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Muggles' Guide to Harry Potter/Magic/Horcruxes

Overview
For the definition of a Horcrux, see Horcrux.

The entire Harry Potter series revolves around the defeat of the Dark Lord, which cannot be complete until all the Horcruxes are destroyed. This article lists the Horcruxes and details about them as best they are known.

Extended Description
The entire Horcrux plot starts some forty years before Harry is born, when Tom Riddle asks Professor Slughorn about Horcruxes, whether if having one's soul in two places would allow return from death, would not multiple Horcruxes provide additional security? Would, perhaps, seven be a better number, as seven has so many mystical properties? Professor Slughorn is revolted at the idea, but Riddle does come away with the idea that it is not impossible. Professor Dumbledore, then Transfiguration professor, may have suspected that Riddle was studying Horcruxes; it is likely that he had already removed the books about Horcruxes from the library, as Riddle apparently claimed he could not find them. Hermione was able to retrieve these books from Dumbledore's study with the summoning charm.

Although there does not seem to be any mention of this fact in Harry Potter and the Half-Blood Prince, where Horcruxes were first introduced by name, it is mentioned in Harry Potter and the Deathly Hallows that Dumbledore thought Riddle had already made one Horcrux before his talk with Professor Slughorn. In fact, this is the case: according to the author, it was Tom Riddle Sr.'s death that allowed creation of the Ring Horcrux, and it was on the night that Riddle killed his father that he stole the ring from his uncle Morfin. In Slughorn's memory we see Tom wearing the ring. So the inescapable conclusion is that the ring was a Horcrux at that point, though almost certainly the only one.

Riddle generally chose to make Horcruxes out of items that had value to him, and chose to hide them in places that were significant to him as well. It is possible that as he created more Horcruxes, the soul shards that he was able to split off and set aside would each be weaker than the previous. Thus, one would expect that the first Horcrux he made would be stronger than the second, which would be stronger than the third, and so forth. This does not seem to be the case; while the remnant of soul that remained within Riddle apparently became very frayed and fragile, each of the Horcruxes was as strongly able to defend itself as the earlier ones.

In the end, Riddle (or Voldemort, as he is later known) does end up making seven Horcruxes, one of them accidentally. These are as follows:

 * 1) The diary Horcrux. Likely the first one created, and also the first one discovered, this was also made when Tom Riddle was still a student. The author has stated in an online chat that this Horcrux was made by means of Moaning Myrtle's death. Possibly an initial attempt, the value to Riddle of the diary was that it proved he was the true heir of Slytherin; interestingly, it only gained this value after it was made into a Horcrux. This is the only Horcrux that actually generates a simulacrum of Riddle, perhaps it is the only one that is actually allowed to. Hermione's reading suggests that a Horcrux can use the life-force of someone who gets emotionally close to it, using that to regenerate the person who provided the soul, and this is evidently what happened in this case: Riddle regenerated using Ginny's life force. We can see that the diary took no damage from being flushed down the toilet or having ink spilled all over it, which is what we would expect given the characteristics of a Horcrux. This Horcrux was destroyed by Harry in Harry Potter and the Chamber of Secrets using a Basilisk fang. Dumbledore was actually disturbed by the discovery of this Horcrux; while he had suspected that Riddle had made a Horcrux, the almost cavalier way that this one was risked, solely in order to make trouble, seemed to suggest that it had a rather lower value than a Horcrux, being a ticket to immortality, ought to have.
 * 2) The ring Horcrux. Very likely the second Horcrux Riddle made, and the second one discovered, this was probably made shortly before we see it on Tom's finger in his fifth or sixth year. The author has stated that it was the death of Tom Riddle Sr. that allowed the creation of this Horcrux. While Dumbledore does not believe Riddle would have wanted to continue wearing it once it was made into a Horcrux, it is possible that Riddle did not yet have any safe place to keep it at that point. He eventually hid it, magically protected, in the ruins of the Gaunt shack; it is certain that he would not actually want to hide it there until he was certain that the original occupants would not be returning. It is also certain that he did not know exactly what the ring was; Marvolo Gaunt thought it was a signet ring bearing the coat of arms of the Peverell family, but the device etched onto the surface was, in fact, the sigil of the Deathly Hallows. The significance of the ring to Riddle was, of course, the illustration of the connection to the pure-blood Peverell family, just as it had been to Morfin Gaunt and Marvolo before him; and its hiding place was significant because it was the home of his mother and grandfather, and thus served as partial proof of his heritage. Professor Dumbledore had retrieved it from there; then, knowing Dumbledore was preparing to destroy it, the Horcrux apparently managed to convince him to put the ring on his finger. The resulting action of the embedded curse caused the damage to Dumbledore's hand that was apparent in Harry Potter and the Half-Blood Prince, and in fact left him with, at best, a year of life. Dumbledore managed, despite the curse, to return to his office, where he destroyed the Horcrux using the sword of Godric Gryffindor.
 * 3) The locket Horcrux. This is the third Horcrux discovered, but likely the fifth made. The author has stated that it was created from the death of a Muggle tramp. The locket is significant to Tom Riddle (now calling himself Lord Voldemort) because of its direct connection to Salazar Slytherin, who espoused the same belief in pure-blood superiority that Voldemort has adopted, and because it serves as proof that he is descended from Slytherin. The first time we see it, before it is a Horcrux, it is around the neck of Merope Gaunt. She evidently then sells it for a pittance, and it goes on to become one of Hepzibah Smith's treasures. Shortly after Hepzibah's death, it vanished; apparently Tom Riddle had, at this point, stolen it and made it into a Horcrux. As a Horcrux, it was originally hidden in the basin in the cave, which was visited by Harry and Professor Dumbledore in Harry Potter and the Half-Blood Prince. This cave was significant to Voldemort because it was one of the places where he had first exercised his superiority over Muggles, by torturing some of his fellows from the orphanage. The locket was then stolen by Regulus Black, who replaced the locket with the one that Harry and Dumbledore found, and who passed the locket on to Kreacher with instructions to destroy it. Kreacher was unable to do so. It then passed through Mundungus Fletcher's hands to Dolores Umbridge. Harry and Hermione managed to steal it from Dolores, and eventually Ron destroyed this Horcrux with the sword of Gryffindor. The locket had to be opened before it could be destroyed; Harry discovered that it would open if spoken to in Parseltongue.
 * 4) The cup Horcrux. This is the fourth Horcrux retrieved, probably the fourth one made, and according to the author was made via the death of Hepzibah Smith. The cup is significant to Voldemort because of its direct connection to Helga Hufflepuff, one of the Four Founders of Hogwarts. We first see it in Hokey's memory, when Hepzibah Smith is showing off her treasures, and assume that it is stolen by Voldemort at her death, at the same time he recovers Slytherin's locket. When we next see the cup, it is locked away in a top-security vault at Gringotts. Harry believes that the location is significant to Voldemort because possession of a vault at Gringotts is proof of ancient Wizarding heritage. The vault is owned by Bellatrix Lestrange, and Voldemort is furious when the Horcrux is stolen from there. The report of the theft of the cup Horcrux starts Voldemort inspecting the places where he has hidden all his Horcruxes to confirm that they still are safe. To his fury, he finds that they are not. The cup Horcrux is carried out of Gringotts by Hermione, and destroyed by her at Hogwarts using a Basilisk fang recovered from the Chamber of Secrets.
 * 5) The diadem Horcrux. This is the fifth Horcrux retrieved, but possibly the third one made. It was while he was at Hogwarts that Riddle had charmed (non-magically) the Grey Lady into telling him where the lost Diadem of Ravenclaw was. The Grey Lady, in life Rowena Ravenclaw's daughter, had stolen the diadem and had hidden it in Albania, in a hollow tree. She had then been murdered by the man who became the Bloody Baron, before she could either retrieve it or tell anyone where it was. Riddle managed to get its location, and having retrieved it, converted it into a Horcrux, apparently by murdering an Albanian peasant, according to the author. The value of the Diadem to Voldemort was obviously its connection to Ravenclaw, one of the four Founders. Visiting Hogwarts ten years after the death of Hepzibah Smith, Voldemort had hidden the diadem in the Room of Requirement in its "junk warehouse" state. The significance of this location to Voldemort is two-fold: like Harry, Riddle found Hogwarts to be the first place that he could truly call his home, and unlike Harry, he believed that he was the only person who knew how to get into the Room of Requirement. Harry had seen, and handled, the diadem when he went into the Room of Requirement to hide his Potions textbook in his sixth year, but had not recognized it; of course, he had not even known it existed at that point. It is because he had used it as a marker for the place he had hidden his textbook that he was able to remember it. This Horcrux was destroyed by Vincent Crabbe, who had learned how to create Fiendfyre but not how to extinguish it. The fire he created would have destroyed everything in the Room of Requirement at that point, and in fact consumed him as well. We see that the Fiendfyre is tossing the Diadem through the air when Harry catches it, and it falls apart in Harry's hands, without any assistance from Harry, after he leaves the Room of Requirement; we can only assume that the Horcrux was "fatally" damaged by the actions of the Fiendfyre.
 * 6) Nagini. The seventh Horcrux created, and the fifth revealed, Nagini was used as something of an afterthought. Voldemort needed a sixth Horcrux to complete what he thought was the mystical number of soul pieces (seven), and Nagini was handy at the time when he was murdering Bertha Jorkins. (Voldemort was unaware of the existence of the accidental Horcrux at that point, and remained so throughout the series.) Nagini had been his constant companion to that point, and after becoming a Horcrux, started showing certain human characteristics. It is certain that Nagini and Voldemort were sharing their thoughts when Harry viewed Nagini's attack on Arthur Weasley. Once Voldemort knew that his Horcruxes were under attack, he created protective spells around Nagini to keep her safe; but once Harry was believed dead, he no longer thought that necessary. Nagini was beheaded by Neville Longbottom, using the sword of Gryffindor which had been provided to him by the Sorting Hat.
 * 7) Harry. The sixth created, and the seventh one revealed, Harry, who doesn't actually merit use of the term "Horcrux", was purely accidental. It was revealed in Harry Potter and the Deathly Hallows that the act of murdering Harry's parents had caused Voldemort's already shredded soul to tear again, and the detached fragment sought and attached itself to the nearest intact soul it could find, which was Harry's. This soul fragment, resident in Harry, gave him some of Voldemort's abilities, notably the ability to speak to snakes, and provided him an awareness of Voldemort's thoughts and feelings throughout the seven books. Voldemort destroyed this soul fragment when he tried to kill Harry the second time, in Harry Potter and the Deathly Hallows; he was unable to kill Harry at that time because of the blood protection Harry still carried. But the author has said that with the destruction of the soul fragment, Harry lost the ability to speak Parseltongue.

