text:
Muggles' Guide to Harry Potter/Places/Ministry of Magic

Overview
The Ministry of Magic is the government body of the wizarding world in Britain, and has physical offices in London, apparently deep underground. In The Muggles' Guide to Harry Potter, as in the Harry Potter series in general, the term is used to refer both to the physical place, and to the government body housed therein. This article will concentrate on the physical location, with events that occur therein; the organization, and its effects, are discussed in another article.

Extended Description
We first hear of the Ministry in Harry Potter and the Philosopher's Stone, when Hagrid comments disparagingly about it while reading the Daily Prophet. However, we don't actually get to see the physical Ministry location until the fifth book, Harry Potter and the Order of the Phoenix.

The visitor's entrance of the Ministry of Magic is an abandoned red telephone phone booth; one enters the Ministry by dialing "62442" ("magic"). While we don't know if it was different before the accession of Voldemort's puppet Minister, Pius Thicknesse, by the seventh book, Harry Potter and the Deathly Hallows, one of the normal means of entrance for employees is via a particular public lavatory; one opens the lavatory booth with a special token and then flushes oneself to the Ministry. We are told that the Atrium is lined with fireplaces, so we must also assume that there are multiple connections to the Floo network; however, we do not see anyone traveling to the Ministry with Floo powder, though we are led to believe that the toilets deposit one in one of the fireplaces. It is difficult to imagine either Cornelius Fudge or Pius Thicknesse using a public lavatory to go to work, so we suppose that they, at least, are able to use the Floo network to reach the Ministry directly.

We see the inside of the Ministry on three occasions; however, as is to be expected with such a large organization, we actually see very little of the workings of the place.

Early in Harry Potter and the Order of the Phoenix, Harry is summoned to a hearing concerning his apparent breaking of the Statute for the Reasonable Restriction of Underage Sorcery. He accompanies Mr. Weasley to his work, entering through the Visitor's Entrance, and passes through the Auror offices on his way to Mr. Weasley's office. Finding that the hearing has moved, Mr. Weasley takes Harry down to the courtrooms on the level below the Atrium.

Later in that same book, Harry comes to believe that Sirius Black is being tortured by Voldemort in the Department of Mysteries in the basement of the Ministry, and, along with five other students, flies to London to rescue him. It turns out to be a trap set by Voldemort, and a battle ensues, in the course of which the Atrium's Fountain of Magical Brethren is destroyed.

In Harry Potter and the Deathly Hallows, Harry, Hermione, and Ron, searching for the Locket Horcrux, enter the Ministry in disguise. They have learned that Dolores Umbridge, a Ministry functionary, currently has the locket, and hope to find some clue as to where it could be. In the course of this visit, we see the floor of the Ministry which is used by the Minister and his close staff, the Atrium, and the courtrooms. One of the areas we visit seems to be a flourishing propaganda production group. In the course of this visit, Harry does manage to recover the locket.

We should note that Level 1 of the Ministry is the top floor, with the Atrium and main entrance being located seven floors below it.

Departments

 * Level 1: Minister of Magic and Support Staff
 * Level 2: Department of Magical Law Enforcement
 * Improper Use of Magic Office
 * Auror Headquarters
 * Wizengamot Administration Services
 * Misuse of Muggle Artefacts Office
 * Level 3: Department of Magical Accidents and Catastrophes
 * Accidental Magic Reversal Squad
 * Obliviator Headquarters
 * Muggle-Worthy Excuses Committee
 * Level 4: Department for the Regulation and Control of Magical Creatures
 * Beast, Being and Spirit Divisions
 * Pest Advisory Bureau
 * Level 5: Department of International Magical Cooperation
 * International Magical Trading Standards Body
 * International Magical Office of Law
 * International Confederation of Wizards, British Seats
 * Level 6: Department of Magical Transportation
 * Floo Network Authority
 * Broom Regulatory Control
 * Portkey Office
 * Apparition Test Center
 * Level 7: Department of Magical Games and Sports
 * British and Irish Quidditch League Headquarters
 * Official Gobstones Club
 * Ludicrous Patents Office
 * Level 8: Department of Magical Education
 * Wizarding Examination Authority
 * Atrium
 * Department of Mysteries
 * Courtrooms

Analysis
Part of the discussion of the Ministry premises revolves around the problem of keeping such a large organization hidden from the Muggles, it being simpler to hide than to explain the presence of a multi-story building, apparently Government-owned, but with no apparent purpose. We learn that the Ministry is entirely located underground, and that one of the issues facing the Ministry maintenance wizards is the underground environment. In Harry's first visit to the Ministry, he learns that the windows spotted around the Ministry do not reflect the outside world, but are fabrications of the maintenance workers, and that a contract dispute had resulted in the windows showing stormy weather for two solid months no matter what the outside weather was doing. We also learn that the maintenance workers have full control of the office environment; in Harry Potter and the Deathly Hallows, it apparently has become fairly common for rainstorms to occur in the offices of those who the maintenance workers don't approve of, such as Yaxley who worked for the Muggle Born Registration Committee.

Questions

 * 1) We see rather a lot of the Department of Mysteries during the battle. We actually see rooms or wings dedicated to three mysteries, and hear later of a room dedicated to a fourth. What are the four mysteries that we see or hear about? What other mysteries might there be?

Greater Picture
In the Battle at the Department of Mysteries, Harry first opens a door onto a room full of brains in tanks; presumably this is the Mystery of Consciousness or Thought. The second, the amphitheatre with the Veil, is apparently the mystery of Death. The third, that Harry cannot open, we learn later is the room of the mystery of Love. The fourth is the room of the mystery of Time. Everything that we find in the first room is somehow related to Time. The Hall of Prophecies beyond that is also clearly related to Time. We learn that in the course of the battle, Ron, Ginny, and Luna pass through a room containing a model of the planets; this may be dedicated to the mystery of Space, though it is probably more to do with Astronomy, and the effects of planetary position on various spells.

While this is never explicitly stated, it appears from the directions that people travel through the Department that there are often physical connections between related Mysteries. As mentioned, the Hall of Prophecies is clearly related to Time, but clearly it is also related to Consciousness, and so there should be a door from that room to the brain room. The mysteries of Death and Consciousness are clearly related, and we see that there is a direct passageway from one to the other as Harry chases Bellatrix out of the amphitheater of the Veil. The library area where Harry and the students are cornered is obviously intended for the study of many Mysteries and has direct links to several.

As the circular chamber leading into the Department of Mysteries has twelve doors, one of which is the exit, there must be a total of eleven mysteries. If Space is one of them, we have heard of five, and six must remain, assuming none of the doors are traps. We can safely guess that one of the remaining six is Magic, and that it will be a large and extremely busy area with connections to nearly all other Mysteries.


text:
User:JayM

I'm a big fan of Wikimedia; I use it at school to document my research and other stuff. I'm a chemical engineer by training, though a big part of what I do now is computer-related. I created this account to contribute to the Turkish project.

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

title: User:JayM


text:
NES Programming/Initializing the NES

Although there are some NES compilers that utilize higher level languages (see references), most NES programming is done using assembly. If you haven't done so already, it would be best to look at the prior tutorial "A few words on assembly". For those of you looking for more information about NES Assembly, check out some of the links provided below. For the code examples below, I will be using the P65 Assembler, which I believe is the less confusing than NesAsm. Also it is written in Perl so anyone can use it.

INES Header
The INES Header is used to let the Emulator know the specifications of the NES Rom that you're trying to load. The first three bytes of any nes file contain the characters "NES" followed by the hex 0x1A. Note that hex values for the P65 begin with a '$'. After this initial information are two bytes representing the number of 16K Prg-Rom blocks and 8K Chr-Rom blocks respectively. Without mappers there can be up to two Prg-Rom blocks. ; iNES header   ; iNES identifier .byte "NES"  .byte $1a ; Number of PRG-ROM blocks  .byte $01 ; Number of CHR-ROM blocks  .byte $01 ; ROM control bytes: Horizontal mirroring, no SRAM  ; or trainer, Mapper #0  .byte $00, $00 ; Filler  .byte $00,$00,$00,$00,$00,$00,$00,$00

Interrupt Vectors
The NES has three interrupt vectors which represent locations within the program code that the CPU jumps to when certain types of interrupts occur. There are three different interrupts for the NES: The Non-Maskable Interrupt or NMI ($FFFA), the Reset Vector ($FFFC), and the IRQ/BRK Vector ($FFFE). The hex values that are in parenthesis are where the NES looks to find the 16 bit location of where to jump to within the NES.

Normally the Reset vector will point to the beginning of your code which depending on the number of Prg-Rom blocks you have can be either be somewhere in the locate $8000 to $BFFF or $C000 to $FFFF.

The Non-Maskable interrupt refers to the interrupt that occurs when the PPU refreshes the screen (also known as the V-Blank period). During this time the screen can be updated without any flicker effect occurring.

Finally the IRQ/BRK interrupt (which I like to call the maskable interrupt) is used when the BRK command occurs. Often it is used by the programmer for various purposes.

Example: reset: nmi: irq: rti

; ... more code

.advance $FFFA .word nmi, reset, irqq; words pointing to the location of nmi, reset and irq.

Programming the PPU
The Picture Processing Unit (PPU) on the NES handles the displaying of graphics onto the screen. It consists of four main components to display both background and sprite images: Pattern Tables, Name Tables, Attribute Tables, and Sprite/Image Palettes. The Pattern Tables store 8x8 or 8x16 pixel images that are used to display anything onto the screen. Each of these images can store a maximum of four different colors. The Name Tables are used to display images on the background, and the Attribute Tables affect the colors that can be displayed on the background. Finally there is the Sprite and Image Palettes which contain the possible colors for the foreground sprites and the background image respectively.

Pattern Tables:

Coming Soon...

Name Tables:

Coming Soon...

Attribute Tables:

Coming Soon...

Sprite and Image Palettes:

Coming Soon...

Links
P65 Assembler - Portable 6502 family assembler, it is what all the example code in this program is written using.

6502 Assembler Guide - A good introduction into the world of 6502 Assembly

Nes Dev - Great Site with tons of resources on NES Programming as well as links to alternative compilers.

title: NES Programming/Initializing the NES


text:
C Sharp Programming/Keywords/stackalloc

The keyword is used in an unsafe code context to allocate a block of memory on the stack.

In the example above, a block of memory of sufficient size to contain 100 elements of type int is allocated on the stack, not the heap; the address of the block is stored in the pointer fib. This memory is not subject to garbage collection and therefore does not have to be pinned (via fixed). The lifetime of the memory block is limited to the lifetime of the method in which it is defined (there is no way to free the memory before the method returns).

is only valid in local variable initializers.

Because types are involved,  requires unsafe context. See Unsafe Code and Pointers.

is similar to  in the C run-time library.

Note* - From MSDN

title: C Sharp Programming/Keywords/stackalloc


text:
User talk:Ankhamun

Leave me a message after the beep... BEEP!

