. This is a book about the Harry Potter series, fan fiction has very little place in it.

Finally, it would be useful if you would select a user ID so that we would know who was doing the editing. Without a user name, what gets recorded is an IP address, and IP addresses will change over time.

Thank you very kindly, and good luck! Chazz (talk) 02:17, 17 December 2007 (UTC)

Muggles' Guide to Harry Potter/Magic/Decoy Detonator

 * I'd also like to repeat one of Chazz's comments above: While you're welcome to contribute anonymously, it's actually much better to register an account - this will hide your IP, making contributing more anonymous, and also lets us keep track of our contributors more easily. Thanks! – Mike.lifeguard  | talk 15:06, 17 December 2007 (UTC)

title: User talk:69.219.147.100


text:
User:Bradfordw

My name is Will. I am a junior biology major at the University of North Carolina at Chapel Hill. After I graduate, I intend to go on to a Ph.D program in molecular biology or genetics.

title: User:Bradfordw


text:
Introduction to Psychology/Research Methods in Psychology

RESEARCH METHOD IN PSYCHOLOGY.

Research psychology encompasses the study of behavior for use in academic settings, and contains numerous areas. It contains the areas of abnormal psychology, biological psychology, cognitive psychology, comparative psychology, developmental psychology, personality psychology, social psychology and others. All branches of psychology can have a research component to them. Research psychology is contrasted with applied psychology.

Research in psychology is conducted in broad accord with the standards of the scientific method, encompassing both qualitative ethological and quantitative statistical modalities to generate and evaluate explanatory hypotheses with regard to psychological phenomena. Where research ethics and the state of development in a given research domain permits, investigation may be pursued by experimental protocols. Psychology tends to be eclectic, drawing on scientific knowledge from other fields to help explain and understand psychological phenomena. Qualitative psychological research utilizes a broad spectrum of observational methods, including action research, ethography, exploratory statistics, structured interviews, and participant observation, to enable the gathering of rich information unattainable by classical experimentation. Research in humanistic psychology is more typically pursued by ethnographic, historical, and historiographic methods.

The testing of different aspects of psychological function is a significant area of contemporary psychology. Psychometric and statistical methods predominate, including various well-known standardized tests as well as those created ad hoc as the situation or experiment requires.

Academic psychologists may focus purely on research and psychological theory, aiming to further psychological understanding in a particular area, while other psychologists may work in applied psychology to deploy such knowledge for immediate and practical benefit. However, these approaches are not mutually exclusive and most psychologists will be involved in both researching and applying psychology at some point during their career. Clinical psychology, among many of the various disciplines of psychology, aims at developing in practicing psychologists knowledge of and experience with research and experimental methods which they will continue to build up as well as employ as they treat individuals with psychological issues or use psychology to help others.

When an area of interest requires specific training and specialist knowledge, especially in applied areas, psychological associations normally establish a governing body to manage training requirements. Similarly, requirements may be laid down for university degrees in psychology, so that students acquire an adequate knowledge in a number of areas. Additionally, areas of practical psychology, where psychologists offer treatment to others, may require that psychologists be licensed by government regulatory bodies as well.

Quantitative psychology involves the application of statistical analysis to psychological research, and the development of novel statistical approaches for measuring and explaining human behavior. It is a young field (only recently have Ph.D. programs in quantitative psychology been formed), and it is loosely comprised of the subfields psychometrics and mathematical psychology.

Psychometrics is the field of psychology concerned with the theory and technique of psychological measurement, which includes the measurement of knowledge, abilities, attitudes, interests, achievement in particular degree or course, and personality traits (Carl Dellomos, 2009). Measurement of these unobservable phenomena is difficult, and much of the research and accumulated knowledge in this discipline has been developed in an attempt to properly define and quantify such phenomena. Psychometric research typically involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement.

Back to Table of Contents

Psychology is a science, to be approached as such. Experiments should be designed using the scientific method.

