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Wikibooks:Requests for deletion/A guide to cheating during tests and examinations

A guide to cheating during tests and examinations
217.137.110.30 20:17, 6 November 2005 (UTC):Keep: How could you delete this, everyone has a right to free speech, Deleting it is like taking away someones righ to free speech, I think it should stay. (JMiller)

65.96.171.165 added VfD tag, but not a write up here. Next 38.112.6.122 changed it to a speedy deletion tag with only the justification, content serves no legitimate purpose (whatever legitimate means), which I have just reverted back to the VfD. Geo.T 03:50, 27 August 2005 (UTC)

 * Keep Merge with The Manual of Crime Geo.T 13:46, 27 August 2005 (UTC) - I agree with a comment on the talk page that states that it would be a good reference for instructors. See my comments on /The Manual of Crime/ for my opinion on this kind of thing. Geo.T 03:50, 27 August 2005 (UTC)

 * Delete - There's no real direction this book could go. The list currently reads like ideas that would come to your head after, say, 40 minutes of thought. They are not even practical enough to be useful. At least The Manual of Crime has enough content to become a real book project, despite my opinion that it's not appropriate for our nice little book project we have going here. But I just don't see this one becoming much of anything. MShonle 05:15, 27 August 2005 (UTC)

 * Keep - The book is an interesting read and deleting the book is nothing short of censorship. The argument supplied of "spray painting a church group's wall" has two issues. (1) It assumes the person is in a church group. (2) More importantly, the spray painting would be blatant defacement with meaningless drivel. This book is neither defacement nor meaningless drivel. The arguments against this thus run as follows. (1) This book is an ethical violation. (2) People should remain rationally ignorant. To (1), I respond that ethics are particular to people and deleting this for the sake of enforcement of your view of ethics on other people is censorship. I do not believe that you should tell other people what their ethics should be or force them to conform to your views (meaning they disagree but have no more choice). I realize this is a performative contradiction (ie. by posting this I am quasi-violating the latter because I am attempting to force people to conform to my standard of no censorship, which is a form of censorship because it censors censorship). If wikibooks supports free speech, then its policy should prohibit censorship, excepting the case of censoring censorship. To (2), I respond that there are a lot of things you would likely prefer to remain rationally ignorant of; however, that does not warrent their deletion either. --Caudax 09:03, 05 September 2005 (GMT)
 * I know I can't vote here, but I suggest that if it's kept it be renamed to Academic cheating. Thanx 69.142.2.68 06:22, 27 August 2005 (UTC)
 * Perhaps instead of deleting this book (if that is the consensus), it might be best to merge it with the The Manual of Crime, or whatever it get renamed to, if that book is kept. Geo.T 10:01, 27 August 2005 (UTC)
 * Delete, you could never write an entire book about cheating; being a subpage of The Manual of Crime (perhaps renamed to "illegal activities" or something vague to be a catch-all?) would be fine. GarrettTalk 13:39, 27 August 2005 (UTC)
 * I'm not sure what this vote means. The justification suggests you want to keep it so long it is merged. Lucidish 04:57, 31 August 2005 (UTC)

 * Keep or Merge but definitely don't Delete Until you register, your vote isn't valid --Mijokijo 16:23, 1 September 2005 (UTC) Y'all got no scope. First, the idea that cheating a testing system can never serve a legitimate purpose assumes that all testing authorities are good and right, when in fact we know that testing methodology is widely and deeply flawed, and not all test results are used for humane or just purposes. Cheating is basically a form of hacking a system, which I'm going to assume Wikibiblians will recognize as not a black-and-white issue, not least because this book could teach teachers how to spot  it (and might  get them to change some of their more flawed testing methodology). Second, anyone who thinks a book-length work on cheating is impossible has never read a book on the theory and practice of magic/prestidigitation. Trust me, it's more than possible. You could write a book on the different kinds and applications of cheat-sheet alone.
 * I've not seen a more ethically deficient justification for not doing the right thing. If this is really part of your philosophy of life (that nothing is "black-and-white"), you need to take a course in basic ethics. No wonder you do not sign your comments. My vote: Delete - marsh 17:44, 29 August 2005 (UTC)