Wikiversity
Welcome to the Wikiversity project. I hope you have a chance to read some of the information about Wikiversity at the WikiMedia meta wiki. Wikiversity is currently a proposed project. The Board of Trustees for the WikiMedia Foundation has previously suggested that the project not be built around a collection of conventional courses. If not courses, then what?

Some thoughts: We need to have a system for online learning that respects the wiki user interface. Particularly now when we are trying to launch the project, such "respect" should probably center on trying to build a community of project participants who are going to edit Wikiversity pages and help add content. I suggest that you try to design a "course for Ancient Egypt" that includes many elements that are not found in traditional courses. Think about what you are doing in terms of trying to attract of community of participants who will want to explore Ancient Egypt AND help you develop Wikiversity pages related to that topic. Learning at Wikiversity should be active. Participants in the "Ancient Egypt" course should become involved in learning-oriented projects. A good first project might be to identify and catalog online resources related to Ancient Egypt, starting with existing articles at Wikipedia and textbooks at Wikibooks. We need to find interesting ways of organizing such catalogs of online resources. For Cell Biology, I have been thinking about an essay that would try to be both a provocative introduction to the subject and a critical assessment of available online resources. This would serve both as an introduction to the topic and a guide to what additional learning resources need to be developed at Wikiversity. Wikipedia and Wikibooks textbooks focus on "the facts". I think that Wikiversity should also be very much concerned with the remaining unknowns, doubts, controversies, mysteries, and on-going research. --JWSurf 17:00, 30 June 2006 (UTC)

title: User talk:Ankhamun


text:
User:Ankhamun

Greetings! I signed up on June 26th 2006. []

title: User:Ankhamun


text:
User talk:24.128.179.198

Welcome to Wikibooks, collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibooks and create an account. We hope you enjoy your time here on Wikibooks as a Wikibookian! --Snarius 06:34, 27 June 2006 (UTC)

BTW I'm interested in NES programming, and I contribute to the Super NES Programming wikibook. I hope you stick around. --Snarius 06:34, 27 June 2006 (UTC)

title: User talk:24.128.179.198


text:
Category:Book:Ido

ko:분류:이도

title: Category:Book:Ido


text: User talk:84.228.6.201

title: User talk:84.228.6.201


text:
Cookbook:Pecan Blondies

| Desserts

Blondies are a type of baked bar cookie. They are similar to brownies, but they are not chocolate-flavored. This recipe should provide good foundation for further experimentation if you are so inclined.

Ingredients

 * 1 cup (125 g) flour
 * 1 tsp baking powder
 * ¾ tsp salt
 * ½ cup (120 g) unsalted butter, melted
 * 1 cup (240 g) firmly packed dark brown sugar
 * 1 tbsp vanilla extract
 * 1 egg
 * ¾ cup (180 g) chopped pecans

Procedure

 * 1) Preheat oven to 325°F (170°C).
 * 2) Dry toast the chopped pecans until fragrant and slightly colored. This can either be done in a dry skillet on the stovetop over medium-high heat while stirring frequently or else by roasting the nuts in the oven on a cookie sheet while you prepare the batter. The stovetop method is faster but requires more attention. It is also possible to buy dry toasted nuts instead of raw to avoid this step. The pecans should be crunchy and nutty, not rubbery or mealy.
 * 3) In a small bowl stir together the flour, baking powder, and salt. Set aside.
 * 4) In a large bowl, stir the melted butter, brown sugar, and vanilla until uniform, breaking up any large lumps of sugar.
 * 5) Beat in egg until creamy.
 * 6) Gently fold in flour mixture. When flour is nearly incorporated, gently fold in toasted pecans. Do not overmix.
 * 7) Spread mixture into buttered 8 x 8-inch (20 x 20 cm) baking dish.
 * 8) Bake at 325°F (170°C) for 30 minutes or until desired doneness.
 * 9) Let cool and cut into bars.

title: Cookbook:Pecan Blondies


text:
Horticulture/Installing a New Garden

 * ../Planting Techniques/
 * ../Hardscapes/
 * ../Monitoring/
 * ../Regular Maintenance/
 * ../Planting Seasons/

/Techniques

title: Horticulture/Installing a New Garden


text:
A-level Biology/Human Health and Disease

Human health and disease provides everything to do with health, diseases, smoking and immunity.

Contents

 * Introduction
 * Diet
 * Gaseous exchange
 * Smoking and Disease
 * Infectious Diseases
 * Immunity


text:
User:Freakazo v2.1

Hi all this is me

biography: I`m 15 from south africa,secunda

hobby`s include:living breathing farting burbing and eating and exploding stuff

title: User:Freakazo v2.1


text:
Horticulture/Herbaceous Ornamental Plants

Herbaceous plants fit roughly into 3 categories, namely annuals, biennials, and perennials.

Annuals are plants that complete their growing cycle in a single year or season. They germinate, grow vegetatively, flower, set seed, and then die. Many plants grown as annuals in temperate climates may actually be "tropical perennials".

Biennials are similar to annuals, except that they do their vegetative growing one year, then flower, set seed, and die the following year.

Perennials are plants that live year after year, going through regular cycles of vegetative growth, flowering, setting seed, and then returning to vegetative growth (usually with periods of dormancy in between). Woody plants such as trees, shrubs, and vines are also perennials, but are not addressed in this volume.

The approach of this book is to discuss the planting and maintenance of individual herbaceous plants. Over time, there may be many thousands of entries.

Perennial Plants (Common name list)

 * Butterfly Weed (Asclepias tuberosa)
 * Daylily (Hemerocallis spp.)
 * ../Hellebore/ (Helleborus spp.)
 * ../Iris/ (Iris spp.)


text:
Talk:German/Level I/Review 1

Sentences in German
Maybe it would be better to put the sentences in the end in English, since the whole course itself is in English.

Link "Bericht!"
I don't get the meaning of "Bericht!" What is it meant in English? I think "Bericht!" is the wrong word in German.

--HolgiDE 10:56, 27 June 2006 (UTC)

''' The word 'Bricht' is translated to be 'Report' in Englisch. As in 'Wir sehen das Wetterbericht' (We are watching the weather report. A more appropriate word in it's place on the page should be 'Anwort' (Answer (command form)) or 'Sprech' (Speak (command form))''' Small Text

title: Talk:German/Level I/Review 1


text:
User:DarknessesInternationalizing

Demy 11:59, 27 June 2006 (UTC)

title: User:DarknessesInternationalizing


text:
Special Relativity/Waves

Applications of Special Relativity
In this chapter we continue the study of special relativity by applying the ideas developed in the previous chapter to the study of waves.

First, we shall show how to describe waves in the context of spacetime. We then see how waves which have no preferred reference frame (such as that of a medium supporting them) are constrained by special relativity to have a dispersion relation of a particular form. This dispersion relation turns out to be that of the relativistic matter waves of quantum mechanics.

Second, we shall investigate the Doppler shift phenomenon, in which the frequency of a wave takes on different values in different coordinate systems.

Third, we shall show how to add velocities in a relativistically consistent manner. This will also prove useful when we come to discuss particle behaviour in special relativity.

A new mathematical idea will be presented in the context of relativistic waves, namely the spacetime vector or four-vector. Writing the laws of physics totally in terms of relativistic scalars and four-vectors ensures that they will be valid in all inertial reference frames.

Waves in Spacetime
Waves in Spacetime

We now look at the characteristics of waves in spacetime. Recall that a wave in one space dimension can be represented by

$$A(x,t) = A_0 \sin(kx- \omega t) \,$$

where $$A_0$$ is the (constant) amplitude of the wave, $$k$$ is the wavenumber, and $$\omega$$ is the angular frequency, and that the quantity $$\phi = kx - \omega t$$ is called the phase of the wave. For a wave in three space dimensions, the wave is represented in a similar way,

$$A(\mathbf{x},t) = A_0 \sin(\mathbf{k}\cdot\mathbf{x}- \omega t) $$

where $$\mathbf{x}$$ is now the position vector and $$\mathbf{k}$$ is the wave vector. The magnitude of the wave vector, $$|\mathbf{k}| = k$$ is just the wavenumber of the wave and the direction of this vector indicates the direction the wave is moving. The phase of the wave in this case is $$\phi = \mathbf{k}\cdot\mathbf{x} - \omega t$$.

Figure 5.1: Sketch of wave fronts for a wave in spacetime. The large arrow is the associated wave four-vector, which has slope $$\omega /ck$$. The slope of the wave fronts is the inverse, $$ck/ \omega$$.

In the one-dimensional case $$\phi = kx - \omega t$$. A wave front has constant phase $$\phi$$, so solving this equation for $$t$$ and multiplying by $$c$$, the speed of light in a vacuum, gives us an equation for the world line of a wave front:

$$ct = \frac{ckx}{\omega}-\frac{c\phi}{\omega}=\frac{cx}{u_p}-\frac{c\phi}{\omega} \quad \mbox{(wave front).}$$

The slope of the world line in a spacetime diagram is the coefficient of $$x$$, or $$c/u_p$$, where $$u_p = \omega/k$$ is the phase speed.

An application of relativity to waves
Returning to the phase of a wave, we immediately see that

 * $$\phi = \mathbf{k} \cdot \mathbf{x} - \omega t =

\mathbf{k} \cdot \mathbf{x} - ( \omega /c)(ct) = \underline{k} \cdot \underline{x} .$$

Thus, a compact way to write a wave is $$A( \underline{x} ) = \sin ( \underline{k} \cdot \underline{x} ) .$$(6.8)

Since $$\underline{x}$$ is known to be a four-vector and since the phase of a wave is known to be a scalar independent of reference frame, it follows that $$\underline{k}$$ is indeed a four-vector rather than just a set of numbers. Thus, the square of the length of the wave four-vector must also be a scalar independent of reference frame

 * $$\underline{k} \cdot \underline{k} =

\mathbf{k} \cdot \mathbf{k} - \omega^2 / c^2 = const .$$

Resolution of a four-vector into components in two different reference frames.

Let us review precisely what this means. As this figure shows, we can resolve a position four-vector x into components in two different reference frames, e.g (X,T) and (X′,T′), but these are just different ways of writing the same vector.

This is exactly the same as the way a three-vector has different components in a rotated frame.

Similarly, just as a three-vector has the same magnititude in all frames, so does a 4-vector; i.e,

 * $$X^2-c^2 T^2 = X^{\prime 2} - c^2 T^{\prime 2}$$

Applying this to the wave four-vector, we infer that

 * $$k^2-c^{-2} \omega^2 = k^{\prime 2} - c^{-2} \omega^{\prime 2}$$

where the unprimed and primed values of k and ω refer to the components of the wave four-vector in two different reference frames.

Up to now, this argument applies to any wave. However, waves can be divided into two categories, those for which a special reference frame exists, and those for which there is no such special frame.