Analysis
It is perhaps interesting that no person destroyed more than one Horcrux. Harry, Ron, Hermione, Neville, Dumbledore, Crabbe (indirectly: the diadem fell apart in Harry's hands after being damaged by Crabbe's fiendfyre), and Voldemort each destroyed one of the seven. This illustrates a point that Harry has been trying to make throughout the series, but only verbalizes while in the process of setting up Dumbledore's Army in Harry Potter and the Order of the Phoenix: Harry didn't do all this stuff alone, he had loads of help.

One thing that must be noted is that re-embodiment does not "use up" a Horcrux. Despite being sheared apart, all of the "soul fragments" remain connected, and the purpose of a Horcrux is to anchor the principal soul remnant to the earth by securing the sheared-off portion in an artifact that cannot be translated. When you die, your soul is freed to make the next step; if you have made a Horcrux, that fragment of soul is tied to the ring you used (e.g.) and holds the rest of your soul to the Earth. The Horcrux we see in Harry Potter and the Chamber of Secrets is an anomaly in this case. It was acting independently, as the principal soul shard had been earlier, to take over another person. In Harry Potter and the Philosopher's Stone, the principal soul fragment partly took over Professor Quirrell, but on Quirrell's death it was released to return to Albania. In Harry Potter and the Chamber of Secrets, if the soul fragment had succeeded in rebuilding itself from Ginny's life force, killing the reconstituted Tom Riddle would almost certainly have freed the soul fragment. Harry destroyed the diary before the Horcrux was fully extracted from it, which similarly freed the soul fragment.

We noted earlier that Voldemort's plan was for there to be seven soul fragments, the original plus six Horcruxes; and Harry's gaining a soul fragment from Voldemort was not actually a Horcrux, as the charm that binds the sheared-off soul fragment to an object was not completed, if it was even begun.

While a murder is necessary to create a Horcrux, it is not sufficient. While the act of murdering someone does result in the soul being torn apart, according to Professor Slughorn, Professor Dumbledore implies that the separated soul fragment will attempt to return to the soul that it was sheared from and re-integrate. This is why Harry carried a piece of Voldemort's soul: it was torn free, but when it attempted to re-attach, Voldemort's soul was no longer there, having been blasted away by the backfire from the Avada Kedavra spell. Creating a Horcrux requires a spell to keep the sheared-off fragment from re-attaching, and to embed it in some object, so while the soul fragment within Harry probably would have acted to hold Voldemort's soul in this plane, it is not actually bound to Harry. Dumbledore commented at one point that he believed Tom's soul was so frayed and damaged by the repeated murders that he could no longer sense when a Horcrux was destroyed; it is uncertain, but is it not possible that one who committed enough murders would be left effectively soulless when their soul frayed away to nothing?

Greater Picture
One question that has been debated is whether the Elder Wand, an exceptional wand, would provide sufficiently strong magic to destroy a Horcrux? We learn that a Horcrux can defend itself against any damage that could be inflicted by ordinary magic; the Elder Wand, of course, is an extraordinary magical artifact, is not its magic strong enough to destroy a Horcrux? After all, the Killing Curse, cast by Voldemort at Harry using that wand, was sufficient to dispatch the soul fragment that Harry had been carrying; and the wand had not accepted Voldemort as its master at that point.

There is nothing in the books that directly addresses this question. However, it is possible to speculate, and based on that speculation, the apparent answer is that no, the magic of the Elder Wand is not sufficient in and of itself. Our reasoning is as follows: Why did Dumbledore travel all the way back to Hogwarts from the Gaunt shack, and fetch the Sword of Gryffindor out of a display case to break the ring Horcrux if the Elder Wand, of which he was the full master, could have done the job? The apparent difference is this: a Horcrux is a soul fragment that is bound to an object. What was in Harry was in fact not a proper Horcrux at all, but simply a piece of soul more or less along for the ride; as partial evidence for this, we mention that at no time did Dumbledore refer to it as a Horcrux, but always rather as a "soul shard" or "piece of Voldemort's soul." Others, notably Severus Snape, referred to it as a Horcrux in conversation with Dumbledore, and Dumbledore did not contradict them, but also did not agree or use the term himself. Dumbledore also notes that "it is inadvisable" to use a living thing as a Horcrux "because to confide a part of your soul to something that can think and move for itself is obviously a very risky business." (Harry Potter and the Half-Blood Prince chapter 23, Raincoast edition p.473) This leaves it open as to whether the soul fragment is at risk of destruction if the living creature housing it is killed, or if it remains bound to the body after death of the original resident, so to speak, or if the concern is that the being housing the Horcrux might stray into extraordinary danger on its own part. The sole example we see of this is Nagini, and as she is killed with a weapon that has destroyed Horcruxes, the destruction of the Horcrux in that container is inconclusive.

In order to speculate on what happened there, we also have to speculate on the nature of the Avada Kedavra curse. To wit: Harry's experience in Harry Potter and the Deathly Hallows leads us to believe that one of the effects of the Curse is to separate soul from body. But that cannot be the full effect; the Curse also works on spiders, and nobody teaches us that spiders have souls, and the end effect of the Dementor's Kiss is not a dead body, but one that is merely "as good as dead". So we have to assume that the Curse also damps the life force somehow... but we can assume that it did not do so in the Forbidden Forest, primarily because Voldemort still had one extant Horcrux, Nagini, even after the soul shard in Harry was dispatched. (Otherwise, Voldemort would have died in the Forest from that spell rebound.) So, the Curse separated Harry's soul, with its rider, from his body. The soul fragment, separated from Harry by the shock, may have tried to return to Voldemort's soul and reattach, and been rebuffed; and then would have evaporated, as the other Horcrux soul fragments apparently did. While it is possible that this particular fragment did reattach, Harry later says that Voldemort must "have some remorse" for his actions, echoing Dumbledore who says that is a necessary part of re-integrating the separated soul fragments. As Voldemort has never felt remorse, we believe that the soul fragment within Harry was not able to reintegrate with what was left of Voldemort's soul.

We can also speculate that the soul fragment riding Harry, lacking the blood protection that Harry carried within him, would have been susceptible to destruction or expulsion by Voldemort's curse, at least more so than Harry would have been. While one could potentially argue that Voldemort's soul shard could be protected from Voldemort because of shared blood, that is not the case; Voldemort's blood came from Harry, and the soul shard from an earlier instance of Voldemort who was using his own flesh and blood.

It is almost certain that the magic that was used to make a Horcrux out of Nagini was the same as the magic that was used to make the other Horcruxes, in which case the soul fragment could be bound, not to Nagini's reptilian soul but to her body, and as such it could have remained intact despite Nagini's death, bound to her remains. It is certainly possible that a Horcrux bound to a living being is freed with the being's death, though that would be a rather brief form of immortality, in which case Nagini's death by use of any weapon would have released that Horcrux. Of course, the fact that she was killed with the Sword of Gryffindor, and its Basilisk-venom infusion, will have put an end to the Horcrux.

To conclude, then: A soul fragment bound to an object, a Horcrux, is proof against ordinary magic, even magic as strong as that produced by an extraordinary wand. (At least, evidence is that Dumbledore believed so, and we have seen nothing against that.) The soul fragment within Harry is not actually bound to him, but is merely clinging to his own soul, and as such is only as strong as Harry himself; if Harry's soul is separated from his body, the soul fragment is detached and vanishes. And the soul fragment within Nagini, we believe, is bound to its container (Nagini's physical body) by the Horcrux magic, and likely would act to keep that container intact, even after Nagini's original "soul" or life force had vanished; it is only the sword of Gryffindor, with its dose of Basilisk venom, that is able to dispatch it.


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Cookbook talk:Arroz con Pollo (Rice and Chicken)

Instructions do not fit recipe. Were ingredients added?

Peruvian style recipe
I don't mean to be offensive but this recipe for Arroz con pollo in the Peruvian style is ridiculous. I spent a long time in Peru and never saw a recipe like this. Where is the cilantro? In Peru, Arroz con pollo is GREEN from the abundant cilantro. There is at least a cup of blended cilantro in this dish. Cooking sherry? What??? Where would they get cooking sherry? That is Spanish and I have never seen that in the common Peruvian kitchen, much less used in this recipe. You don't marinate the chicken in citrus juices, you add the chicken after sauteing the onion and garlic. Likewise there is no tomato sauce in any version of arroz con pollo that I ate numerous times in Peru. I thought Wikipedia was supposed to be the authority? Where did this crazy recipe come from?

Moved from article mainspace by --Harkey Lodger (talk) 08:39, 3 January 2010 (UTC)

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


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Vietnamese/Recreation

Sports

 * Football : Bóng đá
 * Soccer : môn túc cầu
 * Basketball : Bóng rổ
 * Baseball : Bóng chày
 * Tennis : Quần vợt
 * Badminton : Cầu lông
 * Swimming : Bơi
 * Table-tennis : Bóng bàn
 * Weightlifting : Cử tạ
 * Hockey : Khúc côn cầu
 * Ski : Trượt tuyết
 * Gymnastic : Thể dục dụng cụ
 * Atheletics : Điền kinh
 * Run : Chạy
 * Jump : nhảy

title: Vietnamese/Recreation


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Muggles' Guide to Harry Potter/Books/Deathly Hallows/Chapter 21

Synopsis
Xenophilius Lovegood explains that the Deathly Hallows mark is not Dark at all, though a burly young man at Bill and Fleur's wedding thought it was. It is actually a sign indicating one is on a Quest for the Deathly Hallows, and it is from The Tale of the Three Brothers. Harry has never heard of it, but Ron and Hermione have; Hermione reads the story aloud from The Tales of Beedle the Bard.

Xenophilius, though uneasy, further relates how three brothers cheated Death and received artifacts from him. These were the Elder Wand, a wand that was unbeatable in a duel; a Resurrection Stone, which, when turned three times, summons souls from the afterlife to the living world; and Death's own Cloak of Invisibility. Together, these items form the Deathly Hallows, and despite it being a fairy tale, the Three Hallows actually exist. Recalling the symbol on Ignotus Peverell's grave in Godric's Hollow, Hermione asks if there is any connection with the Peverell family. Xenophilius says Ignotus is believed to be one of the brothers in the story. Harry privately recalls hearing the Peverell name somewhere else.