 * Yes, but who would ever WRITE that book? We have enough trouble getting good books on math and history written (no offence to anyone writing those subjects) let alone something with as small a contributor group as this. We've already got oodles of stubs lying around of ideas that seemed far more likely to be expanded than this does, and they didn't get anywhere either. But it can easily be separated out of the bigger book when and if it gets fat enough, we won't prevent that from happening if it does happen. GarrettTalk 07:50, 28 August 2005 (UTC)

 * Delete This has gone far enough. You can't justify this sort of material. Get this off Wikibooks! --Mijokijo 19:22, 29 August 2005 (UTC)

 * "keep everything" someone obviously put a lot of time and energey into makeing a coherent and reletivly complete guide to academic cheating. For their effort and considering the nature of an open wiki like this, i think it would be immature and overly judgemental of anyone to think that a section on cheating is morally unethical.  Besides, cheating only really hurts the cheater and the test.  Keep it, because freedom of information is a good thing. (btw i dont think anyone who is seriously planning on cheating is going to read the guide to figure out how to do it)

 * You can justify this under free speech and also out of passing curiosity. I myself would never use this but it is rather interesting to read the wikibook. --Caudax 08:28, 05 September 2005 (GMT)

I put the following reply on the talk page for this book and I felt it should also go here as well:
 * For the record, this book reads very far from what a book on "How to Prevent Cheating" would look like. Just the same way that the Manual of Crime reads nothing like what "A Guide to Home Security" would be. So don't even pretend these "helping out the victim" arguments is somehow a key goal of these books, or that they're even good resources. Most cheaters and most criminals get caught eventually. There is nothing amazing about their techniques, because in the long run they get caught (even Blane Nordahl did). The only thing of note about these activities is the harm it does to their victims. If you cheat at your school, you are lowering the value of your school's degrees for everyone else. MShonle 15:09, 29 August 2005 (UTC)

--MShonle 19:49, 29 August 2005 (UTC)

 * Keep (or Merge). The project of putting together "free books" necessarily destroys the prospect of censorship -- except in truly outstanding circumstances, like how to be a terrorist or a rapist or what have you. Lucidish 04:47, 31 August 2005 (UTC)
 * There's a huge difference between editorialship and censorship. Censoring is suppressing the publication or distribution of other people's or organizations' works. Editing is deciding what you yourself want to publish. People are free to get their own servers, install MediaWiki, and publish what they want: WikiBooks can't stop them, because we have no censorship powers. Further, we've also set a long precedent of deleting more than just works with "outstanding circumstances." We've also deleted drivel, nonsense, off-topic books, original research, political group projects, and even works that just weren't going anywhere. It simply would not be fair to the many contributors to WikiBooks who write wonderful introductory texts to suddenly ruin the reputation of WikiBooks simply because we misunderstand what the word "censorship" means. Provided we only control what's on our own servers we are merely editors. MShonle 05:20, 31 August 2005 (UTC)
 * This is an instance of both censorship and editorialship, by your own definitions. Wikibooks can be considered both a distributor and an author. To the extent that it is the former, it is censorship; and the latter, editorialship. Further, I said nothing about those other concerns (nonsense, original research, etc), since they weren't directly relevant; of course those are legitimate reasons for censoring. Just don't kid yourself about what the word means. Lucidish 16:55, 31 August 2005 (UTC)
 * If you're at your church group, and you say that you want to spray paint on the side of the building "All Your Base Are Belong To Us," but the group says no, is that censorship? There's a point where using that label simply isn't helpful. I'm not concerned with the consequences of passersby reading "All Your Base Are Belong To Us" and the negligible or real impact that will have on their lives. I'm concerned about the church group's right to do with their property as they please. By throwing the word censorship around it completely ignores the rights of the group. Instead of throwing labels around we should try to reach consensus. Although we have ethical obligations we should be concerned more about what it is we want to create and express on this site than how better or worse we're making the world. MShonle 17:28, 1 September 2005 (UTC)
 * As part of the Wiki group, I do not think a) the relevant material crosses a threshold where the rights of others are violated, or b) the material was posted in bad faith (as in vandalism etc). That analogy does not apply. The rights of the group are not being called into question.
 * All moral intuitions have to do with consequences. If you truly eliminate that from consideration, given the above, then really your argument hasn't got any force behind it. Moreover, censorship is a decision that ought not be taken lightly -- it is a consideration that has weight. In my judgment, enough weight to spare this entry. To change my vote, I would have to see that there are significant issues that provide counterweight. Lucidish 18:30, 1 September 2005 (UTC)