As an example of the former, sound waves look simplest in the reference frame in which the gas carrying the sound is stationary. The same is true of light propagating through a material medium with an index of refraction not equal to unity. In both cases the speed of the wave is the same in all directions only in the frame in which the material medium is stationary.

If there is no material medium, then there is no unambiguous way of finding a special frame so the waves must fall into the second category. This includes all waves in a vacuum, such as light.

In this case the following argument can be made. An observer moving with respect to waves of frequency ω and wave number k sees waves of frequency ω′ and wave number k′. If the observer can tell in any way that they come from a source moving with respect to them, then they can use this to identify a special frame for those waves, so the waves must look just like ones from a stationary source of frequency ω

This forces us to conclude that for such waves

 * $$ \omega^2= c^2 k^2 + \mu^2 \,$$

where μ is a constant. All waves in a vacuum must have this form, a much more restricted choice than in classical physics.

In classical physics, ω and k for light are related by

 * $$\omega = c k \,$$

In relativistic physics, we've seen that for waves with no special reference frame, such as light, ω and k are related by

 * $$\omega^2 = c^2 k^2 + \mu^2 \,$$

If μ=0 then the relativistic equation reduces to the classical, so we can assume that, for light, μ does equal zero.

This means that light does not have a mimimum frequency.

If μ is not zero then the wave being described are dispersive. The phase speed is
 * $$u_p = \frac{\omega}{k} = \sqrt{c^2 + \frac{\mu^2}{k^2}} $$

This phase speed always exceeds c, which at first may seem like an unphysical conclusion. However, the group velocity of the wave is
 * $$u_g = \frac{d\omega}{dk} = \frac{kc^2}{\sqrt{k^2c^2+\mu^2}}

= \frac{kc^2}{\omega} = \frac{c^2}{u_p}$$

which is always less than c. Since wave packets and hence signals propagate at the group velocity, waves of this type are physically reasonable even though the phase speed exceeds the speed of light.

Another interesting property of such waves is that the wave four-vector is parallel to the world line of a wave packet in spacetime. This is easily shown by the following argument.

The spacelike component of a wave four-vector is k, while the timelike component is ω/c. The slope of the four-vector on a spacetime diagram is therefore ω/kc. However, the slope of the world line of a wave packet moving with group velocity is c/ug, which is also ω/kc.

Note that when we have k is zero we have ω=μ. In this case the group velocity of the wave is zero. For this reason we sometimes call μ the rest frequency of the wave.

The Doppler Effect
You have probably heard how the pitch of a train horn changes as it passes you. When the train is approaching, the pitch or frequency is higher than when it is moving away from you. This is called the Doppler effect. A similar, but distinct effect occurs if you are moving past a source of sound. If a stationary whistle is blowing, the pitch perceived from a moving car is higher while moving toward the source than when moving away. The first case thus has a moving source, while the second case has a moving observer.

In this section we will compute the Doppler effect as it applies to light moving through a vacuum. The figure below shows the geometry for computing the time between wave fronts of light for a stationary and a moving reference frame.

 * The time between wavefronts for the stationary observer, in the stationary frame, is $$T$$.

 * The time between wavefronts for the moving observer, in the stationary frame, is $$T^{\prime}$$.

 * The time between wavefronts for the moving observer, in the stationary frame, is $$\tau$$.

Since the world lines of the wave fronts have a slope of unity, the sides of the shaded triangle both have the same value, C. If the observer is moving at velocity $$v$$, the slope of the observer's world line is $$c/v$$, i.e

 * $$\frac{c}{v}=\frac{cT+X}{X}$$

Solving this for X and substituting in give $$cT^{\prime} = cT + X$$ gives

 * $$T^{\prime}=\frac{T}{1-\frac{v}{c}} \quad (1)$$

In classical physics $$T^{\prime}$$ and $$\tau$$ are the same so this formula, as it stands, leads directly to the classical Doppler shift for a moving observer.

However, in relativity $$T^{\prime}$$ and $$\tau$$ are different. We can use the Lorentz transformation to correct for this.

The second wavefront passes the moving observer at ($$vT^{\prime}$$, $$cT^{\prime}$$) in the stationary observers frame, but at (0,$$c\tau$$) in its own frame. The Lorentz transform tells us that.

 * $$c\tau = \gamma \left( cT'-\frac{v}{c}vT' \right)

= cT' \gamma \left( 1 - \frac{v^2}{c^2} \right) = cT'/ \gamma $$

Substituting in equation (1) gives

 * $$\begin{matrix}

\tau & = & T \frac{ \sqrt{ 1 - v^2/c^2 }}{1-v/c} \\ & = & T \sqrt{ \frac{ (1-v/c)(1+v/c)}{(1-v/c)^2}} \\ & = & T \sqrt{ \frac{c+v}{c-v} } \end{matrix}$$

From this we infer the relativistic Doppler shift formula for light in a vacuum:
 * $$\nu^{\prime}= \nu \sqrt{ \frac{c-v}{c+v} } $$

since frequency is inversely proportional to time.

We could go on to determine the Doppler shift resulting from a moving source. However, by the principle of relativity, the laws of physics should be the same in the reference frame in which the observer is stationary and the source is moving. Furthermore, the speed of light is still c in that frame. Therefore, the problem of a stationary observer and a moving source is conceptually the same as the problem of a moving observer and a stationary source when the wave is moving at speed c.

This is unlike the case for, say, sound waves, where the stationary observer and the stationary source yield different formulas for the Doppler shift.

title: Special Relativity/Waves


text:
Special Relativity/Problems

Problems
Hint: Draw the triangle ABC in a reference frame moving with George and Sally.
 * 1) Sketch your personal world line on a spacetime diagram for the last 24 hours, labeling by time and location special events such as meals, physics classes, etc. Relate the slope of the world line at various times to how fast you were walking, riding in a car, etc.
 * 2) Spacetime conversions:
 * 3) What is the distance from New York to Los Angeles in seconds? From here to the moon? From here to the sun?
 * 4) What is one nanosecond in meters? One second? One day? One year?
 * 5) Three events have the following spacetime coordinates: A is at $$(x,ct) = (2 \mbox{ m}, 1 \mbox{ m} )$$; B is at $$(x,ct) = ( -2 \mbox{ m} , 0 \mbox{ m} )$$; C is at $$(x,ct) = ( 0 \mbox{ m} , 3 \mbox{ m} )$$.
 * 6) A world line for an object passes through events B and C. How fast and in which direction is the object moving?
 * 7) A line of simultaneity for a coordinate system passes through events A and B. How fast and in which direction is the coordinate system moving?
 * 8) What is the invariant interval between events A and B? B and C? A and C?
 * 9) Can a signal from event B reach event A? Can it reach event C? Explain. Hint: Draw a spacetime diagram with all the events plotted before trying to answer the above questions.
 * 10) In the following problem be sure to indicate the slope of on pertinent lines drawn.
 * 11) In a spacetime diagram, sketch a line of simultaneity for a reference frame moving to the left at $$V = c/2$$, where $$c$$ is the speed of light.
 * 12) Sketch the world line of an object which is initially stationary, but which accelerates to a velocity of $$v = c/3$$.
 * 13) Suppose that an interstellar spaceship goes a distance $$X = 100 \mbox{ light years}$$ relative to the rest frame in $$T' = 10 \mbox{ years}$$ of its own time.
 * 14) Draw a spacetime diagram in the rest frame showing $$X$$, $$T'$$, and the time $$T$$ needed for this journey relative to the rest frame.
 * 15) Cmpute $$T$$, using your spacetime diagram as an aid.
 * 16) Compute the speed of the spaceship.
 * 17) If an airline pilot flies $$80 \mbox{ hr}$$ per month (in the rest frame) at $$300 \mbox{ m} \mbox{ s}^{-1}$$ for $$30 \mbox{ years}$$, how much younger will she be than her twin brother (who handles baggage) when she retires? Hint: Use $$(1 - \epsilon )^x \approx 1 - x \epsilon$$ for small $$\epsilon$$.
 * 18) A mu particle normally lives about $$2 \times 10^{-6} \mbox{ sec}$$ before it decays. However, muons created by cosmic rays $$20 \mbox{ km}$$ up in the atmosphere reach the Earth's surface. How fast must they be going?
 * 19) The Stanford Linear Accelerator accelerates electrons to a speed such that the $$3 \mbox{ km}$$ long accelerator appears to be $$8 \mbox{ cm}$$ long to the electron, due to the Lorentz contraction. How much less than the speed of light is the electron traveling? Hint: It is best to first develop an approximation for the relationship between $$\gamma = (1 - v^2 /c^2 )^{-1/2}$$ and the difference between $$c$$ and $$v$$ for a particle moving close to the speed of light.
 * 20) How fast do you have to go to reach the center of our galaxy in your expected lifetime? At this speed, what does this distance appear to be? (We are about $$30000 \mbox{ ly}$$ from the galactic center.)
 * 21) Two identical spaceships pass each other going in the opposite direction at the same speed.
 * 22) Sketch a spacetime diagram showing the world lines of the front and rear of each spaceship.
 * 23) Indicate an interval on the diagram corresponding to the rightward-moving spaceship's length in its own reference frame.
 * 24) Indicate an interval corresponding to the leftward-moving spaceship's length in the reference frame of the rightward-moving spaceship.
 * 25) Indicate an interval equal to the length of either spaceship in the rest frame.
 * 26) George and Sally are identical twins initially separated by a distance $$d$$ and at rest. In the rest frame they are initially the same age. At time $$t = 0$$ both George and Sally get in their spaceships and head to the right at velocity $$U$$. Both move a distance $$d$$ to the right and decelerate to a halt. (See figure 4.10.)
 * 27) When both are moving, how far away is Sally according to George?
 * 28) How much older or younger is Sally relative to George while both are moving?
 * 29) How much older or younger is Sally relative to George after both stop?

Figure 4.10: Sketch for moving identical twins. Line AC is the line of simultaneity for a reference frame moving with Sally and George.

title: Special Relativity/Problems


text:
General Astronomy/Eclipses

An eclipse occurs when one casts a shadow on another object. A lunar eclipse happens when the shadow of the Earth falls on the Moon, because the Earth is in a position where it blocks the light from the Sun. Likewise, when the Moon interposes itself between the Earth and Sun, so that the Moon's shadow falls on the Earth (and the Sun is temporarily blocked from view), a solar eclipse is the result.

Eclipses occur when the Sun, Moon, and Earth align. An eclipse blocks sunlight headed toward either the Moon or the Earth, depending on whether the eclipse is a solar eclipse or a lunar eclipse. Such an alignment can only happen when the Moon is in new phase or full phase. If the Moon is new, then it's possible for a solar eclipse to occur. During a full moon, there might be a lunar eclipse. During a solar eclipse, the Moon's shadow falls on the Earth, and the Moon blocks the Earth's view of the Sun. During a lunar eclipse, the Earth's shadow falls on the Moon, and the Moon appears to be darkened as we see it from Earth.

