text:
Guide to English Literature

This is a book intended as a guide to English literature for the layman. We intend to provide the reader with an overview of different schools of books, with recommendations, so that he/she may find the right books of interest easily. This book is intended for readers who might not have got a chance to pursue literature since childhood, but are trying to get hold of it, or just experiment with reading, in later stages of life, like youth or middle age.

Fast paced, thrills and spills
Many people like thrillers. Thrillers are fast-moving stories. Fast-moving means that the story will be attracting, and makes the reader stick to the book, read it eagerly. Good thrillers induce a passion, a compelling addiction, to the story. As such, they do not go into lengthy discourses about deeper subjects, do not usually take pages to describe, or prove, human nature or any such deep mechanisms. These books deal with topics that capture the imagination of people, like detectives, romance, mysteries etc.

Undoubtedly, the best place to enjoy mysteries is in the stories of Sherlock Holmes by Sir Arthur Conan Doyle. If you have not read Sherlock Holmes yet, it may be the best place to start enjoying good books. Maybe you can start at the The Adventures of Sherlock Holmes - "The Five Orange Pips", "The Beryl Coronet" or The Return of Sherlock Holmes. Holmes is a fictitious detective in the Victorian era created by Doyle whose methods are still studied, so the rumours have it, at Interpol. All in all, there are 64 short and 4 long stories. They are intellectually enthralling and highly exciting at the same time. The stories do not have cruelty or any ghastly scenes, so are appropriate even for children. As he so confidently says in the Five Orange Pips, "I am the final court of appeal."

Agatha Christie is another famous author in the detective genre. Be sure to read her stories of Hercule Poirot (The Mysterious Affair at Styles), the fictitious detective created by her self.

Looking to the future
Science Fiction is another major genre for entertainment. These are often novels, though short stories have been written by Isaac Asimov, Philip K. Dick and Jeff Noon. These can be a sub-group of thrillers, but are characterised by the storyline being driven by some kind of scientific achievement or by being set in the future. Although these driving forces are at many times far fetched, some of them have accurately predicted true scientific progress.

One of the best known authors for this genre is Jules Verne (a French author). He is often praised as the person who invented the future. His inventive ideas have such a realistic appeal, that, in fact, the first submarine was modelled on the idea he had proposed in 20,000 Leagues Under the Sea. Other enjoyable titles are Journey to the Centre of the Earth and Around the World in Eighty Days.

H. G. Wells is also a well known early science fiction writer, responsible for The War of the Worlds and The Time Machine both of which have been adapted for film on more than one occasion. One of the earliest, possibly the first, science fiction novel ever written was Mary Shelley's Frankenstein which has spawned endless film versions. Science fiction translates well into film because it is often dramatic and shows you things you wouldn't normally see in real life, but it can be just as thrilling on the written page.

Classic Novels
Many of these novels depict the life of various time periods, reflecting on social thoughts and values. A nice suggestion is A Tale of Two Cities by Charles Dickens, whose story follows the French Revolution and depicts life in a family. Originally Dickens's books were published in serial form with a few chapters coming out in each issue of a magazine and were the contemporary equivalent of a soap opera. In this sense they are very much involved in the emotional lives of the people, though like modern soaps can be laced with tragedy and long-lost relatives. Dickens was also keen to point out how hard life could be in cities and how unhealthy it was living in the London smog.

Jane Austen has enjoyed a resurgence in popularity in the last decade since the release of new film adaptations of Pride and Prejudice and Emma. Her light-hearted stories of young women in need of husbands (quite literally, as women of their class were entirely dependent on men for money at that time) are still firm favourites with modern readers and their comedy makes them all the more accessible. Although Persuasion takes a slightly more sombre tone Austen's earlier novels are lighter, with the quick wit of Lizzie in Pride and Prejudice and the lively energy of Marianne in Sense and Sensibility making compelling characters for an engaging read. Austen's books can be likened to the chick lit of their time, and Bridget Jones's Diary is known to have borrowed heavily from the story of Pride and Prejudice.

Heart of Darkness, a short novel written by Joseph Conrad, is an exploration of colonial domination of Europeans over Africa. Its significance lies in the fact that the novel is also a symbolic journey into the human mind. It has been successfully adapted into the movie Apocalypse Now. The movie has mid-twentieth century Vietnam as its setting, and Americans are depicted as abusers of natives. For fans of horror there is the infamous Dracula by Bram Stoker. The novel is written as a compilation of the main characters letters and diaries with the occasional news clipping of murder slipped in for a touch of realism. Having the character's first hand versions of events raises tensions high as they all consider the nature of the creature in the shadows. A must for all fans of the movies to see where the legend began.

Poetry
Poetry can fall roughly into three types: epic, dramatic and lyric. Epic poetry is the style favoured by ancient cultures, such as ancient Greece, where travelling bards would remember long adventure stories more easily by saying them all in rhyming couplets. Homer's Odyssey would fall into this category, telling the story of Odysseus, a warrior returning from the Trojan War, and his adventures with Gods and monsters as he tries to return home to his wife and son. Milton revived the epic form in his poem Paradise Lost recounting the story of Man's fall from the Garden of Eden.

Dramatic poetry - so called because all plays (i.e. dramas) used to written in a poetic form. All Shakespeare's plays are written this way - they may not rhyme but all the lines have ten syllables written in iambic pentameter, a rhythm that makes the lines flow (this is what makes it sound so articulate when we hear it read aloud today).

Lyric poetry is what we normally think of when poetry is mentioned: poems of no longer than a page or so, with a particular theme or idea. These range from Shakespeare's Sonnets to modern poetry and song lyrics. A good place to start may be William Blake's Songs of Innocence and Experience a dual collection that also often comes with the original paintings. In the first section the poems are often deceptively simple, like lullabies, and can be an enjoyable read for both adults and children. The second section seems harmless enough on the surface but when you delve into the meaning you can see a lot of Blake's criticism of the society he lived in.

Modern poetry varies widely from the expressions of mental illness e.g. Sylvia Plath to witty humour, such as Roger McGough. Many countries have a poet laureate - a poet chosen, usually for a few years, as the country's premier poet who may be called upon to write poems commemorating certain public occasions as well as writing their own works. Looking up your country's poet laureate may be a good way to find poetry that reflects your culture.

Drama

 * Shakespeare
 * Shaw
 * Becket

Author(s)
Ananda Matthur

U.G. Y.S

title: Guide to English Literature


text:
Cookbook:Glazed Sweet Potatoes

Ingredients

 * ½ cup (120 ml) maple-flavored syrup
 * 1 tablespoon butter or margarine
 * 1 can (40 oz / 1100 g) sweet potatoes, drained
 * Pecan halves (optional)

Procedure

 * 1) Bring syrup and butter just to boil in large skillet on medium heat. Reduce heat to low, and simmer about 2 minutes.
 * 2) Add sweet potatoes. Cook on low heat 10 minutes, gently turning sweet potatoes frequently to glaze.
 * 3) Garnish with pecan halves, if desired.

Notes, tips, and variations

 * You also use yams if you so desire.

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

title: Cookbook:Glazed Sweet Potatoes


text:
Talk:Geometry for Elementary School/Constructing equilateral triangle

How's is this for elementary school?
"In mathematical logic, we assume some postulates. We construct proofs by advancing step by step. A proof should be made only of postulates and claims that can be deduced from the postulates. Some useful claims are given name and called theorems in order to enable to use them in future proofs."

I'm an adult and I have to look up postulates.

I agree, I think axiom is probably better, put still not that obvious. Also this point: "For example, according to the postulates he used the circles A and B do not have to intersect." Makes more sense if instead it reads something like: "The proof doesn't show that the circles A and B intersect, a fact that doesn't follow directly from the axioms stated.".


text:
FontLab/Scripting

About
This chapter is about making and using Python macros within FontLab and FontLab Studio, the Font creation tools from FontLab.

Goals
The aim is to support two learning paths: "Efficient" covers several points:
 * 1) To give non-programming font designers a complete and efficient tutorial to get useful scripting work done.
 * 2) To give programmers, who are not font designers, an efficient tour of the APIs so they can write scripts for a font designer.
 * That all the materials needed are in one place, so the reader doesn't have to trawl for fragmented info (i.e. it's done here once for everybody)
 * That the material is presented in the appropriate sequence to achieve a given purpose. (need to collate a list of tutorial examples)
 * Compatibility between versions of FontLab, Python and OS's are given, so a working combination can be assembled in every case.
 * Application configuration (options, modes) necessary for each task are included, either for manual setup or as part of the scripting.

About the Draft Outline

 * Please add comments on goals, sequence, content and structure.
 * This contents outline is a flat text for now, so we can just throw stuff in. Items will find their place as the content shapes up.
 * When the outline has stopped morphing and is stable, a chapter hierarchy will be created out of it (e.g. FontLab/Scripting/sub-chaptername/sub-sub-chaptername). The tree will be stable when any new page you can think of has a natural and obvious place in the hierarchy.
 * Place comments in italics to distinguish them from actual content.
 * Bullets are used instead of numbered points to make structure shuffling easy.

Outline Contents

 * FontLab & Python version compatibility
 * Macro Setup
 * Creating Macros
 * Using Macros
 * System Macros
 * Tal Leming's Script browser
 * Python Language
 * The Python home page
 * Wikibook Programming:Python
 * List of pages with Python programs
 * FontLab API
 * The Unofficial FontLab 4.5 Python reference
 * RoboFab API
 * RoboFab Home Page
 * The LettError RoboFab Wiki and Feedback page
 * General Macros
 * Application Configuration
 * Process standardization
 * Font Import
 * Editing Environment
 * Font Generation
 * Font Validation
 * FontFont's FontQA framework
 * Family Generation
 * Specialized Macros
 * Ben Kiel's RoboFab Macros and Article
 * Erik van Blokland's Superpolator
 * Adam Twardoch's FontLab on steroids starter pack.
 * Glyph Transfer
 * Scripted transfer between VFBs
 * Transfer via XML
 * TTX
 * UFO
 * ftxdumperfuser
 * Glyph Statistics
 * External Resources
 * The FontLab Scripting [mailto:FLS5M@groups.msn.com mail list] and archive
 * FontLab Studio 5 [mailto:fls5@groups.msn.com Windows] & [mailto:FLS5M@groups.msn.com Mac] mailing lists.