While Xenophilius prepares dinner, the Trio discuss the three Hallows. Hermione admits the wand has the best documented history. Magical history has many stories of super-powerful wands, and there seems to be a consistent link following one such wand nearly to the present. The Resurrection Stone is dismissed as being a misinterpreted Philosopher's Stone, but the Invisibility Cloak could be the one in Harry's pocket. It has withstood the test of time, unlike ordinary invisibility cloaks that eventually become threadbare and lose their effectiveness.

Harry goes into Luna's bedroom and notices that it is dusty and appears unused; Luna should be home for the holidays and is supposedly fishing. Harry again asks Xenophilius about Luna's whereabouts and why there are only four plates set for dinner. Xenophilius tries to prevent the Trio from leaving, then admits that "they" took Luna away as a punishment for his stories in The Quibbler. Hermione spots approaching broomsticks; Xenophilius draws his wand, but Harry pushes the other two aside. The spell hits the Erumpent horn hanging on the wall, which explodes, blowing Xenophilius down the stairs, while the printing press drops across the staircase. Downstairs, two Death Eaters, Travers and Selwyn, demand to know why Xeno summoned them and tried to blow them up. Upstairs, Hermione tosses the Invisibility Cloak over Ron, then fires a Memory charm at Xeno as he claws his way through the rubble. She blasts a hole through the floor. As they fall, Harry sees the Death Eaters. Hermione safely Disapparates them to a field.

Analysis
In addition to seeking information regarding the Deathly Hallows, the Trio also came here because Xenophilius Lovegood is sympathetic, publicly, to Harry's cause. However, we see that Death Eaters have forced him to abandon this support by imprisoning his daughter, Luna. Controlling family members via state-ordered or state-backed kidnapping is common in totalitarian regimes throughout history. Considering how dangerous it is for anyone to support Harry, it is questionable as to why Xeno continued publishing The Quibbler openly at his home rather than hiding underground like so many other wizard families, or why Luna was allowed to remain at Hogwarts, which is now under Voldemort's control. But like Luna, Xeno's odd views and outlandish beliefs have warped his perception of reality, and he may simply have been oblivious to the perils, or believed he was immune to any danger. Unfortunately, this has cost his daughter's freedom, and possibly her life (and threatens his own) if he fails to cooperate with Voldemort's Death Eaters. Now Xeno will do anything to save his only child, including betraying Harry Potter.

Viktor Krum and others believe the Deathly Hallows symbol is a Dark mark. It is possible that most people, including Krum, never understanding its true meaning or origin, associate it with evil only because Grindelwald adopted it, and, after disgracing himself at Durmstrang, went on to become one of history's most notorious wizards. From then on, the Deathly Hallows symbol was forever tainted and considered "Dark." That a benign image can become associated with evil is hardly unprecedented. The Nazi swastika is such a modern-day icon: its origins actually date back to ancient history as a benevolent and sacred symbol in many Asian and Middle Eastern religions such as Hinduism, Buddhism, and others. It is because it is also linked to ancient Indo-European people, including the Aryans, that Nazi Germany adopted it in the mid-20th century as their emblem to represent racial purity and superiority. Although Asian cultures still consider it a symbol for luck, fortune, and victory, the swastika is primarily remembered (and still utilized) in the West to symbolize white supremacy and prejudice. Presumably, this same pattern has resulted in many wizarding realms associating the Hallows mark with Grindelwald, just as the skull and snake Dark mark represents Voldemort, though that particular symbol had no prior benevolent connotation.

Harry now knows what the Deathly Hallows actually are, but it will take him time to completely understand their significance. The Invisibility Cloak is likely the same one that Harry owns, supporting the belief that the other Deathly Hallows exist. In particular, the Elder Wand likely has some real existence, as is shown by the documented murders that apparently follow its nearly-cohesive trail. If the Elder Wand truly exists, and Harry finds it and wins its allegiance, it could be a powerful weapon against Voldemort. Harry is once again cast into confusion; whoever controls all three Hallows is supposedly "the master of Death." Dumbledore tasked Harry to find and destroy the remaining Horcruxes; would possessing all three Hallows make that task easier? Should he devote his energies to uniting the Hallows and thus possibly avoiding the almost certain death he faces at Voldemort's wand? Neither Harry, or we, have the answers to these questions.

Review

 * 1) How does Xenophilius' explanation about the Deathly Hallows symbol differ from what Viktor Krum told Harry at Bill and Fleur's wedding?
 * 2) Why would Viktor Krum and others believe that the Deathly Hallows symbol was a Dark mark?
 * 3) If Xenophilius has been supporting Harry Potter in his paper The Quibbler, why does he report him to the Death Eaters? Was he justified in doing this?
 * 4) Why is Harry suspicious regarding Luna's whereabouts, and where might she be?

Further Study

 * 1) Why did Xenophilius and Luna never go into hiding so Xeno could continue to publish his pro-Harry articles in The Quibbler more safely? Should Xeno have allowed Luna to remain at Hogwarts? If not, why?
 * 2) Of the three Deathly Hallows, why is the Resurrection Stone dismissed as the least likely to exist? Is that explanation plausible? Of the Trio, who would be the most interested in it and why?
 * 3) Why does Hermione cover Ron with the Invisibility Cloak while deliberately allowing the Death Eaters to see her and Harry before she Disapparates the Trio to safety?
 * 4) What modern-day comparisons can be made to a benevolent symbol like the Deathly Hallows becoming an evil icon? Why is it so difficult to overcome a negative image once it becomes attached to a platonic symbol, even when it is known that the symbol's origin is benevolent?

Greater Picture
The Deathly Hallows that Xenophilius Lovegood mentions are real, though it is unlikely that there could be three brothers who literally tricked Death. It is believed they may be based on the Peverells, a family that both Harry and Voldemort may be descended from; it is suggested that they could be simply extremely talented wizards. Meanwhile, we will learn that the artifact Voldemort has been seeking is actually one of the Hallows, namely the Elder Wand. It is currently publicly unknown where the Elder Wand is, but it will be discovered that it was in Dumbledore's possession at his death. Voldemort will discover this and retrieve the wand from Dumbledore's tomb. As legend proclaims this wand unbeatable in duels, Voldemort believes it will overpower Harry, as his own wand and Lucius Malfoy's were unable to. However, the story of the Three Brothers tells us that the Elder Wand's master is always vulnerable to defeat, and this is how Dumbledore not only came to possess it, but also lost its allegiance. Although Harry does not actually obtain the Elder Wand until the war's end, it will still prove to be a powerful weapon against Voldemort, for reasons that have yet to be explained.

Harry, as mentioned, seems to recall hearing the Peverell name somewhere. He will eventually remember that the ring Marvolo Gaunt brandished under Bob Ogden's nose in a memory Harry experienced in Dumbledore's Pensieve was "the ring of the Peverells". Harry has seen this ring on Tom Riddle's finger in a memory retrieved from Professor Slughorn, on Dumbledore's damaged hand when he collects Harry in the summer, and lying on Dumbledore's work table. Where it is now, and what significance it has, are as yet unknown; but Harry, remembering the ring, will come to believe that the symbol of the Hallows is scribed on it, and will begin to believe that the stone in the ring is the Resurrection Stone. It will turn out that he is correct, and that, unknown to him, he is carrying the ring with him; but the ring will not be revealed to him until he has already come to terms with death, thus mastering it.

Hermione, even under pressure, reacts with great intelligence and forethought at this chapter's end. With only moments to act, she protects both the Weasley family and Xeno, while also whisking Harry, Ron, and herself away to safety. She explains in the next chapter that, by allowing the Death Eaters to see her and Harry, she protects Xeno by confirming that he sent a legitimate summons. She also uses the Invisibility Cloak to hide Ron's presence from the Death Eaters (and presumably from Xeno with the Memory Charm as well), to protect him and also his family. If Ron is discovered with Harry and Hermione, rather than confined at home with Spattergroit, Voldemort and his Death Eaters will target the Weasley family, just as they did the Lovegoods. Concealing Ron safeguards his cover provided by the Ghoul. Hermione's family is also in danger, but she has hidden them in Australia, with new identities and altered memories.


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Talk:Brewing/Recipes/Mead

Wait, Mead!?
This page should be moved to an appendix to the entire book. Mead making is not the same as beer making, however closely related they are. Mead making would be a valuable appendix or after thought but does not belong in a beer recipie section. --Schusselig 05:26, 2 August 2007 (UTC)

title: Talk:Brewing/Recipes/Mead


text:
Using POSper/Administrator guide

To do the changes below make sure you are running as Administrator.

Interface
The interface uses similar elements in all the panels.

Taxes
On the left side of the Screen are some menus for you to select from. Let's set up the taxes first. Under “Administration”, click “Maintenance”, and then “Taxes”. Here you can set up tax bands that will later be associated with products. This allows taxation calculations to be performed automatically.
 * After you are done, save using the save button.
 * If you want to delete a tax, you can click on the delete button
 * You can add more taxes by clicking on the new button

Categories
The second thing you'd want to do is to setup your categories. Managing the catalog consists of setting up categories and adding products to those categories. Note that Under “Administration”, click “Products”, and then click the button that says “Categories.” You will notice that the interface is very much alike to that of the taxes screen. Here you can define several categories under which you can fit your products.
 * 1) Categories can be nested
 * 2) Products can belong to at most one category
 * Figure out how you want to categorize your items. This is key to avoid problems later.
 * The ID needs to be numeric. It is suggested making each category an increment of 100.
 * You can also add pictures for each category, this field is, however optional.
 * Make sure you save after each category.

Products
After you have made all of your categories, you will need to type in your products. “Administration”, “Products”, then “Edit Products”.
 * Once again, each item must have it’s own unique reference. Products can have anything as reference, not just numbers.
 * Figure out how much each individual item costs you, if you do not know, type in some number below what you are selling it at. This is required, so you need to type in a number to make the program happy. You can give it as many digits as you like.
 * For “Sell price”, enter the amount that you intend to sell the item at (before taxes).
 * Select the tax and the category this product fits in (optional).
 * You can also set up the product's minimum and maximum stock under the stock tab.
 * On the Properties tab you can set whether the product is displayed on the catalog. If you select the in Catalog checkbox, the product will appear in to system users when they select the appropriate category

Create a resource
In POSper much of the advanced configuration is managed from the resources panel rather than with a GUI. Such is the case for the Tickets

To change the default ticket you must go to the Resources Panel and go to the Printer.Ticket resource POSper uses Apache Velocity to parse the XML templates. The reference to Velocity contains further information for the syntax used.