 * I don't necessarily agree with Mshonle, but you are misunderstanding his analogy. He's specifically asking about good faith contributions to a group (and their "property" -- quotes since we're talking about bits...) and whether the group has the power/right/responsibility to define their goals and therefore what happens on their "property". He is arguing that the goal of wikibooks does not include this module, that removing it is not censorship because the group never consented to its existence in the first place (since it would not have met the criteria for something following their goals) and therefore that it is the right of the group to remove it. So the argument he is making is less about harm and rights being violated than the granting of permission based on some form of collective control/ownership. Kellen T 20:35, 1 September 2005 (UTC)

 * This censorship point is moot, since deleting this book would be an act of censorship. But who cares? The underlying argument is actually a matter of free speech, whether wikibooks is actually free enough to host this sort of material. Basically, there are two reasons that I can think of to keep this book

 * 1) "Wikibooks is made for distributing information for free. This is information, so keep it! Censoring it is a violation of free speech!"
 * 2) "This book could have some redeeming value. Instructors can use it to find information on how people can cheat and stop them!"

 * As we know, free speech has its limits and restrictions. You can't say just anything you want and claim protection under free speech. So then, the free speech issue actually boils down to whether or not this book is actually protected under free speech and the wikipedia/books philosophy, or whether the subject matter is inappropriate. So then, we must ask, what positive good can this book do? What redeeming value does it have, if any, to protect it under free speech or the wiki philosophy?

 * On the one hand, it can help instructors.
 * On the other, it can help cheaters.

 * The two possible ways in which it can 'help' both oppose each other. It helps the cheaters just as much as the teachers. So then, why have it at all when all it really does it support two conflicting goals?

 * There are three possible scenarios.

 * 1) Student A cheats, Teacher B catches cheater thanks to this wikibook (yay!).
 * 2) Student A cheats, Teacher B never read this wikibook, cheater gets away.
 * 3) Student A doesn't cheat, Teacher B read this book and is prepared, but it doesn't matter since the student is acting ethically (yay!).

 * So then, we can see that this book actually hurts more than it helps, because in the second scenario, it doesn't help the teacher since the teacher didn't read this book, but the cheater did. So actually, this book is only good for the first scenario, but not for any other scenario.

 * But then, there is always the third reason to keep this book

 * 3. For the hell of it.