Categorization note
Suggest this goes in the Computer Software/Software Guides/ bookshelf as it is about scripting within a specific application. The scripting language used is Python, so arguably it is a sub-specialization of Python, but against that is the fact that Python is being used to call the application-specific font APIs in FontLab and RoboFab. These make it a font-specific dialect of Python. It could be placed in Language guides as its own category (Font Processing), or in Domain-specific languages, though this is stretching it as it uses pure Python. However, most people other than font designers would not choose this context to learn pure Python, so its not just Python. The categorization options would appear to be: ''
 * Computer Software/Software Guides/FontLab Scripting
 * Domain-specific languages/Font Processing/FontLab Scripting
 * Programming Languages/FontLab Scripting

 * Another option which has now been done, is to roll this book into a larger one about FontLab in general. i.e. /FontLab/Scripting/
 * This makes the category choice simple. i.e. Computer Software/Software Guides/FontLab

title: FontLab/Scripting


text:
Intermediate Macroeconomic Theory

Introduction

 * To the Student
 * /Prerequisites/
 * Chapter 1 - Introduction to Macroeconomics

The Demand Side

 * Chapter 2 - The Goods Market
 * Chapter 3 - The Financial Market

The Supply Side

 * Chapter 4 - The Labor Market

Markets in Action

 * Chapter 5 - The IS-LM Model

The Long Run

 * Chapter 6 - Unemployment and the Phillips Curve
 * Chapter 7 - The AS-AD Curves - Aggregate Supply and Aggregate Demand
 * Chapter 8 - Inflation

title: Intermediate Macroeconomic Theory


text:
FontLab/Scripting/Setup

Installing Python on Mac OSX
/Applications/MacPython-OS9 2.3.3/
 * FontLab 4.6.x requires the Mac OS 9/Carbon version of the Python interpreter, not the native Mac OS X version.
 * The 2.x series of Python releases are the Carbon versions. e.g. Version 2.3.3 works OK on Tiger.
 * Download Python from the FontLab site here or from the Python site 2.2.1 or 2.3.3 or from the Mac Python page here.
 * The Python installer places the “Python 2.x.x” folder in the Applications folder under Mac OS X e.g.

 * Read the installer instructions. After installing there is a "Configure Python" app that has to be run to hook everything up. The script which the app invokes can also be run directly. If the 2.3.3 version of "Configure Python" freezes, you will need to force-quit it and try again. If this fails repeatedly, then install Python 2.2.1 instead and then try running it again.
 * Test Python is running by launching the Python Interpreter. If the interpreter terminal window doesn't come up, backtrack.

Activating Python in FontLab

 * Once Python is up and running on your system, launch FontLab and enable Python scripting in the application preferences: To do this, go to FontLab/Preferences.../General tab and set the "Enable Python scripting" checkbox option; then restart.

 * Verify that FontLab can see Python. You can test this in two ways:
 * 1) View the Properties palette with no font file open. To do this, select /Edit/Properties... With no font open, the properties panel displays the application version and Python install status - as illustrated.
 * 2) Check that the "Macro" menu item at /View/Toolbars/Macro is enabled: If it is grayed out, then FontLab thinks Python is not installed. Try re-booting FontLab if you know Python is running OK.

 * EDITORIAL NOTE: These sections will eventually migrate to their own pages in the Book hierarchy.

Installing Macros
/Applications/FontLab 4.6/Macros/ Within this folder, the sub-directories correspond to the first menu in the Macro Toolbar (ignoring the left-most "tool" menu) and the Macro names appear in the second menu. The first menu lists 3 items: Top Level (Any macros in the root level), Effects and Export. There is a hidden sub-directory called "System" within which you can hook your code into the various context menus and application events (see below).
 * FontLab (version 4.6.x) stores macros in

/Library/Application Support/FontLab/Studio 5/Macros/
 * FontLab Studio (version 5.x) stores macros in a different location:

/Applications/FontLab 4.6/Macros/MyMacros/ Your folder named "MyMacros" will appear in the first macro toolbar menu along with other sub-directories like this: Top Level Effects Export MyMacros
 * Add your own directory to group your macros together. e.g.

 * Drop your python script files into /MyMacros/ and they will appear in the menu.
 * Macro files must have the .py suffix to be recognized. e.g. HelloWorld.py
 * The directory structure is scanned at launch time. Therefore, after creating a new sub-directory, you have to re-launch FontLab.
 * The files in a directory are scanned when you select it. Therefore, to use a newly installed macro, you only need to move out of the directory and back to it via the first menu. e.g. move out of "MyMacros" to "Top Level" and then back again.

Using Macros

 * Macros can only be accessed by the toolbar initially, so this needs to be on-screen.
 * Select it at /View/Toolbars/Macros. The Macro bar looks like this:

 * Executing a macro manually is a 3-mouse-step action:
 * 1) select "" in 1st Menu; ''(The default example is "Top Level")
 * 2) select desired macro in 2nd Menu;  (The default example is "Family generator)
 * 3) click the "play" arrow button to the right of the 2nd menu
 * The macro selection persists, so subsequent uses of the same macro only require step #3 (i.e. click the Play button). However, if you hit the RESET MACRO button, the selection will revert to the default - usually the first item.
 * For frequent use macros keyboard shortcuts can be defined.

Adding Keyboard Shortcut Assignments

 * The right-most icon on the toolbar contains a menu of 10 Keyboard shortcut slots you can fill with Macros.
 * The slots are the ten digit key combinations Option-Shift-0 through Option-Shift-9.
 * To assign a key combination, select the macro you want in the normal way and then select a slot on the Key menu.
 * The key combination is then immediately available.

Naming Macros
e.g. the file "HelloWorld.py" will appear as "HelloWorld" #FLM:  #FLM: Testing Macro print "\nWelcome to FontLab4!\n" print "Fonts opened: ", len(fl) if fl.glyph != None: print "Current glyph :", fl.glyph.name
 * By default, macros appear in the menu with the name of their file minus the .py suffix.
 * The default menu name can be overridden in the first line of the file using the format
 * e.g. The default macro pre-installed in 4.6.x has a filename "testing.py", but appears in the menu as "Testing Macro".

Editing Macros

 * The "Edit" icon button in the toolbar opens the selected Python script in a text editor window.
 * The default internal editor window in 4.x is pretty basic and always floats over the font windows.
 * To select a better editor, go to FontLab/Preferences/General/Use external Python editor and select an app like BBEdit.

File Permissions

 * FontLab 4.6.x internal script editor fails to warn you if it can't save your edits to a locked (i.e. read-only) python script file.
 * If you have copied Python script files from another location, check that they have read & write permissions set.
 * Do this by selecting the file and /File/Get Info (Command-I) and changing the Ownership & Permissions pop-up to Read & Write if necessary.

System Macros

 * The macro folder called System contains special place-holder macros and directories that you can use to hook into various parts of FontLab:

Context Menu Macros
 * The table below lists all the contextual (Cmd-click) menus that you can add your macro to:

Event Macros
 * The table below lists events which you can add code to:

Other Macros
 * Other things in /Macros/System/ and any info from the 4.5.x manual documentation:

title: FontLab/Scripting/Setup


text:
User:Endless melee

Greetings.

Endless melee is a graduate of economics from the University of California, Irvine and avid biology and physical science enthusiast.

 * Endless was an initial author on Principles of Economics.

CURRENT PROJECTS:
 * none

title: User:Endless melee


text: Category:Book:How to Use Rhino Mocks

title: Category:Book:How to Use Rhino Mocks


text: Category:Book:Jeep Liberty

title: Category:Book:Jeep Liberty


text: Category:Book:Meteorology

title: Category:Book:Meteorology


text: Category:Book:Microbiology

title: Category:Book:Microbiology


text:
User talk:Gentgeen/Main Page (table free)

Edit
May I suggest a change to this page to change the table free link to a with tables link perhaps. it comes here from the main page, might as well go back :). 64.252.120.172 06:56, 13 July 2006 (UTC) Please change it


text: Category:Book:Microsoft Certified IT Professional


text: Category:Book:Middle School Science

title: Category:Book:Middle School Science


text:
Eiffel Programming/Play A Game

Would you Like to Play a Game?
Many books introduce a new computer language by presenting a small program that prints out a greeting, like "Hello, world!". The text then wanders off into other, unconnected examples. We're not going to do that. Instead, we will start with a program that is as simple as a "Hello world" example, and will build on this until we have a fully functional implementation of the game of Blackjack. Along the way, we will learn about the way Eiffel programs work, the ins and outs of Eiffel's syntax, and some useful notions about programming and software design.

Here we go:

Compile and run this program with your favorite Eiffel compiler, and it will write out: Congratulations, you've won!

Now we've written the worlds' most boring computer game. We'll change it to make it interesting pretty soon. First we will break down this program to see how it works.

To begin, computer programs are made of data and instructions for working on that data. In Eiffel, the data and instructions are called features. In a well-designed Eiffel program, related features are gathered together in classes.

In this version of the BLACKJACK program, we have only one feature, the collection of instructions called. This feature is defined in lines four through seven, and makes up the guts of the program.

title: Eiffel Programming/Play A Game


text:
User:Gmc444

Greg is a devotee of Eiffel.

title: User:Gmc444


text:
Eiffel Programming/Design by Contract

Design by Contract
One of the central tenets in the design of the Eiffel language, Design by Contract is the notion that every class can explicitly place constraints on its inputs (its requirements), state what it will provide (what it ensures) and its invariants (statements that are always true for the class).

In addition, Eiffel supports a rich set of assertion statements, ranging from validation of a loop construct, to a flexible debug mechanism, to inline checks on code validity.

See also the Wikipedia article on Design by Contract

title: Eiffel Programming/Design by Contract


text:
Horticulture/Plant Pests and Diseases

Pest and disease management is one of the more difficult parts of gardening. The important thing is to know the pests, and how to control them.