There are several research methods that psychologists employ:

Nomothetic (Quantitative Approach)
This approach is basically used in inferential and descriptive statistics as both mediums of scientific method of investigation in analyzing, presenting, and interpretation of data gathered by the researcher through standardized or objective instruments (e.g. psychological Tests). Nomothetic can also be defined as data that is collected from a specifically defined number of individuals (sample) to measure certain tendencies while making hypothetical predictions about human behaviors (population). The term “nomothetic” comes from the Greek word “nomos” meaning “law”. Psychologists who adopt this approach are mainly concerned with studying what we share with others. That is to say in establishing laws or generalizations. (Carl Dellomos, 2009)

Idiographic (Qualitative Approach)
This approach tends not to use inferential or descriptive statistics, but rather uses qualitative methods of data gathering such as interviews, diaries, and other written materials, obtained from or provided by the expected or anticipated respondents of a particular research. The term “idiographic” comes from the Greek word “idios” meaning “own” or “private”. Psychologists interested in this aspect of experience seek to discover what makes each of us unique. Despite the importance of our genetic individuality, proceeding from biology, the distinction between the nomothetic and the idiographic is often equated with two types of science — the natural sciences concerned with discovering laws of nature, and the social sciences concerned with individual meanings. We can examine these differences further by seeing how they relate to personality theory.(Carl Dellomos, 2009)

Both approaches were introduced by Gordon Allport. (Carl Dellomos, 2009)

Research Designs
Research design is the way in which the overall study is ran, this goes for the way the data is collected, measured, and interpreted. Considered as the backbone of an experiment as it sets the overall presence for how things will flow throughout duration of the study. There are four main types of research designs that are used within the psychology field: descriptive or qualitative, correlational, casual comparative/ quasi-experimental, and experimental. The method of data collection also varies, with self-report on one end of the spectrum, and naturalistic observation on the other.

Descriptive Studies
The Studies that do not test specific relationships between variables are called descriptive studies. In this research method, general or specific behaviors or attributes are observed and measured, without respect to each other. These studies are generally the design of choice for breaking into new areas, as the vast but often inconclusive amount of information collected can be drawn upon for future hypotheses.

An example of such a study would be a researcher inquiring into the quality of mental health institutions. This would be done by observation or measurements of various criteria, as opposed to relationships between variables. Alternatively, the study could be conducted without any specific criteria in mind.

Factorial Design
Every level of one independent variable is joined with every level of the others in a factorial design to create every possible combination. Because this particular design contains two variables, each of which has two levels, it is known as a 2 × 2 (or "two-by-two") factorial design. There would be six different conditions in a 3 × 2 factorial design if one of the independent variables had a third level. Observe that the product of the levels' numbers is the total number of possible circumstances. There are four conditions in a 2 × 2 factorial design, six in a 3 × 2 factorial design, twenty in a 4 × 5 factorial design, and so on. It's also important to note that every number in the notation indicates a single independent variable or component.

Correlational Study
This method of statistical analysis shows the relationship between two variables. For example, research has shown that alcohol dependence correlates with depression. That is to say, the more alcohol people consume, the more depressed they become. On the other hand, it could be the other way around as well: the more depressed people become, the more likely they are to consume alcohol.

The attributes of correlations include strength and direction. The direction may be positive (both variables both increase or decrease together), negative (one variable increases while the other decreases) or unrelated (a random relationship between variables). The strength of a correlation ranges from -1 to +1 with a 0 reflecting no relationship between variables. A correlational study serves only to describe/predict behavior and not to explain it. This is so because a third variable could be shown to cause the occurrence of one of the variables. Furthermore, only experiments can prove causation.