Editing the ticket
In the ticket there are available all of the public methods of the class in the $ticket variable and the public methods of the class in the $ticketlines variable.

The default ticket template can serve as a good starting point.

Editing the image
The default image can be changed by adding a new resource of type image on the resources panel. The resource must be named Printer.Ticket.Logo The image types supported vary by printer. Most thermal printers support them, and most dot-matrix ones don't. The image must be 256 px wide at most.

To remove the image from the ticket you have to edit the Printer.Ticket resource and remove the references to the Printer.Ticket.Logo resource

Editing the roles
For editing the permissions you would have to create a new role and edit the permissions in there. The format used is an XML file which describes the forms to which the role has permission to access. The default template for the administrator role can serve as inspiration.

Users
Go to “Maintenance” under Administration and Select “Users”

Click on the icon with the flower on it to add a new employee. (I recommend adding yourself first). Type in the name under “Name”, and then select their role. You want them to be visible, so leave that alone.

As far as roles go, make sure you give yourself the role of “Administrator.” Now you can go two ways. You can either make your employees “User” or “Manager.” If you give them “User”, they will only have access to the sales and the will not be able to “Close-cash during the night, or pull up a shopping list for you. However, “Manager” will give them this access.

Personally, I recommend “Manager”. You can give them passwords, but they can do this for themselves as well. Also, I recommend that you delete the default Users (“Admin”, “Employee”, “Guest”, and “Manager”) or at least turn off their visibility. That way each employee must log on as themselves.

Reports
If you need reports that are not available in POSper you'll have to make your own. It is not that hard, however, you will need some SQL knowledge on most cases.
 * 1) Gather info about your database from POSper's sidebar: System:Configuration>Database. You'll need all the information under the Database heading, including the password. (Btw, you'll have to create another username if you intend to have the app open at the same time as when you run reports.)
 * 2) What kind of report do you want?
 * 3) What do you want to be on the report? You can use any of the SQL Queries already made.

Reporting from the Command Line
Here we are retrieving the information from the database using the command line tools. Remember SQL is case sensitive, even in Windows.

For postgres installations: To run in Windows, save this as filename.bat and simply double-click it: "c:\Program Files\PostgreSQL\8.1\bin\psql.exe" -U username -d posper -c "SELECT * FROM stockdiary;" To create a file that you can import into (for example) excel, add this to the end: -o filename For MySql installations: mysql -u username -p --execute="SELECT * FROM stockdiary;" posper You'll need to replace "username" with a real username and "posper" with the database name (posper is default). You will be prompted for a password after you hit enter.

Postgres' pgAdmin
Extremely Easy. Once the server connection has been added, go to tools, Query Tool. You simply need to paste the query into the box.

iReport
iReport. iReport is a tool that helps to visually create reports. POSper's reports are created on this tool.

iReport makes easy to create printable information, as it offers a feature to export to pdf and several other formats by default. For further information you can check the iReport documentation

phpMyAdmin
Easy. click on the SQL button and enter the query. It will return a table with the results. phpMyAdmin can also export to excel, making the data selection easier if you are used to that kind of tools.

Cannot create a new record
If you reuse an ID you will receive the error message Notice: Cannot create a new record. If you select the Information button from the error dialog, you should see the following message net.adrianromero.data.loader.DataException: java.sql.SQLException: Unique constraint violation: in statement [insert into CATEGORIES (ID, NAME, IMAGE) values (?, ?, ?)]

This is the databases way of telling you that you have reused an ID value.

title: Using POSper/Administrator guide


text:
VCE History Revolutions

The Victorian Certificate of Education (Australia) contains several history courses both at Units 1/2 and Units 3/4. One such sequence is the History of Revolutions (Units 3 & 4) which provides for the detailed study of two of the four following Revolutions: the American Revolution, the French Revolution, the Russian Revolution and the Chinese Revolution. The two Revolutions are to be chosen by the school, and may be studied in any order (one Revolution for each Unit). Both Units comprise two Areas of Study: Area of Study 1 - Revolutionary Ideas, Leaders, Movements and Events; and Area of Study 2 - Creating a New Society. Both Areas of Study must be covered for each Revolution.

This textbook aims to provide another source of general information, activities, questions, help and primary sources.

Table of contents

 * /Chinese Revolution/
 * /Russian Revolution/
 * /American Revolution/
 * /French Revolution/

title: VCE History Revolutions


text:
User talk:203.51.120.110

Webaware talk 09:11, 2 August 2007 (UTC)

title: User talk:203.51.120.110


text:
VCE History Revolutions/Chinese Revolution

The Communist Revolution in 1949 was perhaps one of the most significant events of the 20th century. In this History Unit there are two Areas of Study:
 * Area of Study 1: Revolutionary Ideas, Movements, Leaders and Events This Area of Study covers the time from the Hundred Days' Reform in 1898 until the Communist Revolution in 1949. Topics will include ideas such as Marxism, Maoism, and Sun Yat Sen's Three Principles; movements such as the Guomindang and the Chinese Communist Party; events such as the Boxer Rebellion and the Long March and leaders such as Sun Yat Sen, Mao Zedong, Chiang Kai Shek and Zhou Enlai.
 * Area of Study 2: Creating A New Society This Area of Study covers the time from the Communist Revolution in 1949 through to the death of Mao Zedong in 1976. Topics include the Great Leap Forward, the Hundred Flowers Campaign and the Great Proletarian Cultural Revolution.

First we must note that because the Chinese language [Mandarin] uses a writing system radically different to our own, various methods of transliterating Chinese sounds have emerged. The two used most commonly are the Wades-Giles (WG) system and the Pinyin system. This textbook, in explanations, will use the Pinyin system (therefore we shall say Mao Zedong and not Mao Tse-tung), except for those names who have become widely known under a different - often Cantonese - form (e.g., we shall say Sun Yat Sen and not Sun Yixian). Rather than changing names in primary sources, however, we shall merely state which system of transliteration is used, to avoid confusion. For more detail, consult this table of Chinese names

Revolutionary Ideas, Movements, Leaders and Events
The Old Régime
 * Background to Chinese History
 * The Qing Dynasty
 * The Hundred Days' Reform
 * The Boxer Rebellion


text: VCE History Revolutions/Chinese Revolution/Table of Chinese names


text:
VCE History Revolutions/Chinese Revolution/The Boxer Rebellion

From China and the Manchus by Herbert Allen Giles [out of copyright]:

There was great unrest, especially in Shantung, due, it was said, to ill-feeling between the people at large and converts to Christianity, and at any rate aggravated by recent foreign acquisitions of Chinese territory. It was thus that what was originally one of the periodical anti-dynastic risings, with the usual scion of the Ming dynasty as figure-head, lost sight of its objective and became a bloodthirsty anti-foreign outbreak. The story of the siege of the Legations has been written from many points of view; and most people know all they want to know of the two summer months in 1900, the merciless bombardment of a thousand foreigners, with their women and children, cooped up in a narrow space, and also of the awful butchery of missionaries, men, women, and children alike, which took place at the capital of Shansi. Whatever may have been the origin of the movement, there can be little doubt that it was taken over by the Manchus, with the complicity of the Empress Dowager, as a means of getting rid of all the foreigners in China. Considering the extraordinary position the Empress Dowager had created for herself, it is impossible to believe that she would not have been able to put an end to the siege by a word, or even by a mere gesture. She did not do so; and on the relief of the Legations, for a second time in her life—she had accompanied Hsien Fêng to Jehol in 1860—she sought safety in an ignominious flight. Meanwhile, in response to a memorial from the Governor of Shansi, she had sent him a secret decree, saying, "Slay all foreigners wheresoever you find them; even though they be prepared to leave your province, yet they must be slain." A second and more urgent decree said, "I command that all foreigners, men, women, and children, be summarily executed. Let not one escape, so that my empire may be purged of this noisome source of corruption, and that peace may be restored to my loyal subjects." The first of these decrees had been circulated to all the high provincial officials, and the result might well have been an indiscriminate slaughter of foreigners all over China, but for the action of two Chinese officials, who had already incurred the displeasure of the Empress Dowager by memorializing against the Boxer policy. These men secretly changed the word "slay" into "protect," and this is the sense in which the decree was acted upon by provincial officials generally, with the exception of the Governor of Shansi, who sent a second memorial, eliciting the second decree as above. It is impossible to say how many foreigners owe their lives to this alteration of a word, and the Empress Dowager herself would scarcely have escaped so easily as she did, had her cruel order been more fully executed. The trick was soon discovered, and the two heroes, Yüan Ch`ang and Hsü Ching-ch`êng, were both summarily beheaded, even though it was to the former that the Empress Dowager was indebted for information which enabled her to frustrate the plot against her life in 1898.


text:
ASP.NET/Adding A Little Interactivity

Either <%@ Page Language="VB" %> or <%@ Page Language="C#" %>

Testing Interactivity VB.Net code:  ' ASP.NET page code goes here Sub Page_Load 'On Page Load Run this code End Sub Sub submit_Click output.Text = "'" & input.Text & "' (" & input.Text.Length & " characters)" End Sub C# code:  // ASP.NET page code goes here void Page_Load(object sender, EventArgs e){ // On Page Load Run this code }     void submit_Click(object sender, EventArgs e){ output.Text = "'" + input.Text + "' (" + input.Text.Length + " characters)"; }

title: ASP.NET/Adding A Little Interactivity


text:
Talk:Wikibooks portal

First comment
After looking at the main page with w3m, a text browser I decided to add some alt text to the images. I think there should also be an alt text for Image:Go_To_A_Random_Page and Go_To_List_of_All_Textbooks, but there's a problem: it might confuse people who click on them even more. I think clicking on the pictures should give what one expects. Now you are being brought to the page about the image, which isn't very intuitive. The only way I see to change this is to use HTML... Is that ok?