 * ../Monitoring Plant Health/
 * ../Pests vs. Diseases/
 * ../Physical Controls/
 * ../Chemical Controls/
 * ../Vertebrate Pests/
 * ../Arthropod Pests/
 * ../Slugs and Snails/
 * ../Nematode Pests/
 * ../Fungal Diseases/
 * ../Bacterial Diseases/
 * ../Viral Diseases/
 * ../Protozoa and Phytoplasma Diseases/

title: Horticulture/Plant Pests and Diseases


text:
Horticulture/Arthropod Pests

 * ../Homopteran Pests/ (Aphids, Leafhoppers, etc.)
 * ../Hemipteran Pests/ (Bugs)
 * ../Dipteran Pests/ (Flies and Maggots)
 * ../Coleopteran Pests/ (Beetles)
 * ../Hymenopteran Pests/ (Sawflies, Wasps, etc.)
 * ../Lepidopteran Pests/ (Caterpillars)

/Pests

title: Horticulture/Arthropod Pests


text:
Asymptote/Command/graph/vectorfield

Draw a vectorfield along a path:

void vectorfield(picture pic=, path g, int n, path vector(real), real arrowsize= , real arrowlength= , pen p= );

Example: import graph; defaultpen(0.5); size(400,200);

real arrowsize=1.5mm; real arrowlength=15;

vector ampere=new path(real x){ return (0,0)--arrowlength*(-1)*(2-3*cos(2*pi*x)^2)*(cos(2*pi*x),sin(2*pi*x)) };

vector tait=new path(real x){ return (0,0)--arrowlength*(-1)*(-cos(2*pi*x),sin(2*pi*x)); };

vector grassmann=new path(real x){ return (0,0)--arrowlength*(-1)*(0,sin(2*pi*x)); };

path p=unitcircle; int n=24; pen celmpen=currentpen+2; path cell=(-0.4,0)--(0.4,0);

draw(p); vectorfield(p,n,ampere,arrowsize); draw(cell,celmpen,Arrow(4)); draw(shift(0,-1)*cell,celmpen,Arrow(4)); dot((0,0)); dot((0,-1));

label("Amp\`ere",(0,-1),S);

p=shift(3,0)*p; cell=shift(3,0)*cell; draw(p);

vectorfield(p,n,grassmann,arrowsize); dot((3,0)); dot((3,-1)); label("Grassmann",(3,-1),S); draw(cell,celmpen,Arrow(4)); draw(shift(0,-1)*cell,celmpen,Arrow(4));

p=shift(3,0)*p; cell=shift(3,0)*cell; draw(p);

vectorfield(p,n,tait,arrowsize); dot((6,0)); dot((6,-1)); label("Tait",(6,-1),S); draw(cell,celmpen,Arrow(4)); draw(shift(0,-1)*cell,celmpen,Arrow(4));

title: Asymptote/Command/graph/vectorfield


text:
User:Inon A~enwikibooks

 * 1) REDIRECT My Hebrew Account

title: User:Inon A~enwikibooks


text:
Neapolitan/501 Neapolitan verbs/parlà

to talk, to speak

title: Neapolitan/501 Neapolitan verbs/parlà


text:
Neapolitan/501 Neapolitan verbs/vulé

vulé
1. Innecativo
 * (transitive) to want
 * a. presente
 * {| class="wikitable"

 * align="left"|io
 * align="left", bgcolor="#c9c8e9"|vuoglio (voglio)
 * align="left"|tu
 * align="left", bgcolor="#c9c8e9"|vuo
 * align="left"|isso/essa
 * align="left", bgcolor="#c9c8e9"|vô
 * align="left"|nuje
 * align="left", bgcolor="#c9c8e9"|vulimmo
 * align="left"|vuje
 * align="left", bgcolor="#c9c8e9"|vulite
 * align="left"|isse/lloro
 * align="left", bgcolor="#c9c8e9"|vonno
 * }
 * align="left", bgcolor="#c9c8e9"|vulite
 * align="left"|isse/lloro
 * align="left", bgcolor="#c9c8e9"|vonno
 * }
 * }

Participio passato
 * vuluto

title: Neapolitan/501 Neapolitan verbs/vulé


text:
Neapolitan/501 Neapolitan verbs/scetà

To awaken

title: Neapolitan/501 Neapolitan verbs/scetà


text:
A-level Mathematics/Advanced/Basic Mechanics/Newton's Laws of Motion

Newton's Laws of Motion
There are 3 laws of motion.

Newton's 1st law of motion states that a body will remain at rest or move with uniform motion in a straight line unless acted upon by an external force.

For example: A bicycle moving at constant speed round a circle is acted upon by a force since it is not moving in a straight line. This example frequently catches people out as the speed may be constant, but the velocity (speed plus direction which is a vector (link)) does change. This law is counter-intuitive, as generally we expect that if we start something moving then it will slow down over time and eventually stop. This is because of Friction (link), which is the external force in this case.

The equations arising from this can be expressed as :

1. d = s*t

(distance = speed * time) assuming constant speed

2. v= u+a*t

where v is final velocity

u is initial velocity

a is acceleration

3. v2 = u2 + 2a*s

Newton's 2nd law on motion states that the force acting on a body is directly proportional to the rate of change of momentum and takes place in the direction of the force. Its mathematical formulation is $$F = \frac{dp}{dt}$$, where

F: Force in Newtons (N)

t: Time in seconds (s)

p: Momentum in kilogrammes metres per second squared (kg m s−2)

In most cases, we deal only with situations where the mass concerned does not change, such that $$F = \frac{dp}{dt} = \frac{d}{dt}(mv) = m\frac{dv}{dt} = ma$$. However, if, like in most other books, F = ma is used so much as to create a habit, it can be disastrous. Hence, it is recommended to remember the p form or mv form instead of the ma form, unless the user is not comfortable with math.

Now that force is defined, we can compare the concept of force, impulse and instantaneous and average velocity. Force and instantaneous velocity are time derivatives of momentum and displacement respectively, while impulse and average velocity is about longer time spans than that.

$$F = \frac{dp}{dt} $$, $$ I = \frac{\Delta p}{\Delta t} $$, $$ v = \frac{dx}{dt} $$, $$ \mbox{average } v = \frac{\Delta x}{\Delta t}$$

While average velocity still has its uses in A'levels, impulse has practically no use in the A'level curriculum. However, impulse is a useful construct to use when dealing with varying forces, for example in collisions. Nonetheless, $$\Delta mv$$ is still a viable replacement for impulse.

Newton's 3rd law of motion states that if a body A exerts a force on body B then, Body B will exert an equal but opposite force on body A.

This is originally stated as 'For every action there exists an equal and opposite reaction'. Specifically if a cat is sitting on the pavement then the cat is pushing down exactly as hard as the pavement is pushing up. This must be true as otherwise we'd have either a cat flying into the air (pavement pushing up harder) or a cat shaped dent in the pavement (cat pushing down harder).

This law, commonly used to equate known forces with unknown forces and derive the unknown ones, is of paramount importance. Useful with blocks on slanted surfaces in my experience.

These laws are re-stated (in a slightly more formal style) in Newtonian Physics.


text:
Water Resources Directory/USA/History

History of water resources planning
Overview of the Harvard Water Program
 * Is It Time to Resurrect the Harvard Water Program? by Martin A. Reuss PhD, Senior Historian, Office of History, Headquarters, U.S. Army Corps of Engineers, Alexandria, VA., in: ASCE Journal of Water Resources Planning and Management, September 2003, Vol. 129 Issue 5, p357-360.

 * Source: Planning Manual for USACE, by Charles E. Yoe (1996, pp. 31-48)

 * History/ of multipurpose planning

List of Federal laws with planning procedures requirements:
 * (b/c) indicates inclusion of benefit/cost analysis guidelines.

 * 1808 - Gallatin Report to US Congress (mp) History
 * Multiple objective - political unity, national defense, economic development of West
 * Multiple purpose - waterways, canals, roads
 * 1917 - Flood Control Act
 * 1926 - 308 reports for multiple purpose river basin planning studies History
 * 1933 - National Industrial Recovery Act
 * 1934 - Fish & Wildlife Coordination Act (b/c)
 * 1936 - Federal Flood Control Act (b/c)
 * 1944 - Flood Control Act ("municipal and industrial water supply becomes a full project purpose for USACE reservoirs,
 * as does recreation")History
 * 1950 - “Green Book” (b/c)
 * 1962 - U.S. Senate Document 97 (b/c and mp) ("river basins the preferred planning area; multipurpose planning to be used" History}
 * 1965 - Water Resources Planning Act (b/c)
 * Level B river basin planning studies
 * State water plans guidance
 * 1969 - “Blue Book” (b/c)
 * 1972 - U.S. National Water Commission's Panel on Water Resources Planning
 * 1973 - Principles & Standards (b/c, mp) ("NEPA integrated into multipurpose planning")History
 * 1983 - Principles & Guidelines (b/c)

Reviews of Federal Water Resources Planning Procedures
 * 1994 - Galloway Report (Interagency Floodplain Management Review Committee report, directed by Dr. Gerald E. Galloway, Jr.)
 * 1999 - National Research Council
 * 2002 - National Research Council's review of USACE planning procedures

References
 * "An Analysis of Federal Water Resource Planning and Evaluation Procedures" by Gunter Schramm and R.E Burt Jr., June 1970 (Univ of Michigan)
 * Burges, S. (1979). “Water Resources Planning in the U.S.A.: 1776-1976.” Journal of Water Resources Planning and Management, 105(1):91-112. American Society of Civil Engineers.
 * Water Resources Update, 2000, Universities Council on Water Resources

History of simulation models

 * "In 1953, the U.S. Army Corps of Engineers (Corps) developed a simulation model for the study of six reservoirs on the Missouri River."(Palmer, p.4)

title: Water Resources Directory/USA/History


text:
Water Resources Directory/USA/Research/States

State Water Resources Research Institutes
 * The U.S. Geological Survey provides annual funding for 54 Water Resources Research Institutes or Centers, one in each of the 50 states and 4 territories. State institutes commonly provide:  an annual list of state water research priorities, funding for water research projects consistent with the priorities, a newsletter or website, conferences, links to key water organizations around the state, and other services in support of the water resources community in the state.