As one of the rare and very spectacular celestial events, a solar eclipse is well worth seeing if you should ever have the opportunity. When viewing a solar eclipse, however, it is important that you avoid damage to your vision by taking steps to view the eclipse safely. (There is no danger in viewing a lunar eclipse, during which the observer never looks at the Sun.) The simplest way to view a solar eclipse is to project the sunlight through a pinhole onto a card or a sheet of paper. The sunlight on the paper will form an image of the Sun. As the eclipse progresses, you will see a round "bite" that the Moon's shadow has taken out of the Sun. If possible, you might also find a special filter, which you can look through directly to watch the eclipse. Solar filters make it possible to look directly at the Sun without harming your vision. Be sure to use a filter specifically designed for looking at the Sun — sunglasses, welder's glass, and other filters are generally not sufficient. Don't use a telescope or binoculars unless the filter was designed for that purpose. Even near totality, when the Sun is almost completely covered, you risk damage to your eyes by staring into the Sun. Once totality arrives, however, it is safe to look directly. It is also safe (though not advisable) to look for a brief moment at the uneclipsed Sun. When viewing an eclipse, there's no need to be paranoid about the danger of accidentally glimpsing the Sun's surface for a split second. If your eyes catch the bright surface of the Sun, simply turn your head away.

The shadow of the Earth on the Moon (or any shadow cast by the Sun) has two parts. The inner part of the shadow, called the umbra, is the darkest part. If you were to stand on the Moon under the umbra, your view of the Sun would be completely blocked. Under the outer part, the penumbra, the Sun is only partially blocked. This is why the Moon is more darkened under the umbra than under the penumbra. While the location of the boundary of the umbra and penumbra are precisely defined geometrically, there is no sharp shadow line between the two when looking at an eclipsed Moon. At the innermost part of the penumbra, only a tiny fraction of the sunlight reaches the Moon, and this part is almost as dark as the totally eclipsed umbra. During a solar eclipse, when the Moon's shadow falls on the Earth, we stand in the shadow rather than looking at it. Observers standing in the umbra see a total eclipse of the Sun, while observers under the penumbra see a partial eclipse.

The present average distance of the Moon from the Earth happens to be just right for the Sun and the Moon to have almost the same apparent size as viewed from Earth. The Sun is 400 times larger than the Moon, but it's 400 times farther from Earth. Because of this, the Moon can obscure the bright surface of the Sun while leaving the fainter outer part, called the corona, exposed. The result is dramatic. During a total solar eclipse, the seething outer layers of the Sun are visible around the Moon. An annular eclipse is possible when the Moon is near the most distant part of its orbit, a point called the apogee. In an annular eclipse, the Moon passes directly in front of the Sun but fails to block it completely, creating the appearance of a bright ring, or an annulus.

Since it's possible for an eclipse to occur twice a month, once of the Sun and once of the Moon, at each new and full moon, students often wonder why eclipses don't occur twice a month, each time the Moon passes through its new and full phase. Months often pass with neither a solar or lunar eclipse. Eclipses don't occur in these months because the Moon passes just north or south of the Earth's shadow during the full moon. Likewise, the Moon's shadow misses the Earth as it passes through new moon. This happens because the orbit of the Moon is not perfectly aligned with the Earth's orbit. The Moon's path is tilted 5° to the ecliptic. It only passes through the ecliptic at two points in its orbit. These points are called the nodes.

Whenever the Moon isn't located at a node, it is either north or south of the Earth-Sun line. Eclipses can only occur when the Moon is at one of the nodes and at new or full phase — when the Moon's orbit is positioned so that the nodes are aligned with the Earth-Sun line. This happens about twice a year, at intervals called eclipse seasons. The time of eclipse season changes over the course of many years, but consecutive eclipse seasons are about six months apart. In any year there are at least two eclipses, and there may be as many as seven, all occurring during the eclipse seasons. There are typically around four eclipses in a year.

Eclipses can only happen when the moon is at a node in its orbit - a point where the Moon's orbit around the Earth intersects with the Earth's orbit around the Sun. If the Moon crosses one of these nodes while it's in the full or new moon position, a lunar or solar eclipse (respectively) can occur.

In a lunar eclipse, the observer watches the Earth's shadow fall on the Moon. Observers don't need to be in any special place to see the eclipse, so long as the Moon is visible. Consequently, an observer on the side of Earth facing the Moon will be able to see the eclipse. Fully half of the Earth will have a view. In a solar eclipse, the observer stands in the shadow of the Moon. The umbra of this shadow is small, so only a small portion of the Earth will see a total eclipse. A much larger portion will see the Moon only partially blocked, and will have a partial eclipse.

The Moon will often become reddish or orange in color during a lunar eclipse. The color of eclipses varies, with the Moon sometimes becoming very red and at others only darkening with no change in color at all. The Moon reddens during the eclipse because sunlight filters through the Earth's atmosphere and is scattered into the Earth's shadow. Sunlight reddens as it is scattered by dust and smoke in the Earth's atmosphere; this is why sunsets are red. The reddened sunlight illuminates the eclipsed Moon, making the Moon brighter and redder. The color and darkness of an eclipse depends on the geometry of the eclipse and the weather on Earth during the eclipse.

Two phenomena caused by eclipses are the Diamond Ring and Baily's Beads.

Throughout history, astronomers have relied on cycles in their observations. The year, for example, is the cycle of the Earth's orbit around the Sun, and the seasons follow with this cycle, as do the motions of the stars. Since ancient times, astronomers have known about an eclipse cycle, called the Saros cycle. they can be used to predict in advance when an eclipse will occur and what the eclipse will be like.

The Saros cycle depends on three other cycles of the Moon: the time from one full moon to the next — the synodic month; the time it takes for the Moon to pass through a node and come all the way around — the draconic month; and the time it takes for the Moon to come close to the Earth in its orbit, move away, and come close again — the anomalistic month. In one Saros cycle, there are almost exactly 242 draconic months, almost exactly 223 synodic months, and almost exactly 239 anomalistic months. The Saros cycle is the smallest length of time that evenly contains all of these cycles. This is why eclipses repeat within the Saros cycle.

Stonehenge is an ancient structure in Britain. It is made up of 30 monoliths in the Sarsen Circle. There are 56 Aubrey Holes outside of Stonehenge. It is believed that Stonehenge was used for predicting eclipses.

title: General Astronomy/Eclipses


text:
Horticulture/Putting a Garden Plan into Action

First things first
 * Double-checking the measurements
 * Initial preparation
 * Laying out
 * Removal of existing plants
 * Sod
 * Weedy areas
 * Trees and Shrubs
 * Soil work
 * Getting the materials ready
 * Purchasing
 * Storing and holding
 * Setting up the big day

/Design


text:
Horticulture/Laying Out a Garden Bed

 * Gridding
 * Marking the edges
 * Irrigation, lighting, and drainage
 * Placement of plants

/Design

title: Horticulture/Laying Out a Garden Bed


text:
Horticulture/Planting Techniques

Outline:

 * Planting from seed
 * Planting from containers
 * Planting from B&B
 * Transplanting

/Techniques

title: Horticulture/Planting Techniques


text:
User:Malweth

I am a go player of rank 2k AGA.

See more at http://senseis.xmp.net/?Malweth

title: User:Malweth


text:
Help talk:Watching pages

Watching a Whole Book
Can i watch a whole book? -- Jokes Free4Me 16:40, 27 June 2006 (UTC)
 * I don't know of a way in which this is possible. --Think Fast 19:12, 27 June 2006 (UTC)

That green text
What does the green text in parentheses mean? --Bozwaldo (talk) 19:26, 13 May 2009 (UTC)

E-mail notifications not active?
I can't find the preferences option that will enable e-mail notifications when a watched page is modified. It is really existing? How can I turn this option on?

title: Help talk:Watching pages


text:
Biomechanics/The Biomechanics Of The Lung

Introduction
Cohesion

Binding interactions between molecules of the same type, mainly by H bonding.

Causes surface tension.

Adhesion

Binding interactions between molecules of different type, mainly by H bonding.

Causes lungs to be held to the inner side of the chest wall and diaphragm.

 * Surface tension = interface phenomenon that arises because cohesion of liquids is greater than adhesion of liquid to air: water molecules pull more towards each other than to air. Thus, water molecules are pulled down and sideways but not upwards. These uneven forces make the liquid surface rigid.
 * Surface tension for pure water is independent of the area. Unit = N / m.
 * With lungs we use compliance curves = ∆V / V0 versus F / A
 * The hysteresis between inspiration and expiration is due to E. loss caused when molecules rearrange themselves.
 * FRC = functional reserve capacity = V to which the chest is filled when no muscular work is done (3 liters).
 * Respiratory statics = study of the respiratory system when there is no convective flow of gas.
 * Plethysmograph = device used to measure lung volume.

Properties of isolated lung
In order to investigate lungs properties, we will compare 2 lungs: one filled with air (normal) and the other filled with a saline.

Remember that compliance = Strain / Stress = change in Volume / pressure

In air filled lungs

Have a lot of surface tension because there is an air-water interface in every alveolus.

Low compliance. More P is required to expand the lung.

Large hysteresis.

In saline filled lungs

Have no surface tension.

High compliance.

Curve is steeper and switched to the left.

Small hysteresis. Thus, the main thing undergoing volume dependent re-arrangements has been removed.

Thus, lung tissue has a minor effect on elasticity (surface tension is the major effect).

•	Elastic nature of lung tissue is due to elastin (stretchy) and collagen (stiff).

•	At low lung V, both fibers are folded, so lung is very compliant.

•	As lungs are expanded, more and more fibers are stretched beyond their resting lengths, making the lung more and more elastant.

•	Changes in amount of collagen and elastin cause diseases: emphysema (too compliant), fibrosis (too elastant).

Lung washings experiment
	Lung washings are placed in a square-shaped trough with a dam that can be moved laterally to increase or decrease surface area of lung washings.

	A plate attached to a strain gauge is placed on the surface of the washings to record surface tension.

Results:

Surface tension of lungs washings is

	Lower than that of pure water.

	Area dependent.

Explanation:

	This is due to the presence of Lecithin surfactant.

	This surfactant has hydrophilic head and hydrophobic tail.

	The hydrophobic tail is fixed to alveolus wall.

	The hydrophilic head interacts with water, disrupting H bonds, which lowers the surface tension by decreasing the no. of water-water interactions.

	At low lung V, conc. of surfactant increases, so surface tension decreases.

	At high lung V, conc. of surfactant decreases, so surface tension increases.

	The hysteresis between inspiration and expiration is because surface tension is always opposite to lung motion:

Inspiration

Surface tension is directed inwards because water molecules on the alveolus wall are trying to interact with each other.

Expiration

Surface tension is directed outwards because water molecules on the alveolus wall are pulled towards the bulk water outside the alveolus.

This opposite force creates an E. loss, shown as a hysteresis.