I also moved links to external projects to the bottom of "miscellaneous". Probably these should have their own heading... Guaka

 * But in Wikimedia it is standard practice to have clicking on the image give info on that image. People use this to check copyright info, find out who made an image etc. I'm not familer with text only browsers, does clicking on the alt text go to the image description page? If so why no say so in the alt text. Theresa knott 11:49, 12 Jan 2004 (UTC)

 * The problem with these 2 pictures is that they make people think that if you click on them you will not be brought to copyright info and stuff like that, but that other stuff will happen. And since they're on the main page I think it might be good to make the behaviour more newby friendly. And actually, I think even long time pedians will be fooled by the appearances. People who do want to see the Image: page will probably know how to do that :) Guaka 13:41, 13 Jan 2004 (UTC)
 * But that is exactly what does happen! The image description page for these two pictures is a redirect which sends them to special:Random page and list of all books Theresa knott 11:43, 14 Jan 2004 (UTC)

The welcome messages need to contain a link to the relevent language "main page" as well as "welcome newcomers". Also as the main page is now only a navigation page to guide newcommers to we don't need all the other nav links on the top, bottom, and side. These just get in the way. Is it possible to do that. Also we need to go to the relevent wikimedia sites and change all links to wikibooks to the appropriate language wikibook main page. Theresa knott 15:43, 14 Jan 2004 (UTC)

Order of Languages
Recently, Karl Wick tried to place English to the top, and I undo them. Pardon me if I were rude. But I think Chinese, Japanese, Korean, Româna˘ is broken, because I cannot see them correctly. (Am I wrong?) Moreover, frankly speaking, I think placing English (and German, Chines, French and Spanish) to the top is not the way we should go. It is ad hoc, and there will always be trouble. For example, I could think that Korean is more important than others, and another man may insist Chinese is the most important language, ... (Meaningless flames follow.) Current ordering is somewhat alphabetical(Wikipedia uses same ordering.), and I like it. Even though I think there can be more resonable rule of ordering, the policy based on importance of language cannot be accepted. --envia

 * Alphabetical ordering by language code makes the most sense to me. --mav 09:30, 17 Jan 2004 (UTC)

 * The idea is not relative importance of languages, but volume of material in each language on the site. This is frustrating as it makes me feel like my good work is going down the ###. --Karl Wick

 * Well, I understand. But, how about using "New books", "Featured books", or "Active books"? --envia

 * Alphabetical order seems good. As for Karl Wick, there is no way to automatically detect if a page is a certain language. (all the english pages are not marked with a language subsection, there are no pages such as EN: Genealogy, it's just Genealogy) So, the only way is by qualitive interpretation, which will eventually lead to... *gulp* edit wars. (i havent even seen an edit war and I dont wanna see one) Unless you can quantify the size of a language, we should be going alphabetically. KirbyMeister 00:03, 5 Jun 2004 (UTC)

Maybe http://wikibooks.org/ should have the languages ordered by number of articles as http://wikipedia.org/ does and that's what I think it's the best idea. --80.58.1.42 09:58, 24 August 2005 (UTC)

Full names or language codes?
Personally, I think full language names look ugly and will still look ugly when somebody finishes adding them in. Could we switch back to language codes? r3m0t 17:20, 21 Jan 2004 (UTC)
 * Beauty is in the eye of the beholder. I think that by writing the names in full it's easy for a visitor to find their own language. user:theresa knott

 * Could the language names at least be capitalized normally? Having them all uppercase also unnecessarily takes up space. Btw, I've heard mentions that having different domains for different languages was decided against. Could anyone tell me why? Because speakers of other languages might not know enough English to understand the interface (for example, the navigation bar). – Minh Nguy?n 21:59, 21 Jan 2004 (UTC)

 * Unlikely. The same system is employed at Wikipedia, so why reinvent the wheel? -Taoster

 * As I understand it, Wikipedia does use separate domains for each language. That way, the navigation bar, etc. are accessible to everyone, including non–English speakers. – Minh Nguy?n 00:21, 22 Jan 2004 (UTC)

 * Right, so the whatever system is currently in use at Wikipedia should be imported for use here. -Taoster

 * Ditto. It's better that the page should be comprehensible to the masses than understandable only to a select group. -Taoster

 * I think that the languages software is part of the newer Wiki bundle thingy that is used on Wikipedia, but that there was not enough time for the overworked developers to do a new install of the software each time there are minor updates to each of the subsites, like here at Wikibooks. So, I think that eventually when the folks get time they will install it here. Lets hope. --Karl Wick
 * Agree let's hope so. In the meantime let's not worry too much about the format of the main page. It's only a temporary solution after all. User:Theresa Knott

 * On Wikitravel, they have several languages within only one domain. It seems a good solution. If it works there, it should also work here. No need to change the software. Yann 15:14, 22 Jan 2004 (UTC)

Are the ????????????? languages correctly rendered?
For some reason this page sometimes indicates non-latin character languages as little boxes (see ) and at other times (like now) as a row of ????. Is the latter showing something correct to those whose machines can translate? I initially thought it was the result of vandalism, but now I'm not so sure - Marsh 17:18, 14 Feb 2004 (UTC)

 * I was wondering the same thing. So I dug through the history and copy-pasted the original text back. I think it was just an innocent encodings mistake at http://wikibooks.org/w/wiki.phtml?title=Wikibooks&diff=13946&oldid=13945  -- Kowey 12:47, 16 Feb 2004 (UTC)

 * I'm still seeing some spurious question marks at the top of the page. Is this because my browser doesn't have a foreign language extension of some kind, or is there a mistake there. It looks like there's some '?' characters outside of the TABLE tags, which get rendered at the top of the TABLE. -- [no user name] 18:56, 19 Feb 2004

Colored boxes and decoration
There is some potential here even tho how it stands right now does not look very good to me .. it goes real wide on my Mac running OS 8.6 .. Some way to use color to make the page prettier and spice it up a bit .. lets keep going to see what it can do .. --Karl Wick

I agree ^^. Making the borders - perhaps slightly thinner and darker borders?

How to add a new language?
How do I add a new language to http://wikibooks.org/wiki/Wikibooks (the main portal)? I would like to add Portuguese. Thanks.

 * If you want, just type out the main text here and I'll put it with the others for you. r3m0t (cont) (talk) 12:53, 8 Mar 2004 (UTC)

Could we add Welsh ("Cymraeg") - with this welcome text (Croeso i lyfrau-Wici! Rydym yn datblygu llyfrau sydd yn rhad ac am ddim.) Thanks!

Change in Format?
Alright well I already accidentally bothered the people at wikipedia about this. But i was wondering if perhaps instead of having this educational resource based on the text book format we could create a new format which would allow for easier learning and writing.

Anyways my idea is instead of having many different "wikibooks" for many different subjects. You could have one. This way you can work ontop of the "shoulders" of other peoples works. In order for such a thing to be practical it would have be in a heirarchial tree of sorts. so for example:

MATH Addition <-^--->Roman Numbers <---> Arabic numbers Subtraction<--^> multiplication<--> shapes ^-division^                 ^ ^-(skip a few)^ Calculus <^      ^--> trigonometry (skip quite a few more)          Einstein Theory of Relativity <--^^

This isn't really how any howto has ever been built as far as i know. Nor have any textbooks have been writen in percisly this matter though have come close. But then again no one before had hyperlinks. The nice thing about this form of learning is that it works like the human mind, a relational database.

If this will be the structure, then people wouldn't feel overwhelmed by the amount of work they would have to do to start a "wikibook" because the sections will be so much smaller and less needfull of administration. People that want to help will be able to as they could fill in holes in the "wiki learning web". They could easily add things they know because of the "modularity".

If people do decide to use wikibooks as an educational resource then they would be able to choose the extent to which they wish to teach a topic. Such a format would allow for ultimate customization of the layout of the textbook as you can pluck chunks out of the web and make it into a textbook.

summary

To summarize you just need a layout like wikipedia's simply with dynamic "articles" that have "parent" links to the things you should know before trying to read the current topic. With "related" links that tell of related material you might find interesting and with "children" links that say where you can go from what you already know.

--Azgorodin 13:22, 16 Mar 2004 (UTC)

Interesting concept, but I dont see how every subject can fit into that hierarchy, or any hierarchy, for that matter. Plus, wikibooks doesnt control the books that are created, or where people would choose to enter them into the table. I think that if background information is required, each individual wikibook can make the effort to point to the necessary information sources (hopefully other wiki-information sources). Let each book say what the background information is, in the method that they choose is best. --Whiteknight 02:34, 28 September 2005 (UTC)

Name change
I think that the name "Wikibooks", even though it was suggested by me, was a bit odd for this page. So I added "portal" to it. If anybody is really mad about that, then go ahead and change it back. --mav 09:50, 16 Mar 2004 (UTC)

What happened to the pretty WikiBooks logo? It lost its pretty colors.. :(

 * I don't know, but it looks rather dull now. r3m0t (cont) (talk) 08:52, 7 Apr 2004 (UTC)

I think y'all should know that I created a very useful MediaWiki: page, Template:Toplink. You place at the end of a section on any page and it provides a sweet top link like the one at the bottom of this page. r3m0t (cont) (talk) 08:52, 7 Apr 2004 (UTC)

Emphasize Lessons instead of full-course text books ?
As shown in the article "Collective action" in wikipedia, contribution of teaching text would be easier to get on Lesson-size text (i.e. material for a 2-hour lesson), instead of a course-size text (i.e. material for a 30-hour module). It looks to me that the current focus of wikibooks is too much on books, not on lesson. Should we call it "wikiLessons" instead ? 62.4.190.23 16:53, 10 Apr 2004 (UTC)

Hello. Actually, most people have been doing this already by making each chapter or section of the books around 2-3 hours of reading and practice time. I'm sure you would find that you could learn quite some amount on physics or get a good grasp of polish in a few hours.

Browsing interface
Wouldn't it be kind of normal to have a the Browing interface done in the diffent, languages????!!!! For exemple if I am on Wikilivres (the french version of wikibooks), shouldn't the "navigation", "search" and "toolbox" browsing frame also be in french, like it is for wikipedia? Suppose I am browsing books in spanish, if I click on the "wikiversity" link in the navigation box shouldn't I be lead to the spanish wikiversidad page???

I beleive there are two possible solutions, either, like it is the case for wikipedia, wikilivre is divided into differnent language sections. Or, what might be preferable, simply let the user choose the language of the browsing interface, and make the links correspond to the language. --YapaTi 17:26, 12 Jun 2004 (UTC)

Links at bottom of page
What are those links at the bottom of the page? Are they vandalism or similar projects, or what? - SamE 04:18, 28 Aug 2004 (UTC)

These Chinese adult links should be deleted ASAP!

Insert non-formatted text here == Arabic Farsti Hebrew etc ==

Hoi, I have started a language class for Farsi and, to learn a language, there are two parts; the instructions in English/whatever and the material that SHOULD go right to left. This is the reason why I need both articles in the fa: and the standard wikibooks.

Ideas on learning languages
Hoi, In the Farsi language course we have soundfiles for the individual words and sentences. These have been loaded on Commons. At the same time, we want to have all the words defined in Wiktionary. By combining these things, it will be easier learn the pronunciation and it will enrich wiktionary at the same time.