Water Resources Research for each state

 * State water research programs
 * State water research funding
 * State water research needs


text:
Cookbook:Portuguese Feijoada

| Portuguese Cuisine

Portuguese feijoada is a type of bean, pork, and beef stew.

Ingredients

 * 1 litre dried black beans
 * Assorted meat of personal choice (universally it is pork knee, pork sausage, and salted dry beef)
 * 2 bay leaves
 * 1 branch parsley, chopped
 * 3 onions, chopped
 * 1 tomato, diced
 * 3 carrots, diced
 * 2 crushed garlic cloves
 * 4 tbsp vegetable oil
 * Margarine
 * 1 can tomato paste
 * Salt
 * Pepper
 * Paprika
 * 1¼ lb (600 g) rice

Procedure

 * 1) Soak beans for several hours, then put them in a large saucepan.
 * 2) Add all the meat to pot.
 * 3) Add bay leaves and chopped parsley.
 * 4) Fill the pot with water and bring to boil.
 * 5) Fry onions, tomatoes, carrots, and garlic in oil and margarine.
 * 6) Once onions are fried, transfer two ladle scoops of bean mixture into skillet, mash with vegetables, then dump all contents of skillet back into pot.
 * 7) Mix in tomato paste, cover, and let cook for 1 hour. Season with salt, pepper, and paprika to taste.
 * 8) Cook rice separately and, when finished, add to pot, then serve.

title: Cookbook:Portuguese Feijoada


text:
Cookbook:Lemon Custard Pastry Cups (Pastel de Nada)

Ingredients

 * 400 grams frozen puff pastry, thawed
 * 2 cups cream
 * ¼ cup all-purpose flour
 * 6 egg yolks
 * 1 cup white granulated sugar
 * 2 tsp lemon zest
 * 1 tbsp icing sugar

Procedure

 * 1) Preheat oven to 425°F (220°C).
 * 2) Roll half the dough out to 14×10-inch rectangle. Use a 4 ½-inch round cookie cutter to out circles.
 * 3) Press the dough circles into 12 muffin cups. Line each with foil, then fill with pie weights. Freeze about 15 minutes.
 * 4) Bake pastry shells in bottom third of oven for 10 minutes. Remove foil and weights; let cool for 10 minutes.
 * 5) Meanwhile, in microwaveable bowl, whisk together cream, flour, egg yolks, sugar, and lemon zest. Microwave at medium for about 8 minutes, or until it reaches the consistency of pudding, whisking every minute or so.
 * 6) Strain pudding into bowl; let cool for 5 minutes.
 * 7) Pour pudding into shells. Broil 6 inches from the heat source for 3 minutes. Let cool on rack for 15 minutes
 * 8) Remove pastries from pan, and refrigerate for about 4 hours.
 * 9) Sprinkle with icing sugar and serve.


text:
Georgia Water/Best Practices/Planning/Regional

Integrated Regional Water Resources Planning

The purpose of the planning process is to identify the "best" plan, using a fair procedure for defining and formulating what is "best". Planning is contentious because implemented plans will change the distribution of advantages and disadvantages (such as money and resource access) among various groups. Using a clearly outlined planning procedure that is recognized as fair by all affected groups can reduce contentiousness and improve the planning outcome. This Best Practice page outlines recommended steps for a fair and effective water planning process. It is based on professional planning practice, as previously outlined in the "Principles and Guidelines" required for four federal (USA) agencies:

 * "The planning process consists of a series of steps that identifies or responds to problems and opportunities associated with the stated objective and specific State and local concerns, and culminates in the selection of a recommended plan. The process involves an orderly and systematic approach to making determinations and decisions at each step so that the interested public and decision-makers can be fully aware of: the basic assumptions employed; the data and information analyzed; the areas of risk and uncertainty; the reasons and rationales used; and the significant implications of each alternative plan."

Set Goals and Objectives

 * Visioning (imagining desired future scenarios)
 * Establish Criteria and measures of goal achievement

Canvass Options

 * Designing water conservation component of water supply plan

Formulate Alternatives

 * (Includes steps to implement the alternative)

Evaluate Effects

 * Identify pros-cons (types of effects to be considered)
 * Assess pros-cons and their probabilities (estimate magnitudes of the effects)
 * Appraise pros-cons (estimate importance or value of the effects)


text:
Talk:Bahá'í Faith

Hello, I just edited the text about the Baha'i Faith adding some true facts about the most holy book of this faith (the Kitab-i-Aqdas, i.e. the book of law) and the Baha'i administration. As a matter of fact, some years ago I was in this faith. By reading the Kitab-i-Aqdas and thinking over some facts about the administration it became obvious to me, that the Baha'i Faith is not quite so tolerant as it claims. But let everybody search for their own. I strongly recommend the Kitab-i-Aqdas for the research. It might open Your eyes about the real nature of the Baha'i Faith. Any Baha'i who considers himself to be insulted by my editing of the original text about the Baha'i faith may be informed: I  only used original Baha'i texts, issued by the National Spiritual Assembly of Germany and the UHJ to find my aforementioned points.I do not mean to insult anyone but try to give seekers a hint, not to omit some very important stuff in their search, because - to my deep later regret- I did so some years ago and declared myself to be Baha'i although I never was one truly. If my editing of the text is deleted, because it has not been censored by the UHJ or the NSA of Germany, this will only show the nature of a administrative system with an infallible supreme council. In my opinion this would be totalitarianism rather than defense of a religion.

And, another thing: Orthodox Baha'i, Reformed Baha'i and Covenant-breakers should be at least mentioned in an unbiased text.

Greetings of a spiritual seeker

title: Talk:Bahá'í Faith


text:
Outdoor Survival/Emergency Situations

This section of the guide will discuss what you should do in case of emergency.

Don't Panic
When something happens the body goes through two stages. First shock and then panic

The first stage, "the shock," is when you can't move, most of the time you won't notice it but it's important to get out of it fast so you can save yourself. If you can't, however, realize this is your brain (you) trying to determine if you should fight back or flee (or if it's a joke), so you should pop out of this state soon.

The second stage is "the panic." Adrenaline will be released into your bloodstream, allowing your muscles and brain to function with greater speed and strength. Remember to rationalize, as poor decisions can be worse than the actual disaster (e.g. jumping off of a cliff to avoid an earthquake).

Be Observant
In all situations, noticing your surroundings will ensure a greater success rate of survival. Survival is not only based on the collection of wit but also on the ability to be creative. Use the tools available to you at the time of the emergency. For example, if you are injured, you can use your belt to stop from losing too much blood. Will power is a very important part of survival. There is no wrong way to survive if in the end, you survived.

In case of an earthquake

 * 1) If you are inside a building then go outside
 * 2) Stay away from anything that can break or fall on you. Being stuck in the forest while there is an earthquake is one of the worst things that can happen.
 * 3) If you cannot leave a building, hide under a strong sturdy table or desk
 * 4) Remain Calm

In case of a lightning storm
During a strong lightning storm it is important to be in the presence of tall objects. If you are in a field with very little trees in your immediate surroundings it is optimal to lay on the ground in the attempt to become the shortest thing in the area. Do not stand under trees, especially if it is a lone tree. Most cars and boats if struck by lightning will not electrocute the inside, but rather pass through the ground from rubber of the tires or ground of a boat.

In case of a bear
When camping, it is wise to take steps to avoid negative encounters with bears:

 * Do not bring food into the tent. It invites more than just ants into your bedroom.
 * Clean all pots, pans, and grills thoroughly with unscented soap and water, making sure no trace of food is left for animals to smell.
 * Do not leave food lying around. Clean up everything right away after a meal and contain uneaten food in plastic bags or containers.
 * Do not assume food and supplies are safe in a car. If you must keep supplies in a car, lock them in the trunk. It is not unknown for bears to try to break into cars through the windshield or windows!
 * Do not go to bed in the same clothes you were cooking in. Keep dirty clothes and packs outside the tent.
 * If possible, use a bear canister to keep foods safe or hoist your food in a tree ten feet off the ground and four feet out in a bear bag.
 * Be careful about how you dispose of garbage. Try to dispose of garbage at a designated facility away from the campsite.
 * Try not to bring any sweet-smelling items with you, like scented soap or cough syrup. (Bears can't read the label, and they assume it is food.) If you must bring it at all, hoist it up in a tree in a bear bag or bear canister. Try not to wear anything with a scent, including deodorant and insect repellent, after 4 p.m.
 * If the bear gets to the food anyway, do not attempt to get it back. It is not worth the fight.
 * Do not feed a bear or attempt to do so. (What would you do if the bear found out you don't have any more?)
 * If you have brought a pet with you, make sure it is secured and on leash at all times.

If you do encounter a bear, do not faint. Create as much noise, and as loud as you can in an attempt to scare off the bear. If you have an umbrella use it to make you seem bigger. If it continues to pursue you, get out of its territory, it may be temperamental from lack of food or threat to its young. If you have food on your person you may consider dumping it on the ground in an attempt to halt its pursuit on you. If you are in a tent, and a bear comes nearby during the night become non-existent, do not surprise it by panicking. To prevent it from approaching your tent hang your food in a tree, and do not eat near your tent. Bears have been known to urinate on tents while people are asleep inside.

Be aware if you are in an area with Black Bears (often sun-bleached brown), which are full-sized around 6 feet tall, or Brown Bears (which are often dark approaching black) which are full-sized around 9 feet tall. Most of the US has only Black bears, which very very rarely attack people, and can almost always be persuaded to leave you alone if you make noise (banging pots is good), throw small stones, stand up tall and spread your arms, stand in a group, etc. Do not run from them, and do not play dead unless an attack has already started. If one attacks you playing dead in a ball until it gets bored is a good strategy. All bears should be considered dangerous. Even a small Black Bear can severely injure or kill even the most experienced outdoorsman if unprepared or reckless. Staying aware, making noise and remaining calm are the three basic steps for enjoying a safe visit to any bear habitat.

Black Bears are much more common in the US and Canada than the Brown Bear, although not uncommon in certain areas of the country. Ironically the bear that is on the California flag is the Brown Bear, but they have not been seen in that state for many decades.