Experiments
Experiments are generally the studies that are the most precise and have the most weight to them due to their conclusive power. They are particularly effective in proving hypotheses about cause and effect relationships between variables. A hypothesis is a prediction of how one variable relates to another. There are two types of hypotheses, null and directional. The null is a prediction that there will not be any change in the dependent variable when the researcher changes the independent variable. The directional hypothesis states that the change in the independent variable will induce a change in the dependent variable. In a true experiment, all variables are held constant except for the independent variable, which is manipulated. Thus, any changes in the experimental groups can be solely attributed to the action of the independent variable. This is called being objective.

For instance, in an experiment to test whether music improves people's memories, we would have a sheet of paper with ten unrelated words on it for people to memorize. The control group would have no music playing in the background while the experimental group would have some music in the background. Because as researchers we have adhered to the scientific method and held all variables as constant as possible, if the experimental group does report better recollection of words, then we could assume that the music had an effect on memory. However, we must be certain to do our best to ensure that any controllable differences between the two groups are eliminated in order to ensure that no confounding variable interferes with the experiment.

There are two main ways to pick, or sample the subjects in an experiment, random and stratified. In a random sampling each person has an equal chance at being picked. This means that if 80% of the population being sampled from are Christian, then 80% of the sample will be Christian. If the researcher wanted all religions represented equally, he would employ stratified sampling. For instance, the experiment could be performed only on women, or on mixed groups with equal numbers of each sex in them, to eliminate the possibility of biased results from one gender having better average memory than the other.

Steps must be taken to make sure that there is no experimenter bias. Two common forms of bias are demand characteristics and expectancy effects. If a researcher expects certain results from an experiment and influences the subjects response this is called demand characteristics. If the experimenter inadvertently interprets the information to be as expected in their hypothesis it is called expectancy effect. To counteract experimenter bias the subjects can be kept uninformed on the intentions of the experiment, which is called single blind. If the people collecting the information and the subjects giving it are kept uninformed then it is called a double blind experiment.

The experiment should also be reported so that other researchers can repeat it. If an experiment isn't repeatable it will not hold much weight in the scientific community. To help an experiment be repeatable the researcher should have the variables be measureable, this is called being empirical.

Whether researching humans or animals the experiment should be ethical. When humans are the subjects they should be informed of what the study is, consent to being in it, be debriefed afterwards, and their information should also be kept confidential.

Naturalistic Observation
Researchers study organisms in their natural environments or habitats without trying to manipulate or control anything. In this method, the researcher observes the behavior under study in its natural setting while attempting to avoid influencing or controlling it. The observations are done in a naturalistic setting without any preparation or participation of the researcher. Therefore, the behavior is observed in public places, streets, homes, and schools. Observing people from other cultures response in the same setting is a way to provide information for cross-cultural research.

Self Report
This method includes tests, questionnaires, and interviews. All of which do the same thing, give the subject a stimuli, i.e. the question, and get a response. The advantage of using these is the ability to inexpensively and rapidly collect vast amounts of data. This allows a psychologist to compare one person, or a group of peoples results to thousands of others. The disadvantage is that they are not always telling what the subject's response is but what the subject says is the response.

Statistics
Once the information is gathered it has to be put into some kind of form, usually numerical. Statistics deals with the collection, analysis, interpretation, and presentation of numerical data. The goal of statistics is to summarize the data and let descriptions or inferences be made. Inferences are used when making predictions of the relationships of variables. Descriptions are concise displays, using statistical symbols,of the information in frequency distributions, measures of central tendency, or measures of variability.

Statistical Symbols
There are agreed upon standard symbols used in statistical displays. These symbols can be used by themselves or in equations.

N = number of scores

X = score (or scores)

M = mean

d = difference of a score from the mean

Σ = sum of

D = difference in rank

r or ρ = correlation

SD = standard deviation

Frequency Distribution
A frequency distribution is obtained by taking the score and splitting them into subgroups. The subgroups are then put on either a histogram (bar graph) or a frequency polygram (line graph). When a frequency distribution has most of the scores on one side of the graph it is considered skewed. If it has most of the scores in the middle with equal amounts on both sides it is considered symmetrical.