With the plans for "Ultimate Wiktionary" we have the idea of "concepts". Concepts are translations and synonyms. When a language course has been translated in Wiktionary, the idea is that you can use language material created for one language for the new language as well. The language of the User Interface would serve as the "known language". (This is known with release 1.4 of the Mediawiki software)

For things like "language immersion" we could have photo's/pictures like "Boy behind the tree", "Boy in front of the tree"; these foto's could be used as "Jongen achter de boom", "Jongen voor de boom". By translating the text and record the text it would be usable to learn yet another language.

To learn the characters and sounds of a language, you would have some startup lessons, introducing the alfabet and some easy words.

For grammar etc you can have lessons seperate from the language immersion stuff. This stuff would also be good to learn standard phrases for holydays; stuff like "Dos cervesas por favor" GerardM 20:06, 20 Dec 2004 (UTC)

Import HOWTOs and docs from The Linux Documentation Project?
I first posted this on Scriptorium, and ThomasV said this place was more appropriate:

The Linux Documentation Project is a very nice thing, but I notice a lot of the HOWTOs and documentation is pretty out of date. This could be a result of the single-author policy on all the documents, no changes and updates go into the documents if not the author is around or have the interest in updating the docs.

I don't want to fork TLDP, but wouldn't it be worthwhile to import the HOWTO collection and some of the documentation into Wikibooks? I'm sure this would boost the update process, and the authors could also import the updates done here into their documents at tldp.

Or would this be a disfavour to TLDP? -- sunny256 2005-03-12 13:56Z (Posted here 2005-03-13 06:04Z)

I agree that it would be interesting to at least try using wiki for Linux HOWTOs. Perhaps we could try the SentenceToPageToSectionToWiki process for a few HOWTOs at one of the Linux wiki such as . --DavidCary 21:26, 25 Apr 2005 (UTC)
 * http://wiki.LinuxQuestions.org/
 * WikiBooks:FLOSS Concept Booklet
 * WikiBooks:Linux-Compendium
 * This is something I have thought about too, it would be really nice to some of the LDP Howtos in Wikibooks. I am willing to help. wp:User:Kompere.

Language names on the portal list (suggestion)
Compare this portal list to the one at wikisource:. They are very similar, but there the list is by the two-letter language codes, here by the name of the language in that language.

Suggestion: Change the Wikibooks list to both, i.e. the two-letter language code, followed by the language. This would allow people to identify the languages with more ease, plus give the list a clear, objective order (Latin alphabetical). Dovi 20:49, 12 May 2005 (UTC)

CANT
The new listing for Cantonese points to a Wikibooks that doesn't exist. There isn't even a Wikipedia with this code. Please clarify, otherwise the listing should be deleted.Dovi 12:15, 26 May 2005 (UTC)

Ido Wikibooks
Hi, could we get a Wikibooks set up for the language Ido? io. Here is what it will say:

Bonveno a Wikilibri. Hike ni developas ed adkargas libre uzata texti, studial programi, ed altra libri.

(somebody else might come along and revise it but it should do for now)

Thank you.

Page protected
At my request, this page is now protected until further notice, due to repeated vandalism and linkspamming. If you wish to submit changes to this page, or challenge this decision, you should make a request in Staff lounge.

Having put a bit more thought into it, a better solution might be to use the same trick as the Main page, and make the page protected, but make templated sections of it to be editable. This will prevent many automated linkspamming scripts from modifying the page. - Aya T C 19:26, 15 July 2005 (UTC)

This page needs attention
The link to the anglo-saxon wikibooks site (first link) appears to go straight to the English site.

On a separate note, this page is seriously lacking in user friendliness - having a list of languages in alphabetical order is all very well, but means that anyone who doesn't speak any of the languages they see on the first page of text is confronted by a page of unfathomable text. We need prominent links to major languages near the top; languages like Anglo Saxon which noone, anywhere, speaks as a first language should have much less prominence. 81.179.101.45 12:21, 21 August 2005 (UTC)

 * Yes, the "ANG|Englisc" link at http://wikibooks.org/ Wikibooks portal should point to http://ang.wikibooks.org/wiki/Main_Page . --DavidCary 18:03, 22 August 2005 (UTC)

 * Link changed. If you can find the link to the Anglo-Saxon Welcome page, that would be appreciated as well, or make a redirect on the ANG side of things.  I've place a link to the ANG wiki for the welcome page, but it doesn't exist (yet) on that wiki.  --Rob Horning 14:08, 10 September 2005 (UTC)

Hu
This text:

 * Üdvözlet a Wikikönyvben. Ingyenes, nyílt tartalmú könyveket, kézikönyveket és más szövegeket fejlesztünk és terjesztünk.

contains mistakes.

I think Üdvözlet a Wikikönyvben. should been corrected to Üdvözlünk a Wikikönyvekben! or - more good(?) - Üdvözlünk a Wikikönyveken!(?) or >>> Üdvözlünk a Wikikönyvek lapjain!.

The link Ingyenes shouldn't link to anything. The nyílt tartalmú link should link to Wikikönyvek:Nyílt tartalom.

So:
 * Üdvözlünk a Wikikönyvek lapjain! Ingyenes, nyílt tartalmú, szabadon szerkeszthető könyveket, kézikönyveket és más szövegeket fejlesztünk és terjesztünk.

If you are an admin, please correct it. Gubbubu 07:38, 23 September 2005 (UTC) Gubbubu 07:38, 23 September 2005 (UTC)

Ido wikibooks
We still need an Ido wikibooks. io:user:mithridates

Oh, and it should say:

''Bonveno a Wikibooks. Hike ni facas libri, lerno-libri e texti, gratuita ed editebla da irgu.''

Missing languages from list
Many of the wikibooks sites are missing from this portal list. See inactivewikipedias for a large list (but ignore the dk.wikibooks.org error). --Zigger 03:24, 3 December 2005 (UTC)

multiple text problem in phrase-showcasing
I think multiple transliteration systems should be an option. Today, having more than one transliteration system used in your wikibook (For example: transliterating phrases) requires the page to display all the transliterations systems. Instead, the user should be able to choose at the top of the page which transliteration system to show. The ones that the user did not select, should not display. The user could also choose to show many transliteration systems.

So for a phrase for example in Arabic:

I'll call this a texta. a place where multiple instances (i.e. different versions) of the same text exist together. And for every wikibook, they could be organized, and then any page that wants to show it would just have a link to the texta. by the way, I just came up with that word "texta". 1:شكرا 2: شُكْرًا (fully vowellized) 3: shokran   (latin transliteration) 4: shuk-ran  (syllable form) 5: [Some IPA rendering] 6: shukraN          (practical phonemic translteration decided on)

And there are probably far more transliteration systems. And so every form, should be stored, and then the user can choose in the preferences for that wikibook what they want to see, (the option could be at the side).

I believe this would be much easier than having two separate pages, just so that those wanting to use transliteration and those who don't can still use the same book.

So the author would write the con-current text for a phrase once and everyone can use which ever writing systems they want and can add their own if they contribute to the wikibook.

This would only effect wikibooks showing translations, and using more than one writing system for a foreign language. The authors of the Chinese wikibook require something like this so that they can show phrases in the traditional writing system and the other style, while still letting the user choose whether to view one, or both, or just pinyin (a transliteration system).

--TwoThirty 06:21, 3 December 2005 (UTC)

E-Prime
Could E-Prime be added to the list of languages? (I am not intending this as a joke). Or would be best to post books in E-Prime under English? - MatthewKarlsen

 * If you want to request a new language edition of Wikibooks, please make the request on the Wikimedia Meta Wiki. Many languages have already been created that are not specifically mentioned on this list, but are not listed due to the lack of any substantial content.  Make sure you check on Special:SiteMatrix to see if the language is listed (from the ISO standard international language codes).  If you are active in a language not listed here, please let us know, and we will try to get it added.  I'm also monitoring List of Wikibooks, which lists most of the currently "active" Wikibooks, based on a quick survey of Wikibooks projects I did a couple of months ago.  Active meant it actually had some real content on the front page and more than one registered user.  I know that is a very low bar to set, but it at least is something to compare against.  --Rob Horning 01:29, 24 March 2006 (UTC)

Dutch
In the Dutch description, open content leerboeken should be replaced by either opencontentleerboeken or open-contentleerboeken.

 * Done, Jguk 12:57, 24 March 2006 (UTC)

In the Dutch description, opencontentleerboeken is really ugly. It should be open-content leerboeken, as it is not one word.
 * That was me... Effeietsanders 16:35, 8 April 2006 (UTC)

It is one word. Writing it with spaces in it is a case of English disease. A hyphen between open and content would be acceptable, though. Or else it could be phrased differently, like vrije leerboeken or something of the like. David 21:03, 7 August 2006 (UTC)

Macedonian wikibooks
The Macedonian language (mk.wikibooks.org) is missing in the list. --misos

 * I apologize for this oversight. It will be added. --Rob Horning 17:47, 8 April 2006 (UTC)

Japanese
Hi. Can someone fix japanese line "出典: フリー教科書『ウィキブックス" to "フリー教科書" please? now it is completely weird.--Suisui 16:45, 14 April 2006 (UTC)

Hungarian
The hungarian line should be fixed, too :-)) It should be "Szabad elektronikus könyvtár", "500+ lap". Thanks. 86.101.106.79 08:57, 25 April 2006 (UTC)

hebrew wikibooks
Please change the open-cotent textbooks in the hebrew headline to ספרי לימוד ומדריכים חופשיים, and the "700+ modules" to "700+ עמודים". thank you. Ek7 21:24, 4 July 2006 (UTC)

 * Please make sure that I got it working correctly and didn't mess it up. Working with mixed directional alphabet systems (hebrew and latin simultaneously) can really be tricky.  --Rob Horning 13:02, 5 July 2006 (UTC)

 * It's fine, thanks. Ek7 19:09, 5 July 2006 (UTC)

Macedonian Wikibooks
We really ought to be listing Macedonian as one of the highlighted Wikibooks. I'm not sure how best to do it. Should we drop one off so that there are 12 languages highlighted. Highlighting 13 isn't so easy aesthetically, Jguk 19:08, 21 July 2006 (UTC)

Armenian Wikibooks Missing
I have found two errors regarding the Armenian Wikibooks. For one, a link to it does not show up on this portal. Two, on the English homepage there is a link reading "Հայերեն (Armenian)" but this is a link to http://ar.wikibooks.org, which is the Arabic Wikibooks. "ar" doesn't belong to Armenia - it's "hy" for Hayastan (meaning Armenia) or Hayeren (meaning Armenian). Just thought I'd point that little problem out. Thanks --- Rappo 19:44, 9 August 2006 (UTC)