While camping, keep anything that smells like food (including pots, toothpaste, and food) in an official bear canister or hung at least 10 feet up in a tree to prevent black bears from getting it. Even a relatively harmless Black Bear will go into your tent with you sleeping in it, or into your car through the window to get food. You cannot take too many precautions in keeping any food scents away from your sleeping area.

title: Outdoor Survival/Emergency Situations


text:
User talk:Shlomif

ויקיספר העברי
תוכל להיות גם פעיל בוויקיספר העברי? (ואם אפשר לתרגם את הספר Optimizing code for speed לעברית?) תודה...

Hebrew Wikibooks
הי!

אין לי בעייה להיות פעיל גם בויקיספר העברי, חוץ מבעייה של זמן ויותר מדי דברים שאני רוצה לעשות. כבר תרמתי מספר דברים לויקיפדיה העברית.

בקשר לתרגום הספר - כרגע אני רוצה לכתוב אותו באנגלית גם משום שמרבית קהל היעד שלי (מתכנתים) הם דוברי אנגלית כשפת אם או ברמה סבירה, וכן נוח לי יותר לכתוב דברים כאלה באנגלית. אני לא הצלחתי למצוא תיעוד רב ומקיף בנושא זה בשום מקום, אף שהוא נראה לי חשוב מאוד.

אחרי שאגמור לכתוב את הספר באנגלית, אשמח אם תיווצר יוזמה לתרגם אותו לעברית (או לכל שפה אחרת), ואעזור בכך ככל האפשר.

בדף הבית שלי שוכנים דברים רבים שכתבתי (או לפחות קישורים אליהם) באנגלית שגם אשמח אם יתורגמו לשפות אחרות.

במידה שאתם יודעים על תרגום לשפה אחרת, אפילו חלקי, אנא ידעו אותי ואני אוסיף קישור אליו.

Book completion status
Readers browsing through a certain subject area or classification often want to view books that are complete or closer to completion. In order to indicate the level of completion for a book, add to a book's main page, where   is one of the following: ,  ,  ,  , or. – Adrignola talk 22:06, 10 December 2010 (UTC)

Licensing
I'm thinking the the licensing on the book you've been working on, Optimizing Code for Speed, may be redundant to the site's required licensing. According to the terms of use, all content must already be available under the CC-BY-SA and GFDL. – Adrignola discuss 15:21, 4 February 2011 (UTC)
 * Adrignola: hi! Thanks for your contribution to the Optimizing Code wikibook. They are much appreciated. Regarding the licensing, an important difference is that the CC-by licence allows one to convert the licence of derivative copies of the text to any other Creative Commons licence, or alternatively to other free, not-so-free, or completely All Rights Reserved licences, which is not possible with CC-by-sa whose derivative copies should remain under the same CC-by-sa licence. As a result, the CC-by licence has appealed to me as an author of previous essays which I've written and published in non-wiki formats, usually under the CC-by licence. Note that the dual terms of CC-by and GFDL are compatible with those of the rest of wikipedia because one can sublicense CC-by under CC-by-sa. That's why I've included them there, and I hope you understand now. Shlomif (discuss • contribs) 15:54, 4 February 2011 (UTC)

 * Thanks for the explanation. I missed that important detail that it was CC-BY and CC-BY-SA. – Adrignola discuss 16:40, 4 February 2011 (UTC)

title: User talk:Shlomif


text:
Intermediate Macroeconomic Theory/Prerequisites

Prior Knowledge
This text is an Intermediate Macroeconomics Theory text so some prior knowledge is expected before you begin.

 * MATH
 * Luckily, this text is going to be designed such that you will not need an extensive mathematical background. That's not to say we won't be dealing with some pretty serious mathematical equations. Your math background should include a particularly solid understanding of algebra which will make your life a lot easier (in general, not just for the sake of learning macroeconomics). Some basic calculus would help too, though is not as important as the algebra requirement. Single-variable differential and integral calculus ought to do you well, but these are really more for helping you understand where and how we come to certain conclusions mathematically.

 * So if you aren't really solid on math, don't panic! Economics is a math-heavy discipline but this text will still be approachable for you. Serious economics students are encouraged to develop strong mathematical skills though, as your understanding of the material will be far stronger.

 * ECONOMICS: Macroeconomics and microeconomics are related, but they are also different enough that you don't necessarily need a lot of background in intermediate microeconomics. This text will assume basic microeconomics knowledge and also basic macroeconomic knowledge. The material in this text will build upon an existing knowledge of basic macroecnomics, but can also provide a solid understanding of the discipline for productive students exposed to macroeconomics for the first time.


text:
Intermediate Macroeconomic Theory/Goods Market

The Goods Market
Macroeconomics is the study of aggregate behavior; i.e. the summation of individual behavior. Where microeconomics studies the economic activities of individual firms and consumers, macroeconomics studies the economic activities of all the individual firms summed together and all the consumers summed together.

GDP
GDP stands for gross domestic product. You've probably heard this term on the news or read about it in the paper when the national or global economy is being discussed. GDP is defined as the value of all the final goods and services produced in a country during a given time period. Intermediate goods do aren't counted because they would in effect cause double-counting to occur. GDP also refers to the income of the country as well. GDP also only refers to goods produced within a certain country. This means that if a firm is located in one country but manufactures goods in another, those goods are counted as part of the foreign country's GDP, not the firm's home country. For example, BMW is a German company but cars manufactured in the United States are counted as part of the United States GDP.

You can think of it another way, GDP is a way for us to measure how productive a country is on the whole. Let's break down the name for concrete understanding. Gross refers to the summation of all the country's resources towards producing output. Domestic just relates the output to the country from which the output was produced. Lastly, product just refers to the goods and services that make up output.

GDP can be written algebraically as:

$$ GDP = C + G + I + (EX - IM) $$ $$ GDP = C + I + G + X$$ Where:

C is aggregate consumption

G is government spending

I is investment

EX is exports

IM is imports

Consumption is essentially the aggregate of all the goods and services consumed in the country. Haircuts, hamburgers, gasoline etc. are all part of the GDP in the country in which they are purchased.

Government Spending is just what kind it sounds like, it is the sum of all the goods and services purchased by the government.

Investment is a bit trickier because most qpeople confuse this term with financial investment. In economics, we refer to investment as the purchase of new capital by firms or individual consumers. That is, firms can buy non-residential capital (buildings, equipment etc.) and individual consumers can purchase residential capital (i.e. houses). If we ever mean the kind of investment done through the stock market or finances, we will specifically use the term financial investment. So unless otherwise noted, investment will always mean capital investment.

Exports are all the goods and services exported to foreign countries. That is, the goods and services produced by the domestic coutnry and consumed by foreign countries.

Imports are just the opposite. These are goods and services produced by other countries but consumed by the domestic country.

Together $$ EX - IM = NX $$ or net exports. This is just a way of getting the net value of the goods traded between the domestic country and the rest of the world. Why do we add exports but subtract imports? Well, exports are added to the GDP because the domestic country receives payment for those goods produced and that is part of the value added to the economy by the domestic country. However we subtract imports, instead of just NOT counting imports, because the payment of these goods is taken away from the domestic country and added to the foreign country from which they came. You can think of subtracting imports as taking out the part of consumption where the good or service came from a foreign country.


text: Category:Book:Myers-Briggs Type Indicator


text: Category:Book:MythTV

title: Category:Book:MythTV


text: Category:Book:NVIDIA

title: Category:Book:NVIDIA


text: Category:Book:Classical Nahuatl

title: Category:Book:Classical Nahuatl


text: Category:Book:Neapolitan

title: Category:Book:Neapolitan


text: Category:Book:Network Plus Certification


text:
Intermediate Macroeconomic Theory/IS-LM Model

The IS-LM Model
The IS-LM model stands for "Investment / Savings Equilibrium" and "Liquidity Demand / Money Supply Equilibrium." These are two different curves, as we will see in moment, that represent a relationship between the goods market and the financial market. The IS curve is derived from the goods market and the LM model is derived from the financial market. We will explore each curve in turn and then combine the two to see how they interact.

 * 5.1 The IS Curve
 * 5.2 The LM Curve
 * 5.3 The IS-LM Model


text: Category:Book:Neuroscience

title: Category:Book:Neuroscience


text:
Muggles' Guide to Harry Potter/Characters/Kingsley Shacklebolt

Overview
Kingsley Shacklebolt is a highly qualified Auror working in the Ministry of Magic; he is also a member of the Order of the Phoenix.

Order of the Phoenix
We first see Kingsley Shacklebolt as he is introduced to Harry as part of the Advance Guard, part of the Order of the Phoenix, there to take him from Number Four, Privet Drive to the Order's Headquarters. It is also mentioned that he is handling the Ministry's search for Sirius Black, which allows him to selectively give weight to misleading rumors about the fugitive.

As Arthur Weasley accompanies Harry to the Ministry before his hearing, they pass through the Auror division. Kingsley stops him and demands information on any reported flying vehicles, something that would be in Arthur's purview, as it is believed Sirius Black may still be using his flying motorcycle. In an undertone, Arthur invites him back to Headquarters for dinner, and Kingsley says that Sirius might be interested in an article in the magazine he's just handed Arthur. (We later hear that Harry guesses the magazine in question to be the Quibbler, which is carrying a story about Sirius in fact being one Stubby Boardman, a popular singing star.)

Kingsley is one of two Aurors who accompany Cornelius Fudge to Professor Dumbledore's office at the time of the attempted expulsion of Harry for violating an Educational Decree. Kingsley surreptitiously alters the memory of Dolores Umbridge's star witness, so that the evidence against Harry is not available. He warns Umbridge when she starts physically shaking that same witness, Marietta Edgecombe. And when the attempt is made to arrest Dumbledore, he does nothing, but allows himself to be knocked out alongside Fudge, Umbridge, and his fellow Auror Dawlish.

He is also one of the Order members who arrives at the Department of Mysteries to help Harry and his friends. Here we see him take on two Death Eaters at once, including Augustus Rookwood. He is later seen dueling Bellatrix Lestrange after the latter kills Sirius, however he is defeated and injured shortly after.