Effects of surfactant on breathing
1) Reduces work associated with breathing.

Work = ∫ P dV

Without surfactant: P is large so work is large.

With surfactant: P is small so work is small.

2) Reduces work needed to open nearly collapsed alveoli and avoid their collapse

Without surfactant: Work is large since surface tension is high.

With surfactant: Work is low since surface tension is lowered because surfactant disrupts H bonds.

3) Stabilizes alveolar size

Law of Laplace: P = 2T / r

Where P = pressure inside alveolus, T = surface tension,   r = radius of alveolus.

For 2 connected alveoli, one small and the other large:

Without surfactant: P of small alveolus is large because r is small and T is constant.

As airflow goes from high P to low P, the small alveolus will empty into the larger one. Thus, - Total lung area decrease (area of large alveoli increases but they are few). - Less diffusion occurs.

With surfactant: P of small alveolus is nearly constant because, as r decreases, T decreases.

Thus, P is the same in small and large alveoli, and small alveoli do not empty into large ones.

Size of alveoli is thus stabilized.

Respiratory Distress Syndrome (RDS)
	It is associated with low-levels of surfactant.

	When a child is born prematurely (28th – 32nd week) lungs do not yet have surfactants. Thus, surfactant effects are absent and the child suffers from the previous problems.

	Disease can be detected during birth by determining the Sphingomyelin to Lecithin ratio of the amniotic fluid. If greater than 2 : 1, child has RDS.

	Note: sphingomyelin is always present in the amniotic fluid (constituent of plasma membranes) but high conc. of lecithin is associated with the secretion of surfactants.

Summary
•	Compliance of the lungs is due to both surface tension and elastic properties of lungs.

•	In normal lungs, most stiffness is due to surface tension (although it is greatly reduced as area decreases, due to surfactants).

•	Surfactants decrease surface tension and thus decrease E. loss and hysteresis.

•	Change in tissue compliance or in surfactants causes diseases.

Mechanics of respiration

	IPP = intra-pleural pressure, the dynamics of lung mechanism. It is always lower than the atmosphere (-ve relative to atm). This is to allow lungs to expand: if it was equal or greater than atm, lungs wouldn’t expand and inspiration wouldn’t occur.

	Example: if Patm = 5 and IPP = 2, IPP is 3 –ve relative to atm. If IPP reduces 1, then IPP is 4 –ve relative to atm, thus more –ve. But if IPP = 6, no inspiration (unless we take a forced breath).

Inspiration

Diaphragm contracts and enlarges pleural cavity, which reduces IPP.

As IPP reduces (becomes more –ve), it makes suction of lung walls outwards.

As V of lungs ↑, Palv ↓.

As airflow goes from high P to low P, air enters the lungs.

Since –ve Palv is needed to inspire air, air current is –ve.

Conclusion: IPP, Palv and airflow become more –ve, V becomes more +ve.

Expiration

Diaphragm relaxes and reduces pleural cavity, which increases IPP.

As IPP increases (becomes less –ve), it releases lungs and recoil forces push lung walls inwards.

As V of lungs ↓, Palv ↑

As airflow goes from high P to low P, air exits the lungs.

Since +ve Palv is needed to expire air, air current is +ve.

Conclusion: IPP, Palv and airflow become more +ve (with IPP still –ve), V more –ve.

Notes:

-	Surface tension was thus always opposite to IPP during inspiration and to recoil force during expiration.

-	IPP is also –ve relative to Palv because alveoli are connected to atm by open tubes.

-	In the curve, Palv begins with 0 (same P as atm), but IPP begins –ve.

-	If IPP > atm, air current is always +ve (out of lungs) unless we take a forced breath to make maximum contraction, making IPP –ve, and allowing air to enter.

-	If density and height are given, ∆P is calculated by: ∆P = ρ g h.

Analogy with Electricity
1) Ohm’s Law

a) Current

I = ∆v / R

I = q / t

I = Electric current (A)

∆v = Potential difference (V)

R = Electric resistance (Ω)

q / t = no. of charge flowing per unit time

b) Resistance

R = ∆v / I

R = (ρ L) / (π r2)

ρ = Resistivity (Ω.m)

L = Length of resistor (cm)

π r 2　　= Area of resistor (cm2)

c) Work done

W = V I t (joule)

d) Power

Power = V I (watt)

e) Series resistance

As current flows in various resistances,

I1 = I2

f) Parallel resistances

As current divides in different resistances,

1/ Rt = 1/R1 + 1/R2 + … + 1/R3

g) Capacitance

C = q / v

High capacitance = conserve a high no. of charges (q) for a low voltage (v).

2) Poiseuille’s Law

a) Current

Q = ∆P / R

Q = V / t

Q = Fluid current (mL/sec)

∆P = Pressure diff. (cm H2O)

R = Flow resistance (poise / cm3　　)

V / t = Volume of particles flowing per unit time.

b) Resistance

R = ∆P / Q

R = (8 η L) / (π r 4)

η = Viscosity coeff. of fluid (poise)

L = Length of tube. (cm)

π r 4　　= (cm4)

c) Work done

W = P Q t = P (V / t) t > W = P V (joule)

d) Power

Power = P Q = P (V / t)

Power = P V / t (watt)

e) Series resistance

As air flows in respiratory tree, from trachea to bronchi to alveoli,

Q1 = Q2 > V1 / t = V2 / t > (A1 L1) / t = (A2 L2) / t > A1 v1 = A2 v2

This is the continuity eqn. Air thus flows quickly in small areas and slowly in large areas.

f) Parallel resistances

As each bronchus divides into 2 of smaller sizes, and each divides into 2 and so on, forming generations: 1/ Rt = 1/R1 + 1/R2 + … + 1/R3

Note: in most generations of bronchi, the airway R decreases slightly. To do so, each bronchus has to divide into 2 bronchi with r2 > 0.84 r1. (if r2 = 0.84 r1, R is const.)

g) Capacitance

C = V / P

This is actually the compliance.

High compliance = great strain (V) for low stress (P).

E.g. C of lungs = 200 mL/ cm H2O.

If it is 50, when IPP makes suction of the wall, it doesn’t stretch enough and there is a problem in respiration.

Note:

The last table is valid for the flow of air in lungs and flow of blood in arteries.

Previous: The Biomechanics Of Skeletal Muscles part 2 Next: Hemodynamics


text:
User talk:140.184.21.74

Nicely spotted

title: User talk:140.184.21.74


text:
Muggles' Guide to Harry Potter/Characters/Weasley Family

Overview
The Weasley Family is one of the older pure-blooded families. Many of the prejudices held by and associated with the "old" families are not held by the Weasleys, nor do the Weasleys take pride (or shame) in their heritage of pure magical blood.

The Weasleys' house is the Burrow, a multi-story magical dwelling located in the fictional village of Ottery St. Catchpole, Devon, United Kingdom (possibly based on the real town of Ottery St Mary).

The Weasleys are considered blood traitors because of their charitable dealings with muggles in general. This is exacerbated when they welcome Hermione Granger (a "muggle-born") and Harry Potter (a "half-blood") into their home.

Role in the Books

The Weasley family in general play a very large role in the books; we will simply mention when they are introduced and some small details of the role the family as a whole plays for each book. For detail, please see the individual articles on the Weasleys.

Philosopher's Stone
We see Mrs. Weasley and Ginny, and are introduced to four of the Weasley boys: Fred, George, Ron, and Percy. We hear of two others, Bill and Charlie, from Ron, and we hear Ron's dismay at being the sixth Weasley child to pass through Hogwarts. A large part of Ron's worries are caused by the fact that so many of the earlier Weasley children had excelled in some way or other.

Chamber of Secrets
We first see the Weasley family and their home as a whole when Fred, George, and Ron extract Harry from captivity in his Uncle Vernon's home. We see the arrival at the Weasley family home, and we get to meet Mrs. Weasley; and shortly afterwards we meet Mr. Weasley. While we see Ginny on a number of occasions, she seems to be largely in retreat; Ron comments that this is unusual, in that she ordinarily never shuts up. Ron does not seem to be aware that Ginny is suffering from a classic schoolgirl crush, possibly because he has lived with Harry for so long that he no longer finds Harry's presence intimidating. Ginny's nervousness in Harry's presence does not abate throughout this book.

Prisoner of Azkaban
The Weasley family meet Harry and Hermione in the Leaky Cauldron in Diagon Alley, where they are doing their school shopping. The events of the previous year have burned away some of Ginny's nervousness, but she still is not entirely at her ease speaking with Harry. Mr. and Mrs. Weasley understand from the Ministry that Sirius Black is trying to reach Hogwarts, and it is believed his intent is to kill Harry. The Weasleys have evidently volunteered to protect him until he is actually on the Hogwarts Express. They are of two minds on the mission, however; Mr. Weasley feels that Harry ought to know what is going on, while Mrs. Weasley would prefer to keep him unworried. Harry overhears their conversation, and so Mr. Weasley's platform revelation is not news to him.

Goblet of Fire
We meet the remaining two Weasley children, Bill and Charlie. The whole clan has gathered as Mr. Weasley has managed to get tickets for the Quidditch World Cup, and apart from his own family he has elected to include Harry and Hermione in the invitation.

Knowing that Harry's own family, the Dursleys, would not be interested in seeing Harry compete in the Third Task, Mrs. Weasley comes to the school to watch, more or less in loco parentis. She brings Bill with her.

Order of the Phoenix
Many of the members of the family are at Number 12, Grimmauld Place, when Harry arrives there. The exceptions are Percy, who has had a falling out with Mr. Weasley over the Ministry's treatment of Albus Dumbledore, and Charlie, who is still in Romania working with dragons. Again we see that Mr. Weasley is in favour of telling Harry what is going on, while Mrs. Weasley prefers to have him unworried. We see the whole family's joy at Harry's successful defence at his hearing for underage use of magic. And when Mrs. Weasley's attempts to subdue a Boggart fail, we see her worst fears: in turn, each of her family members and Harry, dead. This last, as little else could, shows how Harry has become like one of the Weasley children in Molly's mind.

Harry's position in the family is reinforced when Harry has a vision of the attack on Mr. Weasley at Christmas. His quick action saves Mr. Weasley's life, and earns him the gratitude of the entire Weasley family.

Half-Blood Prince
Harry spends most of his summer vacation at The Burrow, happily staying with the family he has come to appreciate more than his own. The only flaws are the presence of Fleur Delacour who is engaged to Bill, and who does seem to be upsetting Mrs. Weasley; and the occasional presence of Tonks, who seems to be coming around occasionally for solace from Mrs. Weasley, but who forcefully reminds Harry of the death of Sirius.

With Fred and George graduated, the family does not gather much at the school; however, Ron conveys an invitation to Harry to join the Weasleys at Christmas, an invitation that he readily accepts. The ongoing battle of wills between Mrs. Weasley and Fleur does cause some tension, and Harry remains irked by the fact that the twins are able to get through their chores rapidly by means of magic, while he and Ron cannot. However, it is still the best family Christmas Harry has ever had.