Measures of Central Tendency
In measures of central tendency there is one number that is used to represent a group of numbers. This number is either the mean, median, or the mode.

Measures of Variability
Variability is concerned with the dispersal of the scores, called variability i.e. are the scores clustered together or spread out. Range and standard deviation are the measures most commonly used. To find the range just subtract the number of the lowest score from the number of the highest score. This can be deceiving if most of the scores are bunched together and one of the scores is very far away from it. In this case standard deviation must be used. A formula commonly used for standard deviation is SD = the square root of Σd²/N.

Case Studies
In the course of treating a patient a psychologist will take records of problems, insights, and techniques that were important in the patients treatment. A clinical case history may be drawn upon by researchers to expose a factor that is important for understanding a behavior. Case studies repeat and are used as guides for psychologists.

Basic Concepts

 * a. independent variable = variable that one manipulates in order to see if it has any effect on the dependent variable (eg. in the example above, the independent variable would be music and its effect on memory)
 * b. dependent variable = variable that depends on the effect of the independent variable (e.g. in the example above, the dependent variable would be memory and better recollection of words)
 * c. double-blind procedure = procedure in which neither the researcher nor the subjects know which group (experimental or control) the subjects are in in order to minimize experimenter cues.
 * d. single-blind procedure = procedure in which only the researcher knows which group which kind of subject is in.
 * e. experimenter cues - subtle and often unintentional cues that the experimenter makes which implies which group which kind of subject is in. for example, if an experimenter believes that music does indeed improve memory, some cues would be the experimenter's smiling/winking at the experimental group. This smile/wink would imply to the subjects in the experimental group that the researcher is secretly implying that they're in the experimental group.
 * f. placebo effect - a treatment works because of the patient's belief that it works and not because it actually does.
 * g. experimenter - the person who is researching through the participant.

Back to Table of Contents << Previous chapter||Next chapter >>


text:
Talk:General Genetics/Genetic Principles

Can we know how genes govern a living organism, by principle?
Can we determine systematically how genes build, and govern a living organism precisly, by principle? In other words, is it possible to determine what gene or genes need to be modified, inorder the change ONE and only one feature of the organizum? It may not be possible to change only one feature. We can change a feature, but it may change some other features at the same time.

By manipulate my genes, can I make only my right ear bigger, without changing anything else? I mean by principle. I know we can not do that now, but is it possible at all?

We were built from the bottom up, gradually, from a single cell. So the top down approach may not be possible. Let say we want to design a new animal from scratch. I don't think the top down approach will work easily, may not be possible at all. There is no separate "ear" gene, for say.

So creating a new organizum needs to start from an existing one with try and error, or we could simulate evolution in a computer, starting with a single cell, manipulate only the environment, and perform some other "miracles" for them to help them to evolve what we want.... This is science fiction now, but the end product of the simulation would be the set of genes that we need to create the new organizum. ... Ervinn (talk) 04:26, 17 December 2007 (UTC)


text:
User talk:Saralsasidharan~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 05:36, 17 December 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Saralsasidharan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Saralsasidharan~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:27, 19 April 2015 (UTC)

title: User talk:Saralsasidharan~enwikibooks


text: User:Proto

title: User:Proto


text: User talk:Proto

title: User talk:Proto


text:
Horticulture/Fragaria vesca

Fragaria vesca, commonly known as Woodland Strawberry occurs naturally throughout the Northern Hemisphere. Common names for this species include the Wild Strawberry, European Strawberry and Alpine Strawberry, the latter usually in reference to the cultivated varieties of the subspecies Fragaria vesca 'Semperflorens'.

Like all strawberries, it is in the family Rosaceae; its fruit is more technically known as an accessory fruit, in that the fleshy part is derived not from the plant's ovaries (achenes) but from the peg at the bottom of the bowl-shaped hypanthium that holds the ovaries.