Half-Blood Prince
It is mentioned that Kingsley Shacklebolt has become assistant to the Muggle Prime Minister, in order to protect the Prime Minister against the use of Dark Magic.

Deathly Hallows
Vernon Dursley is visited early in the summer by Kingsley and Arthur Weasley, who tell him that Harry's magical protection will end on his seventeenth birthday, and that the Dursley family would then be at risk. They offer the services of some members of the Order of the Phoenix to hide and protect Vernon, Petunia, and Dudley. Vernon later voices dissatisfaction with the arrangements; it seems he has seen Kingsley on TV, as secretary to the Muggle Prime Minister, and is reassured by his proximity to power, but wants to know why Kingsley hasn't been assigned to Vernon's family.

It is mentioned that Kingsley Shacklebolt and Hermione, disguised as Harry, will be riding a thestral to create a diversion when Harry leaves Privet Drive on his way to the Burrow. They're the third pair to arrive there, after Harry and Hagrid, and Lupin and George Weasley, after being chased by five Death Eaters, including Travers. After Arthur and Fred Weasley show up, Kingsley leaves to go back to the Prime Minister.

A Patronus is sent to warn the guests at Bill and Fleur's wedding that the Ministry has fallen to the Death Eaters. The Patronus is apparently sent by Kingsley as it speaks with his voice.

It is mentioned shortly after Christmas that Kingsley had used Lord Voldemort's name, and as a result was surrounded by Death Eaters. He had fought his way out and was now on the run. He also most likely warned the rest of the Order about the taboo, as Ron told Harry about the danger after he returns.

In March, Ron manages to tune in the pirate wireless program "Potterwatch". Lee Jordan, as "River", introduces "Royal", easily identifiable by his voice as Kingsley, who gives information about the current state of the Wizarding government. "Royal" talks about heavy casualties among the Muggles, and approves of wizards who have acted to protect the Muggles from harm, often without the Muggles' knowledge.

Between the end of Harry Potter and the Deathly Hallows and the epilogue Nineteen Years After, Kingsley becomes Minister for Magic and makes many changes that make the Wizarding World "a sunnier one".

Strengths
He has the uncanny ability to stay calm in any situation, and as was mentioned before, he is a highly qualified Auror.

Analysis
It's unknown if Kingsley was in the original Order of the Phoenix who fought against Voldemort during his first rise to power, which had ended, as of this book, some fifteen years earlier. At one point he is mentioned in a conversation about newly recruited members, however he himself isn't directly referred to in that context. Another thing to note is that he was not in the photo of the original Order that Moody showed to Harry. We can't consider this to rule out the possibility that Kingsley was then a member, as we know Fabian Prewett and Mundungus Fletcher were both members at that time, yet they were not in that photograph either. Another thing to note is that Kingsley apparently knew James, and also seemed to have some familiarity with Lupin. Kingsley is certainly old enough to have been in the first incarnation of the Order, but based on what we see here we cannot say conclusively whether he was a member then or not.


text:
Managing Groups and Teams/Discipline

So, how much should your team be disciplined? As team leader, are you wholly responsible? Clearly, whatever procedures and policies exist for your organization should be followed, but what if a team member is consistently late for meetings? Or if someone is social loafing? Should you be the one, as team leader, to correct the problem? Maybe not.

Balancing between disciplining your team and building your team can sometimes be difficult and is often viewed as two opposite behaviors. However, by building a stronger team, you can also develop a team that essentially self-disciplines. By building in mutual accountability into your team, the team will become self-disciplining. Team building, to this end, should focus on gaining common goals, purpose, and process.

Following the guidelines for team building can be essential in creating a self-disciplining team. Developing ground rules and assigning the task of ensuring each rule is followed to individual team members can be key. Additionally, spend some team time discussing and planning consequences for discipline. It can also be helpful for the team to create a visible method of logging or recording team measures, which should include:

 * the agreed standards to which the team is working to
 * how frequently each of the measures will normally be repeated
 * who should receive feedback on the results (this would normally be the team, but can include people outside the team if it is appropriate)
 * who is responsible for initiating the re-measurement process

Team fun should be planned around the goals (both short term and long term). For example, team building “ice breakers” are great only if they further the mission and function of the team. Select “ice breakers” based on goals for that particular meeting. Need to increase communication among members? Play a game of “telephone.” Need to work on creativity? Play a “think outside the box” game. Additionally, though, don’t de-value general bonding and getting to know team members. Supporting the team barbecue or coffee break can go a long way toward improving team morale, as well as creating a team that knows and trusts each other better.

In reality, though, teams may not easily become self-disciplining. How do you, as a team leader, then discipline a team in the real world without losing all the fun? If someone on your team is not pulling their weight, it is highly possible they are blissfully unaware of the problem. Find an appropriate way to talk to them about, be it during a team meeting (especially if it’s a concern with more than one member) or one-on-one, using a task-oriented approach rather than a personal one. Perhaps there is another issue that needs to be addressed that you are unaware of. One of the worse things you could do as team leader, though, is to ignore the problem – it will no go away or get better unless you can address it. Remember, too, that you may need to ultimately remove someone from your team, if there is no resolution, no solution, and the team and the team goal are suffering.

Finding that balance between fun and discipline is largely dependent on the goal of the team, and the situation and relationships of the team and you. It’s largely a personal choice – but a great team cannot exist without both. Ask for help from the team and share the responsibility of discipline. Keep track of expectations and progress and share the information with the whole team. Build the team to trust each other and perform for each other. Teamwork is difficult, but with a well lead team results can be fantastic, and yes, even fun.

title: Managing Groups and Teams/Discipline


text: Category:Book:Norwegian

title: Category:Book:Norwegian


text:
Category:Book:Number Theory

ja:Category:数論

title: Category:Book:Number Theory


text:
Diplomacy/Variants

Introduction to Variants
Occasionally, one might become bored with the standard Diplomacy game. Let us look at the board. Some countries can win more easily purely because of their geographical position, like France and Russia, while others, like Italy and Austria, have geographically inferior positions. Some might think that the gameplay is too slow (a standard game of Diplomacy takes hours) or too monotonous, and would like to make it faster-paced or more interesting. Others may think that Diplomacy does not need to only portray Europe during World War I. It could show any other time. To solve these problems, a multitude of variants of the game have been created.

Commercial Variants
There are some commercially available variants to the game Diplomacy. One of these is called Colonial Diplomacy, and the powers contesting Asia are Ottoman Turkey, Russia (mainly through Siberia), China (and Mongolia), Japan, the Dutch (East Asia), France (Indo-China) and Britain (India, with one home center in the Middle East and Hong Kong). Rules are the same as Diplomacy, except the Trans-Siberian Railroad can be used by Russia (and only Russia) for quick transport of units across the board, and the Chinese are not allowed to use Hong Kong as a center (but all other powers can).

Another variant sold commercially is based on the world around the time of Machiavelli and is set in Italy. The Great Powers are the city states (Venice, Genoa) and others, such as Ottoman Turkey.

How to create a variant
1. Board: Where is the game taking place? Is it in Europe, but in a different time period (e.g. the early 1600s or 1700s) or is it on a different continent entirely, like South America (South American Supremacy)? Sometimes, a game might even take place in a single country (Heptarchy). It could be an expansion of the original game (1900), or it could recreate a war (Hundred). It could even take place on the entire world (World, Zeus, Mercator, World War IV).

2. Division of board: Is your board based on real-world geography, or is it entirely made-up? Do you want it to be geometrically congruent, or is that too boring for you? Are there any canal provinces? (Like Constantinople in the standard board)? Will it take too many moves to go across the board, or will it create too many stalemate lines? (If you answered yes to the last question, you need to edit your board). Are there enough blank supply centers for everyone to take at least one guaranteed space in the first year, or are you ignoring blank supply centers completely?

3. Rules: Your variant would undoubtedly start with "All usual rules of Diplomacy apply, except for the changes below..." What do you want to do with the rules? Do you want certain units to be more powerful than others? Do you want new types of units, like airplanes? When does the game begin? When does it end? How many supply centers are needed for a victory, or is the win condition world domination? Is any home supply center a capital? If someone captures that capital, what happens? Is there voting players off the board? Are you sure that your new rules will not contradict each other?

4. Powers: Which countries or forces are the Great Powers on the board? Where are they placed? Are some too geographically advantaged over others? What are its home supply centers? Which units are placed at which home supply centers? Does each Great Power have its own geographical or numeral supremacy?

The DVWorkshop
This is the Yahoogroups community list dedicated to Diplomacy Variant Design. DVWorkshop-subscribe@yahoogroups.com Inside you will find many seasoned Diplomacy veteran GMs, players, and most importantly, variant designers, that can help guide you to make your variant a success. Lessons learned from the Workshop:

1. The Map:  The importance of an aesthetically pleasing map to look at cannot be overstated. Completely unbalanced and lopsided variants often maintain a significant following just because they have eye candy design on their map.

2. The Setting:  While the DVWorkshop accepts ideas of any historical time and place (or none at all, in true deviant variants) designers will often find that variants that preserve most of the original Diplomacy structure tend to retain the largest fan following. I.E. - 7 players, give or take - standard seasons and game years - etc.

3. Balance:  Perhaps the most important of all principles - if each player in a variant does not have at least a fair chance of victory, it is unlikely the variant will be widely played.

4. Adjudication Support:  Variants that are supported by adjudication tools such as Jim Van Verth's Realpolitik  are favored by many players that like to learn the strategy of a variant in depth, and maintain running maps during their games.

Variant Library

 * Diplomaticcorp has compiled over 35 Realpolitik variants in the Variant Library. The above famous variants and many more have been created for Realpolitik and are available for download or play.
 * Since 2008 the German Diplomacy Community Ludomaniac established the German language variant bank and wiki Ludopedia with Realpolitik and RealWorld variant files.

Famous Variants
These are considered by variantbank.org, the menagerie for variants.

Aberration Abstraction Ancient Mediterranean

title: Diplomacy/Variants


text:
Cookbook:Chicken Cacciatore

Chicken cacciatore is a classic Italian chicken dish. It is reddish, and the tomato adds a distinct flavor.