 * I don't think I need to argue against that point. I think I've explained enough; this wikibook should be deleted. --Mijokijo 16:18, 1 September 2005 (UTC)
 * An interesting analysis, but you seem to have misinterpreted your own scenario. The outcome is positive overall: option (1) is positive, (2) is negative, (3) is positive. And anyway, the point of providing this wiki is that the teacher can know of it if they wished to. It is not reasonable to expect people to control actual outcomes, only to facilitate good ones as best they can. Lucidish 18:30, 1 September 2005 (UTC)
 * Not quite. (3) actually is neutral, since this wikibook would have no impact on the situation. Scenario 2 is what breaks the deal, since now wikibooks is contributing directly to that student getting away with cheating (by detailing subtle or 'sophisticated' ways of cheating). If there was a way to make this wikibook only available to teachers than this would be a valid book to have on wikibooks, but as-is it does more harm than good. --Mijokijo 01:48, 2 September 2005 (UTC)
 * I have to add (4) Student reads wikibook but does not cheat because the student is acting ethically, in which case all the student has done is merely learned about another topic. I do not believe in enforcing rational ignorance. This is mostly you enforcing your views of ethicality upon others, which qualifies quite correctly as censorship. If this were meaningless drivel or defacement, I would by all means support deletion. However, I currently do not support its deletion --Caudax 08:45, 05 September 2005 (GMT)
 * Yes, it is censorship. It has nothing to do with enforcing views of ethics and everything to do with wikibooks not becoming a vehicle for cheaters to share tips. Try as you may, you can't legitamize this wikibook. "Learned about another topic" my foot. What sort of topic has been learned? 101 ways to get out of studying and doing any work. 101 ways to 'hack the system'. Wow, what a learning experience. --Mijokijo 21:17, 4 September 2005 (UTC)
 * Amazingly, I have already rebutted all of your points (and not for the sake of rebuttal, but because what I said truly is my belief on the matter communicated in a rationalized manner). First, I am saying that it is the proponents of the deletion who are seeking to enforce their views of ethics. For instance, you view it unethical for wikibooks to host books that give tips on cheating; therefore, you wish the book to be deleted to coincide with your views on what is ethical or not. Thus, you are attempting to enforce your views of ethics upon the wikibooks community. You then state "Wow, what a learning experience." This comment coincides with "enforcing rational ignorance" as you are saying that people should rationally remain ignorant of the topic. Whether or not to remain rationally ignorant of a subject is for the potential reader to decide, not another person. I am sure there are a great deal of topics you would rather remain rationally ignorant on; however, that does not mean everyone else should too. Some people are simply, inherently curious and you have no right to determine what is or isn't fit for them to learn. --Caudax 02:56, 11 September 2005 (GMT)
 * Really? I guess I don't have any right to vote then. I must have been confused.

 * Under what conditions should Wikibooks keep a book then? What qualifies this wikibook as proper wikibook material? Simply because somebody posted it here? Or are you saying there is something legitimate to be learned from this wikibook? I have already dealt with the usefulness of this wikibook as a guide for teachers, and it lacks quite a bit for that use.

 * I think perhaps now would be a good chance for you to give us some good reasons to keep this book, besides the whole censorship issue (since I agree this would be censorship, but proper censorship). Just some pleasure learning for those curious as to how to cheat?
 * Your cynisism amuses me as little as my words have amused you. If you believe that what I have stated constitutes that you have no right to vote, then you have conceded that this is solely a matter of whether or not you would have people learn this, in which case I stand by my words; you do not have the right to determine for other people. (Ergo, no, you don't have the right to vote in favor of deletion.) In my opinion (yes I grant it is but an opinion, but so is yours), a wikibook should be kept if it is not defacement or meaningless drivel. The book does not lack anything to aid teachers. Your argument that it is too lacking for teachers is nonexistant; you but argued that it is more likely that a student would abuse it than that a teacher would be able to properly use it. A teacher could certainly use this tool to discern the techniques students use for cheating, even if this guide does not bluntly explain for the teacher how to do it. Furthermore, most prescription medicines have been discovered to be ineffective for the majority of the users, who are inclined to suffer from side-effects instead of acquiring the desired results. By your logic, that should be banned too, even though there are still people who benefit from it. --Caudax 03:57, 14 September 2005 (GMT)

 * I find it ironic that you would disenfranchise me to prevent a case of censorship.