Deathly Hallows
The Weasley family gather together again to provide escape and a safe house for Harry in the days between his escape from Privet Drive and the day of Bill and Fleur's wedding. During the escape, George loses an ear. Harry's birthday, of course, falls into the time that Harry is at the Burrow, and Harry, dismayed at how much work his mere presence has caused, says he doesn't want anything. Mrs. Weasley, however, feels that a wizard's coming of age must be celebrated, and provides a cake and gifts, including a watch. Mrs. Weasley apologizes for the watch, it had been her brother Fabian's. Apparently she had given her other brother Gideon's watch to Ron; the fact that she is giving Harry this precious a family treasure is a clear indication, if we needed one, of how much Mrs. Weasley has come to accept Harry as a family member.

All of the Weasley family take part in the final battles for Hogwarts – Charlie arrives with the massive reinforcements for the second half of the battle. In the preparations for the battle, Percy comes back to the family, admitting that he was a deluded fool and asking if the family will accept him back; they promptly do. During the battle itself, Fred is killed by falling masonry.

Strengths
The Weasleys are a true family group, taking strength from each other, and standing largely as a unit. They have their differences, as any family does, but largely due to the influence of Molly Weasley, they overcome them, dealing with problems as they arise. The Weasley family are presented here as an example to Harry of what family life can be, at its best, and as a contrast to the unhealthy family group he is attached to at the Dursleys'.

Weaknesses
As Arthur Weasley seems to have very little ambition beyond helping the course of Muggle relations, the family is not exceptionally well off economically; in fact, one of the issues brought up repeatedly by Ron is his feeling of financial impoverishment. The continual need to "make do" does rather tax the resources of all family members.

Relationships with Other Characters
Arthur Weasley and Molly Weasley have six sons and a daughter: Bill, Charlie, Percy, identical twins Fred and George, Ron, and Ginny.

Arthur's parents were apparently Septimus Weasley and Cedrella Black, and they had another son, Bilius Weasley. Uncle Bilius was apparently somewhat older than Arthur; he had passed away rather recently, leaving no children.

Molly's father was the brother of Ignatius Prewett (who was married to Lucretia Black), and he had two more sons: twins Gideon Prewett and Fabian Prewett.

Another distant relative mentioned is Auntie Muriel. It is never mentioned whether she is related to the Weasleys or the Prewetts.

Analysis
Although he cannot see it directly, Harry senses a very great contrast between his life in the Muggle world with the Dursleys, and Ron's life in the Burrow. The Dursleys have a determinedly lovely house in a determinedly lovely suburb, with all the right business contacts and all the right accessories, but for all its material richness, it is sterile, even for Vernon, Petunia, and Dudley, people who nominally belong there. Harry's treatment as an outsider only makes this worse. To contrast this, quite apart from the magic everywhere, the Burrow is impoverished with lots of make do or make it yourself, cramped, and incredibly cheerful. Harry immediately feels at home, this is the sort of family he has dreamed about being a part of for twelve years... and to top it off, they accept him instantly as one of their own. (Although it must be noted that Mrs. Weasley never scolds Harry, that we hear; every one of her own children, and even her husband, catches the rough edge of her tongue sooner or later, but Harry does not seem to.)


text:
Java Programming/Keywords/else

is a Java keyword. It is an optional part of a branching statement. It starts the 'false' statement block.

The general syntax of a, using , is

branching-statement ::= condition-clause single-statement | block-statement [                                      single-statement | block-statement ] condition-clause   ::=   Boolean Expression   single-statement   ::= Statement block-statement    ::=   Statement [ Statement ]

For example:

See also:
 * Java Programming/Keywords/if

title: Java Programming/Keywords/else


text:
Java Programming/Keywords/while

is a Java keyword.

It starts a looping block.

The general syntax of a, using , is

while-looping-statement ::= condition-clause single-statement | block-statement condition-clause   ::=   Boolean Expression   single-statement   ::= Statement block-statement    ::=   Statement [ Statements ]

For example:

See also:
 * Java Programming/Statements
 * Java Programming/Keywords/for
 * Java Programming/Keywords/do

title: Java Programming/Keywords/while


text:
User talk:Mick8882003~enwikibooks

Engineering and the hp49
I have listed this book as a candidate for speedy deletion, and I would like to remove it from the engineering bookshelf. I feel that this book is about a subject that is too specific for most people, and therefore other people won't be able to contribute to it. However, if you would like me to move this content to a better book, such as "The HP49 Calculator",i can certainly do that as well. I doubt highly that you will see this message before I actually delete this book (since you have been inactive for 6 months now), but you didnt supply an email address, and this is the only way I have to get ahold of you. --Whiteknight (talk) (projects) 17:38, 27 June 2006 (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 Mick8882003. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mick8882003~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 23:30, 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) 05:15, 19 April 2015 (UTC)

title: User talk:Mick8882003~enwikibooks


text:
User talk:SubNuke~enwikibooks

Engineering and the hp49
I have listed this book as a candidate for speedy deletion, because it contains no valuable content, and consists at the moment of a list of links. WB:WIW specifically states that pages that are simply lists of hyperlinks do not belong on wikibooks. If you have no questions or concerns on the matter, I will delete this in about a week or less. --Whiteknight (talk) (projects) 17:40, 27 June 2006 (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 SubNuke. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name SubNuke~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 23:43, 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) 05:33, 19 April 2015 (UTC)

title: User talk:SubNuke~enwikibooks


text:
Chess Opening Theory/1. Nh3/1...e5

1... e5 - Amar Opening
Black takes space in the centre, but refuses to threaten the knight, thus calling White's bluff. A different way of doing so, emphasizing the correct placement of one's own Knight, might be 1... Nc6. Then, 2. d4 is the Mozarabic Opening — trying to put Black's riposte in the wrong just the same. In any case, Black can get a very solid game.

title: Chess Opening Theory/1. Nh3/1...e5


text:
Chess Opening Theory/1. Nh3/1...d5

1…d5 - Amar Opening
This move takes space in the centre, and threatens to damage White's already vulnerable kingside pawn structure with 2...Bxh3 3. gxh3. White may put off Black’s threats or even encourage them, either in search of outrageous activity of their king’s rook, or a more subtle approach with 2. g3 (with perhaps f3 and Nf2 to follow). It should also be noted that 2. g3 e5 3. f4 Bxh3 4. Bxh3 exf4 is known as the Amar Gambit, which severely weakens White’s king and sacrifices a pawn for a kingside initiative. This line is considered dubious, and gives Black at least a slightly better chance. It could be said that 1... d5 falls into the trap laid by 1. Nh3.

title: Chess Opening Theory/1. Nh3/1...d5


text:
User talk:81.179.75.151

Copyvio
The image you tagged as copyvio. is different from the one you said was copyrighted. The cat is facing in a different direction. Is it possible that the picture used on wikibooks was taken by someone else, and they just look similar.Dolive35 18:52, 27 June 2006 (UTC)

title: User talk:81.179.75.151


text:
Category:Book:Fencing

ko:분류:펜싱

title: Category:Book:Fencing


text: Category:Book:Gujarati

title: Category:Book:Gujarati


text: Template:User engineering

title: Template:User engineering


text: Template:User BS

title: Template:User BS


text: Category:Book:Emulation

title: Category:Book:Emulation


text:
User:BradPatrick

w:User:BradPatrick - this is where I keep my main user page.

title: User:BradPatrick


text:
Blender 3D Reference Guide/Buttons Reference/Logic

Okay, one day I decided that I wanted to do something. This is it.

Anyway. This Logic Brick tutorial is for the people who know the basics of everything but logic bricks, pretty much. Let's get started.

Create a cube. Now in the Logic brick panel (purple pacman button), click "add" for all three of the little panelly things.

But first, here are the descriptions. SENSORS: These are what have to happen to play out the actuator. EG: mouse click, keyboard press "H". CONTROLLERS: Best described, these are just a walkway for the sensor to activate the actuator (in 98% of the cases, but don't get confused now...) ACTUATORS: These are what happens when it detects that the sensor has happened. EG: animation from frame 1 to 100, movement / 100 places to the left.

In the first little panel, click on the arrow next to the word "always". (Not the orange one, the near invisible silver one RIGHT next to it.) Now click on keyboard. In the space next to the word "key," click in and type any keyboard button you want. Now click and hold on the little yellow next the logic brick. Drag it to the yellow orb on the side of the controller logic brick. What you have just done is linked the sensor to the controller, so that when you link the controller up to the actuator something will happen.

Now, in the movement actuator logic brick, click in the first "dloc" space, and type the number ".5". Now, link up the broken logic bricks, and voila! You have made your first interactive 3d content. Well, that's what I'm guessing if you've never used any other 3D program that makes interactive stuff, or if you've never made maps in TimeSplitters 3, but what the heck.

Start the game, and press the keyboard button that you entered into the sensor logic brick before. WOW! The cube moved! The cube actually moved in the co-ordination of where you typed ".5". Those three tiny panels in each of the "dloc"s and the "torque"s rows, are different dirrections, x y and z, with all of the rotation command exceptions and crap or whatever.

Now, let's do something fancy. Do you want the camera to follow the cube when you are moving it? Probably not, but anyway... To do this, go into animation mode, and add a camera that's looking straight at the cube. Now, in the big panel on the left, click on the camera. Add in a logic brick for all three of the panels (in the logic section), and leave the sensor on always. This means that this actuator is always going to happen in the game. ALWAYS. And yes, you can create an always sensor and a "quit game" actuator, but it's pretty gay, because as soon as you start the game, it quits!

Anyway... in the actuator logic brick, click on the near invisible arrow next to "motion", and click on "edit object". With the new options, click on the arrow of the tiny selection pop-up bar, and click on "track to". This will make the camera look at the object at all times. (Because of the always sensor, of course.) But in the other tiny empty bar that comes up, click on and type in the name of the cube that is displayed in the panel to the left of the screen. Most likely "Cube". DAHHHHHH! Now play the game, and move the cube. YES! you've done it. Have you? If you've done it right, you will have a moving cube and a tracking camera.

You can make objects other than the camera follow another object, so have fun with your tracking and movement knowledge.


text:
Talk:Managing Groups and Teams/Social Loafing

Max Ringlemann was a French agricultural engineer, not a German psychologist. His work was in 1913. Some of the results were published by Moede in 1927, from which comes the confustion. Source of these facts: Kravitz, D.A., & Martin, B. (1986). Ringelmann rediscovered: The original article. Journal of Personality and Social Psychology, 50(5), 936-941.


text: Category:Book:FHSST Biology

title: Category:Book:FHSST Biology


text: Category:Book:FHSST Computer Literacy

title: Category:Book:FHSST Computer Literacy


text: Category:Book:FHSST Physics

title: Category:Book:FHSST Physics


text:
Muggles' Guide to Harry Potter/Magic/Books and Textbooks

Overview
Like Muggles, the wizarding world obtains and records information through books. They use books for reference, research and information gathering.