Ingredients

 * 1 ½ cups (360 ml), chopped onion
 * 3 lbs (1350 g), chicken parts with skin removed
 * 14 oz (400 g) can of tomatoes with juice
 * 5 ½ oz (155 g) can of tomato paste
 * 10 oz (280 g) can of mushroom pieces, drained
 * 1 bay leaf
 * 1 tsp salt
 * ¼ tsp pepper
 * ¼ tsp garlic powder
 * 1 tsp dried whole oregano
 * ½ tsp dried sweet basil
 * ¼ cup (60 ml) of white wine, chicken broth, or alcohol-free white wine
 * ½ tsp liquid gravy browner
 * 1 tsp granulated sugar

Procedure

 * 1) Place onion and chicken in 3 ½ quart (3.5 L) slow cooker.
 * 2) Combine remaining ingredients in a bowl. Stir.
 * 3) Pour over chicken and cover the chicken.
 * 4) Cook on low for 6–8 hours or on high for 3–4 hours.
 * 5) Discard bay leaf and serve.

title: Cookbook:Chicken Cacciatore


text:
Category:Slow cooker recipes

Recipes prepared using a slow cooker.

title: Category:Slow cooker recipes


text:
How to Write an Essay/Basics

Length

 * "An essay should be like a mini-skirt - long enough to cover the subject, short enough to make it interesting." – Author unknown

When writing an essay, one must take into consideration its audience and its purpose.There are many Blackspots (things not to do). Never under any circumstances put:
 * The purpose of this essay is.... (this just aggravates the examiner)
 * I am going to show.... (DUH maybe the examiner thought you were going to dance!!)
 * or use "I" in a CE. Use this only for personal pieces.

One must be reasonable when considering the length of the essay, so as to appeal to the audience yet maintain the essay’s informative quality. It would seem unreasonable to write an essay 5000 words long about studying for secondary school students.

title: How to Write an Essay/Basics


text: Category:Book:Origami

title: Category:Book:Origami


text: Category:Book:Outdoor Survival

title: Category:Book:Outdoor Survival


text:
User talk:Bleaknik~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. 200.129.159.26 21:05, 13 July 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:03, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:39, 19 April 2015 (UTC)

title: User talk:Bleaknik~enwikibooks


text: Category:Book:Overcoming Procrastination


text: Category:Book:Operating System Design

title: Category:Book:Operating System Design


text:
Practical Electronics/Logic/Cascading

If a logic gate with a different number of inputs to the one available is required, one can be built up from the gates that are available. This is done by cascading the gates. Gates which are the "basic" gates (i.e. AND, OR, XOR) can be directly cascaded. The "negated gates" (NAND, NOR, XNOR) can't, and these are made up of the counterpart basic gate with an inverted output.

AND Gates and General Notes
An AND gate will only give a high output if ALL inputs are also high. In the diagram depicting a three-input gate below, if either or both of inputs 1 or 2 goes low, the first AND gate will give a low, disabling the second AND gate. If input 3 goes low, the second gate is disable, regardless of the state of inputs 1 and 2.

To make gates with higher numbers of inputs, just add gates on to the "end" of the cascade, as shown for a 5-input example below.

If the circuit is going to be used at high frequencies, the fact that if input 1 changes the propagation time will be five times that of one gate, it might be better to use the following layout, where the propagation time will be only 3 times that of one gate. For normal applications this should not be a problem, as the propagation times for a CMOS gate at 5V is typically about 50 nanoseconds (one twentieth of a millionth of a second).

Both this layout and the standard cascade use exactly the same number of gates: for an n-input gate, n-1 2-input gates are needed. This is also true for OR and XOR gates, which also can be laid out as above for shorter propagation times. For the next sections the slightly simpler basic cascade will be used for clarity.

If a lot of inputs are going to be needed, consider using a 3-, 4- or 8-input AND gate to start with, as the laout of the circuit will be much easier, and less ICs will be needed (one 4081 Quad 2-Input AND Gate IC can make a 5-input AND gate, whereas one 4068 8-Input AND Gate IC provides three more inputs in the same size IC package, with less wiring to be done). The same goes for other gates.

NAND
NAND gates cannot be successfully cascaded to make a larger NAND gate, as having one of inputs 1 or 2 and input 3 high will give a low (two high inputs at the second gate), when really it should be a high.

It is possible to make an n-input NAND gate from 2-Input gates, but an extra inverter (or NAND gate with joined inputs as below - this means only NAND gates are required) is required after every NAND gate that "coallates" two inputs or signals, but not after the final gate:

NAND gates can also be made by using cascaded AND gates with an inverter at the end:

The disadvantage of this is that it requires two different type of gate (AND and NOT, which require two different ICs), but has the distinct advantage that significantly fewer gates are needed (in the inverted version n-2 inverters are required). This becomes a factor in larger cascades.

title: Practical Electronics/Logic/Cascading


text:
User talk:Mamun~enwikibooks

Bangladesh
I have deleted the page Bangladesh 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:NEW. Thanks. --hagindaz 22:17, 13 July 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:13, 19 April 2015 (UTC)

title: User talk:Mamun~enwikibooks


text:
Intermediate Macroeconomic Theory/Student Note

To the Student
Welcome! You're about to embark on an interesting, though sometimes challenging quest into the world of macroeconomics. Macroeconomics is sometimes considered a bit more difficult to conceptualize than microeconomics, and in fact we still have a great deal to learn about macroeconomics. Some of the fundamental principles of macroeconomics are as recent as the 1970's.

Macroeconomics is the discipline that helps us to understand all about things like GDP, inflation, globalization, unemployment and interest rates. The complexities of large-scale economies in the world can be intimidating, especially because of all the mysterious vocabulary that we associate with them. What causes inflation? Why is it so bad anyway? What determines high rates of unemployment? How does GDP affect unemployment? These are questions macroeconomists ask (at least macroeconomic students do!), and macroeconomic theory can help us get some answers.


text:
Intermediate Macroeconomic Theory/Phillips Curve

The Phillips Curve and Unemployment

 * 6.1 The Phillips Curve
 * 6.2 The Modified Phillips Curve
 * 6.3 The Phillips Curve in Action
 * Chapter 6 Summary


text:
Intermediate Macroeconomic Theory/Phillips Curve/Phillips Curve

6.1 The Early Phillips Curve
A British economist named A. William Phillips was the first to describe this curve in 1958. Hence its name. He published findings that defined a relationship between unemployment and inflation based on data he'd collected in the U.K.

The curve in its early life basically said that unemployment and inflation are negatively related. When unemployment is low, inflation is high. When unemployment is high, inflation is low. This correlated directly to Phillips findings. Figure 6-1 shows this relationship. The unemployment rate is graphed on the horizontal axis and the inflation rate is graphed on the vertical axis. As you can see when the unemployment rate decreases from u0 to u', the inflation rate climbs. When the unemployment rate increases from u0 to u" the inflation rate drops.

What does this mean? Well essentially, when unemployment decreases more people are employed and output is higher than normal. Higher output and employment leads to an increase in the price level because firms have to pay their workers more. Workers have to pay more because unemployment is low and it is easier for workers to find other jobs and it is difficult for firms to hire new workers; there aren't many people unemployed, i.e. looking for work.

The same is true for high unemployment, only vice-versa. Firms can pay their workers less because there are plenty of unemployed people willing to take that worker's place. So the wage, a factor of price and therefore inflation, is lower.

Simple right? Not quite. As we will see in the next section, this Phillips Curve doesn't quite fit the facts perfectly. Remember this curve very accurately depicted the data available in the 1960s, but it actually fell apart and had to be revised thereafter.

Algebraically
Let's take a look at the math behind this Phillips Curve.

Consider the following formula:

$$ \pi_t = \mathrm{v} -\alpha\left( U_t \right ) $$

where:
 * $$ \pi_t $$ is inflation in year $$ t $$
 * $$ \mathrm{v}\ $$ is a variable denoting exogenous economic shocks
 * $$ \alpha\ $$ is a constant
 * $$ U_t $$ is the unemployment rate in year $$t$$

Note: For now we'll just keep $$ \mathrm{v}\ $$ constant in order to make our analysis simpler.

 * What this tells us is that when unemployment, $$U_t$$, goes up the whole right side of the equation, $$ \mathrm{v} -\alpha\left( U_t \right ) $$ decreases because $$-\alpha\left( U_t \right )$$ becomes bigger. That is, more can be subtracted from $$ \mathrm{v}\ $$ so the whole thing becomes much smaller.

 * Or, conversely, as $$ U_t $$ gets smaller, i.e. unemployment goes down, the whole right side of the equation, $$ \mathrm{v} -\alpha\left( U_t \right ) $$, increases because $$-\alpha\left( U_t \right )$$ becomes smaller. That is, less can be subtracted from $$ \mathrm{v}\ $$ so the whole thing becomes much larger.

This explains how inflation behaves:
 * when $$ U_t $$ is HIGH, $$ \pi_t $$ is low.
 * when $$ U_t $$ is LOW, $$ \pi_t $$ is high.


text:
User talk:Hauskalainen

Orphans
Päivää! Could you link these pages into your book: You can rename pages by clicking the "move link" at the top of each page or pressing Alt + M. You can also mark pages for deletion by typing somewhere on the page. Kiitos, hagindaz 00:54, 14 July 2006 (UTC)
 * Suomen kieli käyttöön/lukeminen/Taso 3
 * Suomen kieli käyttöön/Taso 2/kihlaus
 * Suomen kieli käyttöön/lukeminen

Fan Mail
Thank you very much for your contribution Choosing the Object Case (Objektin sijan valinta). I understand the partitive and accusative case much better, and now all I have to do is memorize the retkio/case government of every verb in Finnish... Heyzeuss (talk) 14:06, 3 November 2009 (UTC)

 * late reply! You are very welcome. I found that writing about it and having it all checked was a very useful way of learning for me, even though it took some time to do.  If I had more time or more help I would have liked to extend the book in other areas. Now you have bbrought my attention back to this book I will check it over to see if and how it is being extended.