 * This is not a case of life or death or bad health (in which case, one may take the risks associated with drugs), this is a case of encouraging cheating. Your basic premise is, "this isn't a defacement or meaningless drivel, so let's keep it." You merely tried to downplay the potential consequences of leaving this book on wikibooks. Wikibooks' policy disagrees with your premise; wikibooks isn't suppose to be everything to everybody.

 * Your example is flawed. Everybody that takes prescription drugs [normally] has an illness to cure. Drugs normally don't give you the illness you're trying to get rid of or prevent. Keeping this wikibook up is like letting anybody take a drug that can cure their illness, or even cause it (for those who don't have the illness), without permission or supervision. In the end, leaving this drug up will likely cause more people to become sick than to be cured, and in the end more sick then cured people will result. Those people that want the drug to cure an illness can just as easily treat themselves using herbal remedies (learn/think up ways to cheat), thereby going around the drug altogether. --Mijokijo 15:59, 14 September 2005 (UTC)
 * About "leaving this drug up," I have already explained how the situation is identical (in that regard) to prescription drugs. Drugs have been known to give you worse illnesses than the ones you are trying to get rid of or prevent. Unless I'm very much mistaken, by the way, over-the-counter drugs have been proven to be worse than prescription drugs (ie. a drug anybody can take). Also, teachers would have the illness of "cheaters" to "cure." I do not see how my example is flawed.

 * As for downplaying the consequences of leaving this book on wikibooks, I did no such thing; I merely refrained from commenting on the blatantly obvious because it is blatently obvious. There's no point in commenting on that. I have never once disagreed that this book will aid cheaters and that there will be an increased amount of cheaters. However, as you apparently have desires to turn this point into a discussion point, I would like to comment that as wikibooks has been a learning source and as such is more likely to attract readers interested in the pursuit of knowledge than readers interested in beating the system. Furthermore, when it comes to downplaying the consequences of leaving this book on wikibooks, you have done exactly that with the effects such as teachers learning more about how cheaters cheat (and such knowledge is commonly extremely limited) and how other readers might also wish to read this out of curiosity without making abusive use of it.

 * As for whether or not to encourage cheaters, you'll find that an audience that would be tempted by this is rediculously smaller with the general wikibook audience. As for wikibooks policy, feel free to link it and then I'll discuss it. I'm not going to discuss a system I'm not sure how it works because I wont really know what I'm saying and that would accomplish nothing. As for disenfranchising you in the name of prohibiting censorship, I have already explained how the only thing I would have censored would be censorship itself. Anti-censorship has always been an ironic concept. --Caudax 01:03, 17 September 2005 (GMT)

Further thoughts
Is there any interest from the contributors of this book to change the title to "A Teacher's Guide to Finding Cheaters" and rewriting it to present similar information, but always from that perspective? Also, would there be any objections? I think I may strike out my previous statement and vote, because I'm convinced now there is at least a chance a text from this angle could evolve into something constructive that could amount to something. (My vote on record was concerned with how the book could even be developed. An extended list of other things to write, that would provide direction, could help address this concern.) Naturally, people looking to cheat could "read between the lines" and figure out the same material anyway. That's one reason I'm trying to avoid any arguments along the lines of "but if we do this, this bad thing will happen" or "but if we don't do this, this good thing won't happen." This fails because there can be a lot of unintended positive results, and a lot of unintended negative results. For example, for all we know a book on biology might start an argument between a teenager and their parents which might cause the teenager to run away from home. We'd never hold the biology textbook authors (to just use this hypothetical example) accountable for that. The biology textbook author's sole responsibility is to develop books suitable for coursework. Of course, we do have ethical obligations as well, which can override some of these rules, but the topic at hand is sufficiently G-rated to not raise much concern (afterall, don't we remember that episode of the Wonder Years where Kevin cheats?). So, to me, I'm now more concerned with the community goals. I still maintain WikiBooks is primarily a source for textbooks. The cookbook is allowed, because there are courses on cooking. (I also think the Poker and Chess books should be allowed, because there are international organizations and competitions centered around these, and their own libraries would have How-To books similar to what these books can become.) But the further away from this common goal we get, and the darker the territory, the less fair it is to people who didn't want to see the project get moved in that direction. I'd also recommend we hold off on the previous ideas of merging with the Manual of Crime, given now that that book is likely to go, and it wouldn't be fair to delete this book indirectly that way. If we are to delete the cheater's guide we'll need fair reasons for doing so. If we can work together and make the book a Teacher's guide I would see less reason to delete, if any at all. However, I do have concerns about the "original work" nature currently reflected; for example, the section on Karma doesn't seem like it was actually constructed from a primary and secondary source to see what teachers feel about cheating. I think you'd find that teachers at schools that hand out degrees to be equally disturbed by the capacity that cheating lowers the quality of the degree for everyone else. (And thus it is not a victimless "crime" nor one where you "are only hurting yourself".) Perhaps a new introduction could start with that. MShonle 22:09, 1 September 2005 (UTC)