Houses of the Wizarding community also have books in cooking, housework and references. The Hogwarts students devote most of their time in the library to doing their homework, and sometimes borrow library books to read in their own common room. Not all books in the Hogwarts library can be accessed by the students. Some of them are in the Restricted Section of the library, and books in that section contain particularly advanced magic and information about the Dark Arts. In order to borrow books in the Restricted Section, students need a signed permission slip from a professor.

Flourish and Blotts is the main supplier of school and other books, and is located in Diagon Alley.

Lists of Books by Title
(Included in this list are the books mentioned in the entire series, including the annual Hogwarts booklists)

A

 * Achievements in Charming
 * Advanced Potion-Making by Libatius Borage
 * Advanced Rune Translation
 * The Adventures of Martin Miggs, the Mad Muggle
 * Ancient Runes Made Easy
 * Ancient Runes Translation
 * An Anthology of Eighteenth Century Charms
 * An Appraisal of Magical Education in Europe
 * Armando Dippet: Master or Moron? by Rita Skeeter
 * Asiatic Anti-Venoms

B

 * Basic Hexes for the Busy and Vexed
 * A Beginner's Guide to Transfiguration
 * Blood Brothers: My Life Amongst the Vampires by Eldred Worple
 * Break With a Banshee by Gilderoy Lockhart

C

 * Charm Your Own Cheese by Greta Catchlove
 * Common Magical Ailments and Afflictions
 * A Compendium of Common Curses and Their Counter-Actions
 * Confronting the Faceless
 * Curses and Counter-curses (Bewitch Your Friends and Befuddle Your Enemies with the Latest Revenges: Hair Loss, Jelly-Legs, Tongue-Tying, and Much, Much More) by Professor Vindictus Viridian

D

 * The Dark Arts Outsmarted
 * The Dark Forces: A Guide to Self-Protection by Quentin Trimble
 * Death Omens: What To Do When You Know The Worst Is Coming
 * Defensive Magical Theory by Wilbert Slinkhard
 * Dragon Breeding for Pleasure and Profit
 * Dragon Species of Great Britain and Ireland
 * Dreadful Denizens of the Deep
 * The Dream Oracle by Inigo Imago

E

 * Enchantment in Baking
 * Encyclopedia of Toadstools
 * The Essential Defence Against the Dark Arts by Arsenius Jigger

F

 * Fantastic Beasts and Where to Find Them by Newt Scamander
 * Flesh-Eating Trees of the World
 * Flying With the Cannons
 * Fowl or Foul? A Study of Hippogriff Brutality
 * From Egg to Inferno, A Dragon Keeper's Guide

G

 * Gadding With Ghouls by Gilderoy Lockhart
 * Gilderoy Lockhart's Guide to Household Pests by Gilderoy Lockhart
 * Great Wizarding Events of the Twentieth Century
 * Great Wizards of the Twentieth Century
 * Guide to Advanced Transfiguration
 * A Guide to Medieval Sorcery

H

 * Handbook of Do-It-Yourself Broom Care
 * Handbook of Hippogriff Psychology
 * The Healer's Helpmate
 * A History of Magic by Bathilda Bagshot
 * Hogwarts, A History
 * Holidays With Hags by Gilderoy Lockhart
 * Home Life and Social Habits of British Muggles by Wilhelm Wigworthy

I

 * Important Modern Magical Discoveries
 * Intermediate Transfiguration
 * Invisible Book of Invisibility

J

 * Jinxes for the Jinxed

L

 * The Life and Lies of Albus Dumbledore by Rita Skeeter

M

 * Madcap Magic for Wacky Warlocks
 * Magical Drafts and Potions by Arsenius Jigger
 * Magical Hieroglyphs and Logograms
 * Magical Me by Gilderoy Lockhart
 * Magical Theory by Adalbert Waffling
 * Magical Water Plants of the Mediterranean
 * Magick Most Evile
 * Men Who Love Dragons Too Much
 * Modern Magical History
 * Moste Potente Potions
 * Monster Book of Monsters

N

 * Nature's Nobility: A Wizarding Genealogy
 * New Theory of Numerology
 * Notable Magical Names of Our Time
 * Numerology and Grammatica

O

 * Olde and Forgotten Bewitchments and Charmes
 * One Minute Feasts - It's Magic!
 * One Thousand Magical Herbs and Fungi by Phyllida Spore

P

 * Powers You Never Knew You Had and What To Do With Them Now You've Wised Up
 * Practical Defensive Magic and Its Use Against the Dark Arts
 * Predicting the Unpredictable: Insulate Yourself Against Shocks
 * Prefects Who Gained Power

Q

 * Quidditch Teams of Britain and Ireland
 * Quidditch Through the Ages by Kennilworthy Whisp
 * Quintessence: A Quest

R

 * The Rise and Fall of the Dark Arts
 * Rune Dictionary

S

 * Saucy Tricks for Tricky Sorts
 * Secrets of the Darkest Art
 * Self-Defensive Spellwork
 * Sites of Historical Sorcery
 * Sonnets of a Sorcerer
 * Spellman's Syllabary
 * The Standard Book of Spells by Miranda Goshawk
 * Year 1
 * Year 2
 * Year 3
 * Year 4
 * Year 5
 * Year 6

 * A Study of Recent Developments in Wizardry

T

 * The Tales of Beedle the Bard
 * Travels With Trolls by Gilderoy Lockhart
 * Twelve Fail-Safe Ways to Charm Witches

U

 * Unfogging the Future by Cassandra Vablatsky

V

 * Voyages With Vampires by Gilderoy Lockhart

W

 * Wanderings With Werewolves by Gilderoy Lockhart
 * Weird Wizarding Dilemmas and Their Solutions
 * Where There's a Wand, There's a Way

Y

 * Year With The Yeti by Gilderoy Lockhart

Textbooks
(Textbooks referred to here are the required textbooks each year, as they appeared in the books. The list cannot be complete, as it varies every year and we only see Harry's year and Harry's chosen electives.)

Year 1

 * The Standard Book of Spells Year 1 by Miranda Goshawk
 * A Beginner's Guide to Transfiguration by Emeric Switch
 * A History of Magic by Bathilda Bagshott
 * Magical Theory by Adalbert Waffling
 * One Thousand Magical Herbs and Fungi by Phyllida Spore
 * Magical Drafts and Potions by Arsenius Jigger
 * Fantastic Beasts and Where to Find Them by Newt Scamander
 * The Dark Forces: A Guide to Self-Protection by Quentin Trimble

Year 2

 * The Standard Book of Spells Year 2 by Miranda Goshawk
 * Break with a Banshee by Gilderoy Lockhart
 * Gadding with Ghouls by Gilderoy Lockhart
 * Holidays with Hags by Gilderoy Lockhart
 * Travels with Trolls by Gilderoy Lockhart
 * Voyages with Vampires by Gilderoy Lockhart
 * Wandering with Werewolves by Gilderoy Lockhart
 * Year with the Yeti by Gilderoy Lockhart

Year 3

 * Intermediate Transfiguration
 * The Standard Book of Spells Year 3 by Miranda Goshawk
 * The Monster Book of Monsters
 * Unfogging the Future by Cassandra Vablatsky
 * Numerology and Gramatica
 * Ancient Runes Made Easy
 * Home Life and Social Habits of British Muggles
 * The Essential Defence Against the Dark Arts by Arsenius Jigger

Year 4

 * The Standard Book of Spells Year 4 by Miranda Goshawk
 * The Dark Forces: A Guide to Self Protection by Quentin Trimble

Year 5

 * The Standard Book of Spells Year 5 by Miranda Goshawk
 * Defensive Magical Theory by Wilbert Slinkhard

Year 6

 * The Standard Book of Spells Year 6 by Miranda Goshawk
 * Advanced Potion-Making by Libatius Borage
 * Confronting the Faceless
 * A Guide to Advanced Transfiguration by Emeric Switch
 * Advanced Rune Translation
 * Flesh-Eating Trees of the World

Analysis
Curiously, there does not seem to be any Wizarding fiction, apart from the collection of comic books of "The Adventures of Martin Miggs, the Mad Muggle" in Ron's room. Granted, most of the work produced by Rita Skeeter and Gilderoy Lockhart seems to be largely fictional, however it is not classed as fiction.


text: Category:Book:ACE+TAO Opensource Programming Notes


text: Category:Book:Algorithms

title: Category:Book:Algorithms


text: Category:Book:Biomechanics

title: Category:Book:Biomechanics


text:
User talk:Anupama

Hi, Welcome to wikibooks! I see you've been helping out alot at the Communication Systems book. We need lots of contributors, as you can probably tell. That book is filled with spelling errors and incomplete pages, so any help is highly appreciated. If you need anything, or if you have any questions, feel free to leave me a message on my user talk page HERE. --Whiteknight (talk) (projects) 12:30, 28 June 2006 (UTC)

title: User talk:Anupama


text:
User talk:221.46.87.20

Please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks.

title: User talk:221.46.87.20


text: User talk:81.204.238.40

title: User talk:81.204.238.40


text:
User:Metoc

{| width="100%" cellspacing="0" cellpadding="0" style="background-color:transparent;" | style="width: 65%; vertical-align: top;" | Maybe I'll post some Maya tutorials here, let's see :)

Category:3D computer graphics

=Maya Tutorials= Maya
 * Maya/Tutorials
 * Maya/Tutorials/Animation
 * Maya/Tutorials/Animation/Camera movement
 * Maya/Tutorials/Modeling
 * Maya/Tutorials/Dynamics
 * Maya/Tutorials/Rendering

Tipps:
 * Use RMB and shift while modeling.
 * Use RMB and ctrl whild selecting.
 * If Extrude Polygons doesn't work well, try to change the Local Direction!
 * Renaming a bunch of objects: select your objects and execute

 * style="width: 35%; vertical-align: top;" |

[[Image:Nuvola_filesystems_www.png|20px]] My Accounts

 * }

title: User:Metoc


text:
User:B-rat

My main user profile is on wikipedia.org (B-rat)

title: User:B-rat


text: User talk:209.129.49.65

title: User talk:209.129.49.65


text:
Java Programming/Keywords/extends

is a Java keyword.

Used in and  definition to declare the class or interface that is to be extended.

Syntax:

In Java 1.5 and later, the "extends" keyword is also used to specify an upper bound on a type parameter in Generics.

See also:
 * Java Programming/Creating Objects
 * Java Programming/Keywords/class

title: Java Programming/Keywords/extends


text:
Blender 3D: Noob to Pro/Modelling a Mug using Spinning and Extrusion

This tutorial will get you to use two common modelling methods, spinning and extrusion. We will make a mug and then, in the second part, tweak the materials so that it has highlights, reflections and diffusions like a real mug. This tutorial assumes that you know your way around Blender by now. So long as you've modelled a couple of things before you should be fine.