 * Oops. Sorry about that.  My mistake.  I guess I was getting a little too punchy with copying over the names of several new Wikibooks language projects to the main page on en.wikibooks.  I do realize that Armenians don't speak Arabic (which is also listed).
 * As far as not appearing on the portal, I would suggest that you try to get a few more modules going for the Armenian Wikibooks. Right now, the rough limit I've been using for adding new languages is that it must have over 100 Wikibook modules before it is listed on the main portal.  An active Wikibook user would easily be able to get content to this threshold, and is generally considered to be a sign that a project is definitely active or has signficant development from multiple users.  If you insist, I still can add this language here, however.  There is no hard policy for adding languages here.  --Rob Horning 20:26, 9 August 2006 (UTC)

 * I don't really know enough Armenian to contribute to the Armenian Wikibooks... so I guess that's somebody else's job. I didn't know about the guideline - makes sense, though.  I just saw "All languages" and thought it was missing.  I undesrtand now - thanks!  Rappo 20:59, 9 August 2006 (UTC)

Dutch Wikibooks-portaal
Can someone add the Dutch Wikibooks-portaal to the interwiki's? Evil berry

 * Done. --Rob Horning 20:28, 9 August 2006 (UTC)

 * Dutch Wikibooks passed the 1000 books today. Can someone change that here? Thanks. Effeietsanders 18:51, 13 August 2006 (UTC)

 * Done. Congrats dutch wikibooks! --Whiteknight (talk) (projects) 00:14, 14 August 2006 (UTC)

 * Thanks! :) Could you maybe switch also Magyar and Nederlands? :P We're 50 modules ahead right now :P Effeietsanders 10:58, 14 August 2006 (UTC)
 * Ah, and i just note that "artikels" should be replaced by "modules". Effeietsanders 11:13, 14 August 2006 (UTC)
 * Done again. --Whiteknight (talk) (projects) 11:46, 14 August 2006 (UTC)

Hebrew language
hebrew language has 1000 modules.

Change the page
Hello, I'm Italian. why the index page was rimaned at 1200+ in the part dedicated at the Italian? now Italian's wikibooks is at 1624 page therefore 1600+

Excuse me if i don't speak a good english...

 * I've updated the page. The raw data come from this site. Jguk 10:08, 22 December 2006 (UTC)

Finnish wikibooks reached 1000 pages
So, finnish Wikibooks has reached this amount of pages, so it should be placed right in the list. --62.236.100.238 17:34, 23 July 2007 (UTC)

title: Talk:Wikibooks portal


text:
Talk:Java Programming/Applets

Too bad the HTML Implementation page was deleted; that's just what I was looking for.

package BookPack; class Book { private String title; private String author; private int pubDate; Book(String t, String a, int d) { title = t; author = a; pubDate = d; } void show { System.out.println(title); System.out.println(author); System.out.println(pubDate); System.out.println; } } class BookDemo { public static void main(String args[]) { Book books[] = new Book[5]; books[0] = new Book("Java: A Beginner's Guide", "Schildt", 2005); books[1] = new Book("Java: The Complete Reference","Schildt",2005); books[2] = new Book("The Art of Java", "Schildt and Holmes", 2003); books[3] = new Book("Red Storm Rising", "Clancy", 1986); books[4] = new Book("On the Road", "Kerouac", 1955); for(int i=0; i < books.length; i++) books[i].show; } }

title: Talk:Java Programming/Applets


text:
More C++ Idioms/Calling Virtuals During Initialization

= Calling Virtuals During Initialization =

Intent
Simulate the calling of virtual functions during object initialization.

Also Known As
Dynamic Binding During Initialization idiom

Motivation
Sometimes it is desirable to invoke virtual functions of derived classes while a derived object is being initialized. Language rules explicitly prohibit this from happening because calling member functions of a derived object before the derived part of the object is initialized is dangerous. It is not a problem if the virtual function does not access data members of the object being constructed, but there is no general way of ensuring it.

Solution and Sample Code
There are multiple ways of achieving the desired effect. Each has its own pros and cons. In general the approaches can be divided into two categories. One using two phase initialization and the other one uses only single phase initialization.

The two phase initialization technique separates object construction from initializing its state. Such a separation may not always be possible. Initialization of an object's state is clubbed together in a separate function, which could be a method or a free standing function.

Using a non-member function.
The factory function can be moved inside the base class but it has to be static.

Constructors of class Derived should be made private to prevent users from accidentally using them. Interfaces should be easy to use correctly and hard to use incorrectly. The factory function should then be a friend of the derived class. In case of member create function, the Base class can be a friend of Derived.

Without using two phase initialization.
Achieving the desired effect using a helper hierarchy is described below, but an extra class hierarchy has to be maintained, which is undesirable. Passing pointers to static member functions is C'ish. The Curiously Recurring Template Pattern idiom can be useful in this situation.

Using Base-from-member idiom, more complex variations of this idiom can be created.

Related Idioms
More C++ Idioms/初期化中の仮想関数呼び出し(Calling Virtuals During Initialization)


text:
More C++ Idioms/Execute-Around Pointer

= Execute-Around Pointer =

Intent
Provide a smart pointer object that transparently executes actions before and after each function call on an object, given that the actions performed are the same for all functions. This can be regarded as a special form of aspect oriented programming(AOP).

Also Known As
Double application of smart pointer or decorator.

Motivation
Often times it is necessary to execute a functionality before and after every member function call of a class. For example, in a multi-threaded application it is necessary to lock before modifying the data structure and unlock it afterwards. In a data structure visualization application might be interested in the size of the data structure after every insert/delete operation.

Such a repetition of function calls is error-prone and tedious. It would be ideal if calls to visualizer could be automated. Visualizer could be used for std::list as well. Such functionality which is not a part of single class but rather cross cuts multiple classes is commonly known as aspects. This particular idiom is useful for designing and implementing simple aspects.

Solution and Sample Code
Overloaded -> operator of visualizableVector creates a temporary proxy object and it is returned. Constructor of proxy object logs size of the vector. The overloaded -> operator of proxy is then called and it simply forwards the call to the underlying vector object by returning a raw pointer to it. After the real call to the vector finishes, destructor of proxy logs the size again. Thus the logging for visualization is transparent and the main function becomes free from clutter. This idiom is a special case of Execute Around Proxy, which is more general and powerful.

The real power of the idiom can be derived if we combine it judiciously with templates and chain the overloaded -> operators.

Related Idioms
Smart Pointer

title: More C++ Idioms/Execute-Around Pointer


text:
Contemporary Educational Psychology

This Wikibook is about educational psychology—the study of how learning and teaching occur in educational settings. It is divided into chapters as listed below, which are preceded by an introduction that describes the features of the book in some detail. Initially most of the contributions have been made by myself, Kelvin Seifert, a professor of educational psychology at the University of Manitoba, Canada, though Chapter 10 and 11 (about assessment of learning) were drafted primarily by Rosemary Sutton, a professor of educational psychology at Cleveland State University. This may change over time—others may join, and eventually I may leave. If you wish to contact me try leaving a note on my talk page.

The sections below introduce the features of the book. If you want to skip the introduction, go directly to the Table of Contents.

Features of Contemporary Educational Psychology
The book is divided into thirteen chapters, each dealing with topics, themes, and examples that represent one way of understanding educational psychology (admittedly my way, at least when the book was first posted). The overall organization resembles that of many commercial ed psych texts, but a careful look will show that it is definitely not identical with others.

Paralleling the PRAXIS II "Principles of Learning and Teaching"
A key difference is that content is intended to parallel the content of the commonly used PRAXIS II test called “Principles of Learning and Teaching” (PLT), published by the Educational Testing Service. The PLT test is required in 25-30 American states for persons seeking permanent certification as public school teachers. If you happen to live in a U.S. state requiring a licensure exam for becoming a teacher, you may be familiar with the PRAXIS tests, and hopefully will appreciate the way this Wikibook is organized.

The decision to organize according to the PLT was based on the assumption that preparing for this exam would be easier if the text content mapped onto PLT topics in a straightforward, one-to-one manner. This is admittedly a rather simple assumption, but one that seemed at least worth trying. It has proved easier to implement for some topics and chapters than for others. You must of course be the ultimate judge of the book's success in mapping onto the PLT. Your assessment will depend a lot on your particular needs in preparing for licensure as a teacher. In any case, since this is a Wikibook, suggestions (on the discussion pages) or editing (on the "real" pages) are especially welcome.

Using the PLT as an organizing device, along with posting this book as a Wiki, are the two ways that Contemporary Educational Psychology differs from the major commercially available textbooks about educational psychology. If you do not live in a PRAXIS-using American state, or if you live outside the United States, the PLT-related feature of the organization will not much matter to you, one way or another, though you may still (hopefully) appreciate the online, open-source status of this particular textbook.

Structure of the book
As of this current revision, all chapters have the following parts:
 * Table of Contents
 * Body of the chapter itself (this is the longest part of each chapter-file)
 * Links to tables and figures discussed in the chapter--mostly just promised, not yet actual
 * Chapter summary (less than one page when printed)

What is still to be added will be partly up to you as readers. In the opinion of KelvinLeeSeifert, further enhancements might include these features, in whole or in part:
 * List of key terms from the chapter
 * List of external Internet websites relevant to the chapter
 * Complete references cited in the chapter (most of these are listed at the bottom of their relevant subpages, and some may overlap a bit from one chapter to another)
 * More descriptions of a teaching experiences relevant to the chapters and sections (in addition to those already embedded in the text)
 * More in-depth analyses of selected research issues or studies (in addition to those already in the text)
 * Photographs relevant to particular written content

What's NOT in Contemporary Educational Psychology
Since this book is not published commercially, it contains no pictures or elegant graphics—at least initially. It is also missing some of the teaching or "pedagogical" aids of some commercial books, such as a glossary of definitions or a website of supplementary materials. To get a permanent copy of a chapter or a section, you have to print the material for yourself. Some passages may seem a bit “American” in content, a fact that is likely to be noticeable and possibly annoying to some non-American readers. Whether these differences really are important will be for you to decide.

If it really is important for this book to resemble a conventional commercial textbook, then the material posted here can certainly be revised in that direction by additional contributions (including by contributions from yourself) over time. It is worth noting, though, that textbook styles vary significantly by country of origin and by field of study; the highly feature-enhanced style of some commercial texts is a strictly American phenomenon. For leads on what other styles are possible, check Edutech, a sort of hybrid blog/wiki based in Geneva, Switzerland.