Growing conditions
Typical habitat is along trails and roadsides, embankments, hillsides, stone and gravel laid paths and roads, meadows, young woodlands, sparse forest, woodland edges and clearings. Often plants can be found where they do not get sufficient light to form fruit. Spread fast by runners and can form dense mats. The fruit are eaten and the achenes in this way spread by numerous mammals and birds.

Uses
The Woodland Strawberry was widely cultivated in Europe before being largely replaced by the Garden Strawberry (../Fragaria x ananassa/), which have much larger fruit and showed greater variation, making them better suited for further breeding. Woodland Strawberry fruit is strongly flavored, and is still collected and grown for domestic use and on a small scale commercially as a gourmet offering and as an ingredient for commercial jam, sauces, liqueurs, cosmetics and alternative medicine. In Turkey several 100 tons of wild fruit are harvested annually, mainly for export.

Most of the cultivated varieties are by botanists usually set to the subspecie Fragaria vesca 'Semperflorens' and they are usually called Alpine Strawberries. They have in common that they rarely form runners instead they form multiple crowns in a cluster, fruits over a very long time period and are usually propagated by seeds or division of the plants. Some cultivars have fruit that are white, or yellow when fully ripe, in addition to the normal red. Plants tend to lose vigour after a few years. Cultivars that form stolons are often used as groundcover, while cultivars that do not may be used as border plants. Some cultivars are bred for their ornamental value.

Used as an indicator plant for diseases that affect the garden strawberry.

Used as a genetic model plant for garden strawberry and the Rosaceae family in general, due to
 * Its very small genome size
 * Short reproductive cycle, 14–15 weeks in climate-controlled greenhouses.
 * Being easily propagated

F. vesca is sometimes used as an herbal medicine; an herbal tea made from the leaves, stems, and flowers is believed to aid in the treatment of diarrhea.

title: Horticulture/Fragaria vesca


text:
Horticulture/Galium odoratum

Uses
Galium odoratum is a strongly scented plant, the sweet scent being derived from coumarin. This scent increases on wilting and then persists on drying, and woodruff is used in pot-pourri and as a moth deterrent. It is also used, mainly in Germany, to flavour May wine (called "Maiwein" or "Maibowle" in German), beer (Berliner Weisse), brandy, sausages, jelly, jam, a soft drink (Tarchun), and a herbal tea with gentle sedative properties.

High doses can cause headaches, and very high doses (far beyond those found in the aforementioned drinks) can even have mind-altering properties, as well as causing vertigo, somnolence or even central paralysis and apnoea while in a coma; so, some common sense should be applied when consuming woodruff. Since the 1980s, woodruff may no longer be used as an ingredient of industrially produced drinks and foodstuffs in Germany; it has been replaced by artificial aromas and colorings. However, the plant itself remains on sale and is also widely collected from the wild for private use. Using up to three grams of woodruff per litre of May wine is considered safe, as long as the drink is consumed no more than a few weeks per year.

title: Horticulture/Galium odoratum


text:
User:Genetics4good

Hello, my name is KVDP and I have been active at Wiki(Cook)Books since 2007. My main focus lies on foods linked with environmental topics. At the moment, I am trying to blend Indian cooking with veganism (something which can fairly easily be done; take a look at my contributions). In addition, I will also try to include more information about switching to a Caloric Intake Restriction Diet and regular veganism (both in the intrest of allowing environmental advantage and increased health benefits). Finally, implementing this information would not only allow the individual to switch to a more environmental way of eating, but it would also be helpful for one of my pending projects which involves a more imbedded approach for becoming environmentally friendlier.

title: User:Genetics4good


text:
User talk:82.110.149.168

Dear Slough student

Thanks for reading the BTEC National Applied Science wikibook. You seem to have problems following links - both the ones you said 'dont work' actually are fine - and also if you find out about ISBN numbers then you'll find how useful they can be.

If you have anything positive to add, feel free. If not, stick to reading.

Ewen (talk) 12:33, 17 December 2007 (UTC)

title: User talk:82.110.149.168