Begin

 * Start a new Blender session and delete the default view.
 * Now go into front view. (NUM1 key)
 * Add a mesh circle with about 12 vertices.
 * Rightclick on one vertex and delete it to break the circle. You should have a string of vertices left.
 * Arrange the vertices into a shape like in the picture. This is a cross-section for half of the mug.
 * You might notice I have more than 12 vertices in my pic. To add a new one select the one you want to connect it to, hold CTRL and click the left mouse button (LMB).
 * Try to make sure that your two vertices for the two ends are as close to the middle as you can get them. If they are a little bit off, don't worry we will fix this after we spin the mug. Also, make sure to put enough vertices on the outside. These will be where your handle comes out so if you're going for close to a real thing pay attention to these, although again you will be able to edit them later.

Spinning

 * To make the mug 3D, we will need to spin it. In editing tab, see editing tools, under "spin" button, there are three settings. Set rotation to 360, steps to 12 and keep turns at 1. Press NUM7 for top view then press "spin".
 * This is what it should look like.
 * Now to make it look pretty, see the "modifiers" tab. Add a subsurf modifier and set it to one or two levels. Now press "set smooth" in Links and Materials to make it really smooth. Press tab to jump out of edit mode and admire your handiwork.
 * Now you may notice a crease in the shading of your mug at the moment. Go back into edit mode, select all the vertices, press w and select "Remove Doubles". This should sort it out. This happens because we spun the vertices 360 degrees, and a copy of the vertices was made on top of iteself. Also, the vertices at the bottom of the mug will not be properly lined up, and therefore we won't have a solid 3d shape at the moment. Press NUM7 to go into top view, and zoom in a lot and you should see a ring of vertices.
 * Select only these and press w, select merge and "at center". They should turn into a single vertex. Now press ctrl-num7 for the reverse top view (bottom). Do the same.

Extruding the Handles

 * Now for the handles, which we will do by extrusion. Select any four vertices as in the picture.
 * Press E and pull them out a little with the mouse.
 * Select the lower two vertices of the now selected face and pull them up a little using the G button. Now do the same for the bottom.
 * Go back to the top end of the handle. Select this face and extrude it again. Now rotate it down, then grab it and move it in a bit. Repeat until you get something like this.
 * Switch to face select mode and select the two faces at each end of your (nearly-)handle, as shown.
 * Now press x and select faces. Switch back into vertex select mode and select the four outer vertices like in picture. Press f to make a new face. Repeat for the 3 other sides until your mug has one whole handle.
 * Now you may now be thinking that your mug is too fat or too tall or the handles are too thick. Never worry, we can easily fix this. If you want to make your mug taller, for example, go into side view with the NUM1 key. select everything and note the axis in the lower left corner of the 3d window. Choose whichever is pointing up, then press S then that key(i.e. X, Y, or Z). You should see a line going up, meaning that your scaling is constrained in that direction. Move the mouse until it looks nice. You can also adjust the shape of the handle by moving the vertices that control it.
 * Heres a final model. Coming soon, making this render realistically using materials.

Materials
( Unfinished)

 * Ok, here's a mug i did before with a simple 3point lighting setup and a plane to put it on. Note the lack of oversampling, 50% size and X and Y parts. All of these will make our render faster without compromising (much ) quality ( though you will want to turn oversampling on for your final render) Also note that the xml option is turned off in the yafray settings, which means that the X and Y settings actually apply for Yafray.

First add a new texture to the mug. Do this by going to the Materials tab under Shading. Go to the color sliders and pick a good color by clicking on col and choosing one you like. I like white, but you can choose whatever you want. If you want to add a texture, do so by following the guide in the texture tutorial.


text:
Cookbook:Black Pepper Syrup

Ingredients

 * 1 tsp ground black pepper
 * ¼ cup (60 ml) water
 * ¼ cup (60 ml) white granulated sugar
 * 1 tsp lemon juice (optional)

Procedure

 * 1) Combine pepper, water, sugar and lemon in a saucepan, and heat slowly until the sugar dissolves and the mixture is a light-brown colour.
 * 2) Remove from heat and let cool for 1 hour.

Notes, tips, and variations

 * The lemon juice can be replaced by lemon rind, or lime.
 * Makes a good sauce for fresh fruit or fruit with soured cream.

title: Cookbook:Black Pepper Syrup


text:
User:Justthisguy

justthisguy
wordpress blog, hosted out of my own bedroom :-) : http://markcjordan.homelinux.net

--Justthisguy 15:03, 28 June 2006 (UTC)

title: User:Justthisguy


text:
Java Programming/Keywords/implements

is a Java keyword.

Used in definition to declare the Interfaces that are to be implemented by the class.

Syntax:

See also:
 * Java Programming/Creating Objects
 * Java Programming/Keywords/class
 * Java Programming/Keywords/interface

title: Java Programming/Keywords/implements


text:
Java Programming/Keywords/throws

is a Java keyword. It is used in a method definition to declare the Exceptions to be thrown by the method.

Syntax: public myMethod MyException1, MyException2 {MyException1 ... }

Example:

title: Java Programming/Keywords/throws


text: Category:Book:Communication Systems

title: Category:Book:Communication Systems


text:
User talk:Abdulnizam

Welcome Message
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

REPLY from Abdul Nizam - abdulnizam@mail.com
Hello BOSS,

WE do understand your "concern"... the life concern of "INTERNET BOSSES" that arise as a consequence of this rapid and revolutionary evolution of Knowledge Technology as it BREAKS ALL TRADITIONAL BARRIERS and forge HUMANE UNITY and ACTION WORLDWIDE - well, guys come on... dont read this kind of page if it hurts your IDEOLOGY so much... simply leave it alone... and see WHO TAKES WHAT! If you are true to your "ACADEMIC" and "INTELLECTUAL" HONESTY as you do try to portray, let WORLD POPULAR NATURAL SELECTION work on WIKI rather trying to IMPOSE your US-centric AUTHORITARIAN "BUSH" CONTROL upon others who choose to use THIS COMMON PUBLIC WIKI MEDIA in MORE HUMANE and CONSTRUCTIVE WAYS than what you can EVER IMAGINE!

However, if you too happen to be a WAGE WORKER that knows not his real plight in life, please email me for a hearty chat and mutual critique that could pave the way for CREATING NEW VISTAS with WIKIMEDIA and OUR WORLDWIDE UNITY OF WORKERS!

ALSO i INVITE you to SPEND SOME TIME THROUGH "MIU" Page... mind you, i have done this with nothing more than a few dollars to live with! as much as 10 or 15... given my proper means, definitely we'd make the world shake with the humane power of the workers of the world! and that for the good of every worker that could well include you and your children as well!

Bye for now, Abdul Nizam.

 * Who said that I was a "Bush" supporter? All I'm trying to do right now is to talk with you and befriend you rather than be real blunt and simply delete the contributions.  That and I'm trying to point out that a marxist viewpoint is hardly a neutral point of view.  If you are interested, I and others here on this website can help you to explain your viewpoint to mainstream internet users rather than "preaching to the choir" or using keywords that are only understood by people with your viewpoint.  This is an opportunity that you shouldn't pass up, but please pay attention that there is already a "community" that you are trying to join, many of whom don't share your same viewpoint or world view.  If there is going to be a place for many people with many different philosophical opinions to be able to work together for the common good in terms of publishing collaborative textual information, this would be the place.
 * As far as being a "internet boss", I'm flattered that you have put me into that category. And you havn't really paid attention to how things work on Wikimedia projects for you to make such an assertion.
 * I am nothing more than an ordinary Wikimedia user who has worked long and hard to get this particular project, Wikibooks, into a form that can actually do some good in this world. I've written books (mainly technical manuals and children's books) and have done some cleanup from drive-by vandals who would destroy humanity as a whole if they had the opportunity.  Since I've been working here, my peers (other ordinary users) have elected me to have some "extra" privileges which include deletion privileges and user monitoring to help keep this project from becoming random gibberish from idiots who would destroy hours of effort in just a few seconds.  I take that opportunity very seriously, but otherwise my opinion is just as valid as yours, and I hope that you can join us.  Please don't fight me or any of the other admins as the "enemy", but try to understand where we are coming from and why we do the things we do.  We genuinely want to be helpful and make a quite revolution:  Where textbooks are freely available that you don't need to pay extortionist prices from commercial textbook publishers to get a glimpse at human knowledge.  That is the role of Wikibooks.  --Rob Horning 11:37, 3 July 2006 (UTC)

POV Issues
While I want to thank you for contributing to Wikibooks, I want to remind you about some of the pages listed above in the standard welcome message to all new users.

In particular, you are attempting to create a forum for establishing a labor union here on Wikibooks. That is explictly against project policy, and we strive to maintain a neutral point of view for all content that is added here. I know this is a difficult concept to grasp, but what it essentially involves is that while you can write about a political party or philosophy, you can't advocate for that political philosophy.

In particular, you explicitly reverted my adding a speedy delete to "UNITE" - INTERNATIONAL UNION OF ICT WORKERS. I am willing to listen to reasoned explainations for why I might be wrong (I often am wrong), but reversions like this without comment are simply going to make me angry and force me to more drastic measures. Besides, this should have been done as a redirect as well.

I realize that Marxian International University has been edited on Wikibooks for several months now, and under the radar of most Wikibooks contributors. I do have some issues with it, on a number of levels, and I am asking for you to justify its existance on Wikibooks. Rather than getting into a public argument, I'm trying to see what your intentions really are with this content and perhaps help you to understand exactly what Wikibooks is all about. This is not a public webhosting site, as there is a specific goal that we have in mind with developing Wikibooks. This project is an outgrowth of Wikipedia where authors on Wikipedia wanted more freedom to develop a topic in much more depth than a typical encyclopedia article. Specifically, textbooks were cited as the primary focus of this project.

This really appears as an attempt to set up a whole new Wikimedia sister project. For things of that nature, I would strongly recommend that you look at Proposals for new projects.

I am trying to work with you, and I don't want to offend you in any way. I hope that you can understand what we do here and try to work with us instead of trying to fight "the powers that be". --Rob Horning 15:48, 28 June 2006 (UTC)

VfD discussion
There are several votes in favor of deletion at WB:VFD, and I think that the final concensus will be one of deletion. The theoretical materials of marxism or socialism are acceptable subjects here on wikibooks, but an obviously biased page such as this, expousing and preaching a particular viewpoint is not acceptable. I won't take any quick or drastic actions yet, but this page most likely will be deleted. I suggest you find a new venue to host this material soon, so that you dont lose any of your hard work. --Whiteknight (talk) (projects) 23:27, 6 July 2006 (UTC)

title: User talk:Abdulnizam


text:
User:Nerina PaIlot

That's me, Nerina Pallot, slightly sexy but drunk!

Linkspamming the wikimedias...

title: User:Nerina PaIlot