Contemporary Educational Psychology is also related to a student-written wiki about educational psychology, found at The Learning Technology Commons of the University of Manitoba. The two wikis are similar in initial organization of content, but they serve very different purposes and therefore may evolve in different directions over time. This Wikibook (Contemporary Educational Psychology) began with a “snapshot” of educational psychology taken at one point in time (2006–2007), as understood originally by two persons, Kelvin Seifert and Rosemary Sutton. Since Seifert and Sutton began with the expectation of writing a conventional university textbook, the initial posted draft has some of the earmarks of a printed text.

The student-written wiki-text about educational psychology began with the same table of contents as this Wikibook, but students were assigned the task of adding to and revising their own material. This circumstance may lead to the two online wiki-texts to begin with similar content, but to diverge eventually. Time will tell, however, how much this will happen.

Table of Contents

 * /Chapter 1: The Changing Teaching Profession and You/
 * /Chapter 2: The Learning Process/
 * /Chapter 3: Student Development/
 * /Chapter 4: Student Diversity/
 * /Chapter 5: Students with Special Educational Needs/
 * /Chapter 6: Student Motivation/
 * /Chapter 7: Classroom Management and the Learning Environment/
 * /Chapter 8: Instructional Strategies/
 * /Chapter 9: Instructional Planning/
 * /Chapter 10: Teacher-made Assessment Strategies/
 * /Chapter 11: Standardized and Other Formal Assessments/
 * /Chapter 12: The Nature of Classroom Communication/
 * /Chapter 13: The Reflective Practitioner/

Related External Links
Educational Psychology—a free, open-source textbook downloadable as a PDF file. It is meant to serve as an introduction to educational psychology for preservice teachers. The book uses some of the same content as this wikibook, but has been revised and reorganized extensively.

teachingedpsych.wikispaces.com—a wiki of resources for teaching introductory educational psychology.

Social psychology wiki This is an HTML-based site, meaning that all materials are collected and posted by the owner/manager, Jon Mueller.

Personality psychology wiki This is a wiki, not HTML-based.

Loopa Psychology Revision A psychology revision blog for a level students studying psychology

title: Contemporary Educational Psychology


text:
User:Dnyarak

My name is Joe Baird, I am a recent graduate of the University of Portland with a degree in electrical engineering. The focus of my education was with electronics, hardware/software interfacing and digital/analog microelectronics. My senior design project was to design and build a 2.1 class d amplifier system with two other class mates. Information about this project can be found at our teams page: Sublimity Audio.

I am also working on web applications using PHP5 and MySQL. If you would like more information about my web development projects please visit my page at Systematic-Innovations.com

title: User:Dnyarak


text:
User talk:61.88.131.154

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. Webaware talk 02:42, 3 August 2007 (UTC)

title: User talk:61.88.131.154


text:
Talk:First Aid/Diabetes

Re-Write
Some of this needs to be re-written as Diabetic Coma would mean a victim is unconscious. The way the book talks about it, it acts as if the patient is alert. I've changed the two titles to Hypo and Hyperglycemia, as those are the correct terms for conscious victims.--Nugger 03:24, 3 August 2007 (UTC)

 * If you guys don't mind, I'd like to re-write this section tomorrow while I am at work. If no one else is willing to make a major change I will go ahead as planned. (I state major change because I plan on re-writing a lot, and I do not wish anyone else to do the same only to have it go to mine once I upload it.)--Nugger 02:46, 4 August 2007 (UTC)

 * Done--Nugger 16:14, 4 August 2007 (UTC)

title: Talk:First Aid/Diabetes


text:
User talk:Theticus

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.. Az1568(Talk) 03:28, 3 August 2007 (UTC)

TOOLS FOR UNDERSTANDING VALUES, VISION AND MISSION STATEMENTS
Hi. I have deleted the page TOOLS FOR UNDERSTANDING VALUES, VISION AND MISSION STATEMENTS because it does not appear to be a textbook. If you do wish to write a textbook on the subject, then please recreate the page after reading WB:WIW and WB:NEW. Thanks. Az1568(Talk) 03:28, 3 August 2007 (UTC)

title: User talk:Theticus


text:
Wikijunior:World at Work/Rickshaw driver

fr:Wikijunior:Le monde au travail/Conducteur de Rickshaw


text:
User talk:Catamorphism

Welcome message
Hi Tim, I noticed you haven't been properly welcomed to the wikibooks community, so... welcome! Ever considered joining the #haskell-books channel or the (haskell) wikibook mailing list? And here we go with the standard welcome package:

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Kowey 04:54, 3 August 2007 (UTC)

title: User talk:Catamorphism


text:
Cookbook:Börek (Turkish Filled Pastries)

| Cuisine of Turkey

Börek is a general term in Turkish cuisine that applies to a family of pastries with about fifty different members. They have in common the fact that they are all pastry layers of some type enclosing a filling. There are two basic methods; one consists of rolling out very thin sheets of dough, called yufka in Turkish and phyllo in Greek. The other main type of börek, called nemse börek in Turkish, uses a dough very similar to pâte feuilletée, in which the dough is layered with butter, folded, and rolled out several times.

The following recipe describes the procedure required to prepare triangle-shaped börek from commercially produced phyllo. Links to recipes for fillings are listed at the end of the recipe.

Fillings

 * Peynirli börek (white cheese filling)
 * Kıymalı börek (minced meat filling)
 * Tavuklu börek (chicken filling)
 * Ispanaklı börek (spinach filling)

Assembly

 * 2 cups prepared filling (see above)
 * 1 box yufka/phyllo pastry sheets
 * Melted butter or high-quality vegetable oil

Procedure

 * 1) Remove the phyllo sheets from the container. Unfold carefully so as not to break them. Lay them flat and cover with a clean, damp tea towel to prevent them from drying out—this is important.
 * 2) Working quickly, cut the phyllo into lengthwise thirds (step 1 in the diagram). Lay one of these out and cover the other two with the damp tea towel.
 * 3) Brush the strip of phyllo with the melted butter. Place a heaped teaspoonful of filling on one end of the strip (step 2 in the diagram).
 * 4) Fold the right lower corner upward over the filling to form a triangle (step 3 in the diagram).
 * 5) Now fold the right upper corner over to the left (step 4 in the diagram).
 * 6) Continue folding in this manner until you reach the end of the strip.
 * 7) Trim of any excess dough and seal the edges by rubbing a damp finger over the dough and pressing the edge of the triangle where the strip ends.
 * 8) Fry in oil at 340°F until golden brown or bake at 350°F for 15 minutes.


text:
User talk:Bill DePill

You have been blocked from editing Wikibooks  as a result of your .  Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, personal attacks; and repeated, blatant violations of our neutral point of view policy are considered vandalism. If you wish to make useful contributions, you are welcome to come back after the block expires. Webaware talk 09:22, 3 August 2007 (UTC)

title: User talk:Bill DePill


text:
User talk:Hightilidie

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. Webaware talk 09:26, 3 August 2007 (UTC)

title: User talk:Hightilidie


text:
User:Harry Wood

Homepage:

http://harrywood.co.uk
I live & work in London UK in software development and open data

Me on wikibooks
I love the idea of wikibooks. Not all information is encyclopaedic, so let's make other types of books!

But... I'm not sure if the process of writing a book,  of composing the narrative, is suited to wiki style collaboration. The problems are evident in various place here. For example I'm interested in learning Brazilian Portuguese. But there's lots of different ways to teach a language. Different ways of ordering the lessons etc. Hence different people try to write the same book in different ways.

Other wikimedia projects
See meta:User:Harry_Wood

title: User:Harry Wood


text:
C Sharp Programming/Keywords/base

The keyword describes that you would like to refer to the base class for the requested information, not in the current instantiated class.

A class is the class in which the currently implemented class inherits from. When creating a class with no defined base class, the compiler automatically uses the base class.

Therefore the two declarations below are equivalent.

Some of the reasons the base keyword is used is:

 * Passing information to the base class's constructor

 * Recalling variables in the base class, where the newly implemented class is overriding its behaviour

 * Recalling methods in the base class. This is useful when you want to add to a method, but still keep the underlying implementation.

/Keywords

title: C Sharp Programming/Keywords/base


text:
Wikijunior:World at Work/Contributing

The writing in this book should be suitable for 6-7 year olds. At this age, reading is still a chore for many kids. Use words sparsely and maintaining a low syllable count on each page.

The book shows pictures of people all over the world working. Each page has job title, the name of a country, and a description of the action in the photograph. Along with the photo there would be a location map of the country and that country's flag. There is also an open-ended question for the reader to think about that encourages him or her to look more closely at the photograph.

People featured in the photographs will generally be shown enjoying their jobs and dressed in distinctive clothing, or manipulating tools associated with the job. Ideally the image would have some iconic relationship to the country described. For instance in Guatemala, many people travel by bus so a Bus Driver is an iconic image for that country. However this is not crucial.

Photographs should be cropped to 600x600. A good quality photograph is important and photos should reveal details of facial expression whenever possible. The background colors used for the information bar generally reflect colors in the photograph and are chosen to contrast with, but not to clash with, the country's flag.

Most of these photos were harvested from Creative Commons copyleft images published on flickr.com.

title: Wikijunior:World at Work/Contributing


text:
User:Dfred

Primary account: wikipedia:User:Dfred

title: User:Dfred


text:
C Sharp Programming/Keywords/implicit

General
When values are cast implicitally, the runtime does not need any casting in code by the developer in order for the value to be converted to its new type.

Here is an example, where the developer is casting explicitly:

The developer has told the runtime, "I know what I'm doing, force this conversion."

Implicit casting means that runtime doesn't need any prompting in order to do the conversion. Here is an example of this.

Notice that no casting was necessary by the developer. What is special about implicit is that the context that the type is converted to is totally lossless, i.e. converting to this type loses no information. So, it can be converted back without worry.

Keyword
The keyword is used for a type to define how to can be converted implicitly. It is used to define what types can be converted to without the need for explicit casting.

As an example, let us take a Fraction class, that will hold a nominator (the number at the top of the division), and a denominator (the number at the bottom of the division). We will add a property so that the value can be converted to a.

To re-iterate, the value it implicitally casts to must hold data in the form that the original class can be converted back to. If this is not possible, and the range is narrowed (like converting to ), use the explicit operator.

title: C Sharp Programming/Keywords/implicit