I liked your flow chart very much! --Hauskalainen (talk) 07:57, 24 January 2010 (UTC)

title: User talk:Hauskalainen


text:
Basic Algebra

 * /For Contributors/

Chapter 1: Introduction to Basic Algebra Ideas

 * Introduction: The Ideas of Algebra
 * Lesson 0. Translating Words into Math Symbols
 * Lesson 1. Simple Operations
 * Lesson 2. Exponents and Powers
 * Lesson 3. Order of Operations
 * Lesson 4. Variables and Expressions
 * Lesson 5. Working With Negative Numbers
 * Lesson 6. Solving Equations Using Properties of Mathematics
 * Chapter Review
 * Chapter Test

Chapter 2: Working with Rational Numbers

 * Lesson 1. Integers and the Number Line
 * Lesson 2. Absolute Value
 * Lesson 3. Rational Numbers
 * Lesson 4. Adding Rational Numbers
 * Lesson 5. Subtracting Rational Numbers
 * Lesson 6. Multiplying Rational Numbers
 * Lesson 7. Distributive Property
 * Lesson 8. Combining Like Terms
 * Lesson 9. Dividing Rational Numbers
 * Lesson 10. Formulas
 * Chapter Review
 * Chapter Test

Chapter 3: Solving Equations

 * Lesson 1. Solving Equations with Addition and Subtraction
 * Lesson 2. Solving Equations with Multiplication and Division
 * Lesson 3. Solving Multi-Step Equations
 * Lesson 4. Solving Equations with Variables on Both Sides of the Equation
 * Lesson 5. Equations with More than One Variable
 * Lesson 6. Formulas
 * Chapter Review
 * Chapter Test

Chapter 4: Proportions and Proportional Reasoning

 * Lesson 1. Proportions
 * Lesson 2. Percents
 * Lesson 3. Percent of Change
 * Lesson 4. Weighted Averages
 * Lesson 5. Direct and Inverse Variation
 * Lesson 6. Solving Similar Triangles using Proportions
 * Chapter Review
 * Chapter Test

Chapter 5: Lines (Linear Functions)

 * Lesson 1. Graphing Points
 * Lesson 2. Equations in Two Variables
 * Lesson 3. Graphing Lines(Linear Functions)
 * Lesson 4. Slope of a Line
 * Lesson 5. Slope-Intercept Form of a Line
 * Lesson 6. Find Parallel and Perpendicular Lines
 * Lesson 7. Find the Equation of the Line Using Two Points
 * Lesson 8. Functions and Relations
 * Chapter Review
 * Chapter Test

Chapter 6: Linear Inequalities

 * Lesson 1. Solving Inequalities
 * Lesson 2. Solving "AND" Compound Inequalities
 * Lesson 3. Solving "OR" Compound Inequalities
 * Lesson 4. Solving Absolute Value Inequalities
 * Lesson 5. Graphing Linear Inequalities
 * Chapter Review
 * Chapter Test

Chapter 7: Systems of Linear Equations

 * Lesson 1. Solving Linear Systems by Graphing
 * Lesson 2. Solving Linear Systems by Substitution
 * Lesson 3. Solving Linear Systems by Linear Combinations
 * Lesson 4. Using Matricies to Solve Linear Systems
 * Chapter Review
 * Chapter Test

Chapter 8: Polynomials

 * Lesson 1. Exponents
 * Lesson 2. Zero and Negative Exponents
 * Lesson 3. Adding and Subtracting Polynomials
 * Lesson 4. Multiplying Monomials
 * Lesson 5. Powers of Monomials
 * Lesson 6. Multiplying Monomials and Polynomials
 * Lesson 7. Multiplying Polynomials
 * Chapter Review
 * Chapter Test

Chapter 9: Factoring

 * Lesson 1. Factors of Integers
 * Lesson 2. Dividing Monomials
 * Lesson 3. Monomial Factors of Polynomials
 * Lesson 4. Multiplying Binomials
 * Lesson 5. Squares of Binomials / Squares of Trinomials
 * Lesson 6. Factoring x^2 + bx + c
 * Lesson 7. Factoring x^2 - bx + c
 * Lesson 8. Factoring x^2 - bx - c and x^2 + bx - c
 * Lesson 9. Factoring a^2-b^2 Binomials
 * Lesson 10. Factoring by Grouping
 * Lesson 11. Factoring Cubic Polynomials
 * Chapter Review
 * Chapter Test

Chapter 10: Solving Quadratic Equations

 * Lesson 1. The Zero Product Property
 * Lesson 2. Solving Quadratic Equations by Factoring
 * Lesson 3. Solving Quadratic Equations By Taking The Square Root of Both Sides
 * Lesson 4. Solving Quadratic Equations By Completing The Square
 * Lesson 5. Solving Quadratic Equations By Using The Quadratic Formula
 * Lesson 6. The Discriminant
 * Lesson 7. Quadratic Equation Word Problems
 * Chapter Review
 * Chapter Test

Chapter 11: Quadratic Functions

 * Lesson 1. Graphing a Parabola
 * Lesson 2. Using the Discrimnant to Help Graph a Parabola
 * Lesson 3. Finding the Axis of Symmetry of a Parabola
 * Lesson 4. Finding the Vertex of a Parabola
 * Lesson 5. Graphing Quadratic Inequalities
 * Chapter Review
 * Chapter Test

Chapter 12: Exponential Functions

 * Lesson 1. Multiplication of Exponential Expressions
 * Lesson 2. Zero and Negative Exponents
 * Lesson 3. Graphs of Exponential Functions
 * Lesson 4. Division of Exponential Expressions
 * Lesson 5. Scientific Notation
 * Lesson 6. Growth and Decay Functions
 * Chapter Review
 * Chapter Test

Chapter 13: Rational Expressions and Equations

 * Lesson 1. Direct and Inverse Variation
 * Lesson 2. Simplifying Rational Expressions
 * Lesson 3. Multiplying and Dividing Rational Expressions
 * Lesson 4. Adding and Subtracting with Like Denominators
 * Lesson 5. Adding and Subtracting When the Denominators are the Same
 * Lesson 6. Adding and Subtracting When the Denominators are Different
 * Lesson 7. Solving Rational Equations
 * Chapter Review
 * Chapter Test

Chapter 14: Radical Expressions and Equations

 * Lesson 1. Square Root Functions
 * Lesson 2. Equations with Radicals
 * Lesson 3. Rational Exponents
 * Lesson 4. The Pythagorean Theorem
 * Lesson 5. The Distance Formula
 * Chapter Review
 * Chapter Test

title: Basic Algebra


text:
Jeep Liberty/Accessories/Towing Hitches

Jeep Libertys with automatic transmissions are rated for Class III (5,000 lb) tow hitches, while those with manual transmissions are rated for Class II (3,500 lb) tow hitches. The clutch design of the manuals results in a lower tow rating than that of the automatics. With a skilled driver and Class III hitch, manuals may be able to safely tow more than Class II. Similarly, with Draw-Tite's Class IV hitch for the Liberty, automatics may be able to safely tow more than Class III.

There a three different brands of rear tow hitches available for the Jeep Liberty: Draw-Tite, Hidden-Hitch, and Reese. The receiver portion of the Draw-Tite hitch extends further past the spare tire than the other brands. It almost eliminates the need for an extender when using low profile hitches, such a bike racks, but also decreases the Liberty's departure angle. A locking hitch pin should always be used to prevent hitch and load theft.

title: Jeep Liberty/Accessories/Towing Hitches


text:
Jeep Liberty/Accessories/Rack Systems

Security Cover

An optional roll-out trunk security cover is available for the Jeep Liberty.

Cargo Rack
The most popular cargo rack for the Jeep Liberty is a heavy-duty steel model manufactured and marketed by All J Products. While expensive, this rack is considered to be superior to other options. It mounts in the rear cargo area between the bottoms of the quarter panel windows.

Roof Rack
The Defender roof rack by Off Road Unlimited is a 48" x 48" x 4" rack available in one-piece welded and bolt-together form. It works on 2003+ Libertys and mounts to the OEM roof rails with separately purchased mounting brackets. The Wilderness Roof Rack (Sport Series) by Garvin Industries is a 44" x 52" x 4" rack. It works on 2002+ Libertys and mounts to the OEM roof rails. The MegaWarrior and LoadWarrior by Yakima mount to the OEM roof rails with Yakima towers and crossbars. Yakima does not offer a tower system for the 2005 Renegade's thicker roof rails in which to mount the Warrior series racks to, but enterprising Renegade owners have found that Thule's Crossroad Rail Carrier and crossbar mount just fine, which all Yakima products can mount to due to Yakima's universal mounting design.

All J Products, Surco

title: Jeep Liberty/Accessories/Rack Systems


text:
User talk:68.190.246.97

Intermediate Macroeconomic Theory
Hi! Are you writing a textbook (for Wikibooks) or a school course (for Wikiversity) on the page Intermediate Macroeconomic Theory? Textbooks must be self-contained stand-alone works. A reader would not have take a class to read and udnerstand the text, so any connections to Wikiversity would have to be contained within an "external links" section. (Though on the Wikiversity side, courses are able to use textbooks created by Wikibooks to any degree they wish.) Good luck on your project, hagindaz 01:25, 14 July 2006 (UTC)

title: User talk:68.190.246.97


text:
Talk:Topology/Continuity and Homeomorphisms

The definition says, a function f from X to Y (topological spaces) is continuous if for all open sets U in Y the inverse image of U is an open set in X. This is not right because the inverse image of an element in Y is a SET of elements in X, in general. That is, its a set of sets. The inverse image of U isn't in X at all. Since I never took a class on topology I don't know how this definition should go... perhaps EACH OF THE ELEMENTS IN the inverse image should be open sets in X? 70.177.40.139 02:01, 14 July 2006 (UTC)

The definition is correct. You are also correct: the inverse of an element is indeed a set. The notation $$f^{-1}$$ simply means $$f^{-1}(U) = \{x \in X: f(x) \in U\}$$. See continuity on metric spaces. UvGroovy 10:08, 23 December 2006 (UTC)

Credit
As the original definition for homeomorphism was unclear, I have imported the current one from Wikipedia

SPat (talk) 08:39, 2 April 2008 (UTC)


text: Diagnostic Radiology/Pediatric Radiology Regions