 * I doubt that this book will amount to anything more than a guide for cheaters. It was never meant to be so, it was meant as an aid to cheaters, not teachers. The authors of and contributors to the book have shown no desire to make it an instructive guide for teachers. Unless they relinquish their desire to make a guide for cheaters (their original intention) and decide on making a guide suitable for teachers (the opposite intention; they don't want to empower teachers, they want to empower cheaters), there will be no way for such a venture to be accomplished.

 * You say that we can never know the side effects of a person reading the books on wikibooks. I agree; however, your example doesn't work, since nobody would ever expect anything of that nature to come about. There is no way to even predict that would happen. With a book named 'A guide to cheating during tests and examinations' detailing all the different ways to cheat, how could we NOT predict that the book could be used for bad rather than good?

 * What does it mean to be 'fair' about deleting this book, directly or indirectly? If you mean according to wikibook policies, then I agree, but if we're being 'fair' for the sake of being 'fair' then I think logic has left the building.

 * One more thing. At the top of the article in the big red box it says, "Disclaimer: All of the below material is for research purposes only..." I thought wikibooks wasn't meant for original research? --Mijokijo 12:32, 2 September 2005 (UTC)

 * By fair I just meant that if it were to be deleted, it would be good for us to have a solid reason. All I'm worried about is that I have some doubts in my mind about the reason I first used. No doubt more books like this will come up, so it would be best to have a solid precedence to turn to. I think this leaves other issues for the book, which I think would be legitimate reasons to delete, although some of them could be addressed: (1) The book is original research-- for something that isn't orthodox it should reference scholarly work. I say orthodox because a book, say, in orthodox Economics, the laws of supply and demand are so well agreed upon by each and every textbook that in order to funish sources you just need to name any textbook. (2) The book is probably not valid-- As a result of the first problem there's no way to know if any of the techniques have the desired effect, or if there are real world barriers for them to work. (3) The book is not a suitable instructional resource-- while you can learn from any book that even demonstrates only half-truths, the goal of wikibooks is not to try to cover each and every thing. Simply "being true" is not enough grounds to secure a book's place in Wikibooks. Just like how we don't have books on "That time the worm got into the Pepsi can and what everybody said about it." While it is necessary for an autodidact to read and understand a book on his own, to be successful an autodidact also needs to read the right books. That's part of the value we create here. And (4) The book is slanted in favor of cheaters and promoting cheating. MShonle 14:28, 2 September 2005 (UTC)

 * Agreed, this book has all the makings of being inappropriate for wikibooks and wikimedia as a whole. If the contributors to this book want to promote cheating, they should find another venue to do so in. --Mijokijo 14:58, 2 September 2005 (UTC)

I think the text has the potential to be a good book. I think that it might be a great little text for a stressed out student to happen upon during exam week--you know, for the laughs. It's a perfect juxtaposition--textbook style that simultaneously undermines that which it is based upon. Philosophical questions could be asked: "Would cheating on your Cheating 101 test be ethical?"

It makes no sense to categorize this "Crime" as these acts are not illegal per se--merely against the rules. What must be weighed here is the validity of a free and open society. People are cheating out there every day. People are breaking the rules. You can repress this information, and thus undermine the open sprit of Wiki or you can embrace the fact that the essence of cheating is "thinking outside the box", regarding rules as merely rules, NOT laws. If it weren't for people breaking the rules (or at least THINKING and WRITING about breaking the rules) there wouldn't be a Wikipedia or Wikibooks. There would be Microsoft Expedia and the information that Microsoft Corporation wants you to know would be all there is to know. Coming up with new ways to buck the system is a pastime of the extremely intelligent and extremely bored. It stimulates creativity like no other motivator. Read the article again and ask yourself if it's creative. Can this be a book? Yes. Can this serve a purpose? Yes. Look at the wonderful debate and conversation it's already stimulated!

 * Keep If you outlaw pages like these, than only outlaws will have pages like these. Ewlyahoocom 09:18, 2 October 2005 (UTC)
 * That's not exactly true. I've suggested several times that a book about conducting examinations (from the teacher's perspective) would be appropriate. There are so many ways teachers can design exams that most of these "tips" are rendered useless. For example, printing out different versions of the test and passing them out so no two people next to each other have the same test. Also, forbidding students to wear hats with bills on them, unless the bill is turned around backwards (because they can write cheat sheets on them). Additionally, asking for student IDs when the exams are turned in, to match face with name. Most of the worthwhile content of this book could be rewritten in a more appropriate format, in addition to providing sections for teachers to beat cheaters. --MShonle 17:25, 2 October 2005 (UTC)

Explicit or Manifest Motive behind a Wikibook
Those interested, please read my post with the same title in Votes for Deletion/Manual of Crime. The same ideas apply here too.--200.40.105.227 09:41, 13 September 2005 (UTC)

Text moved from ../
On this I count four deletes, two and half keeps, and one merge. But beyond the vote counting I see a consensus to delete. Given my heavy participation in the discussion I don't think that I'd be seen as impartial. Does another admin agree? MShonle 02:09, 7 September 2005 (UTC)
 * Remember that the presumption is to keep. You can list it here again next year. AlbertCahalan 17:52, 1 October 2005 (UTC)
 * It's a clear delete to me... The contributions of the "keep" voters and the reasons they supplied simply are not impressive. No other admin seems to want to delete, however. --MShonle 18:48, 1 October 2005 (UTC)
 * Umm, who exactly gave you the right to decide that their reasons were inadequate and thus don't count? If admins have that right, it makes me seriously leery of the future of this project.  It doesn't matter if you don't like their reason, they have one, their vote is valid.--Gabe Sechan 21:06, 1 October 2005 (UTC)
 * All admins can decide how heavily to weigh votes. Just look at the keep votes; some are anonymous or from users with virtually no edit histories. On the other side, the delete votes are from significant contributors and members of the community. Perhaps you should see Jimbo's video yourself to see how important decision making like this is. I would be more leery of the future of this project if significant contributors actually believed the cheating book, in it's current state, should be kept. --MShonle 22:13, 1 October 2005 (UTC)
 * "Merge" can be understood as a variety of "Keep". That would be four to three and a half. I'm no admin, but that's not a consensus. Lucidish
 * For what it's worth the merge vote is arguing to put it into a book that will be deleted. That is not the same as a keep. I read that more as "assign my vote to what the result of that vote is". But who am I to presume what they really meant? That's why I counted it separately. Beyond that issue, consensus does not mean "unanimous". It's the wording and the arugments brought forth that carry the weight, not raw vote counting. For example, suppose something controversial was up for deletion and three known contributors with high community reputations brought forth many well-reasoned arguments to keep, while a dozen poorly-argued and anonymous IPs and sock puppets made insults and voted to delete. Consensus can only be determined from the reasonable members in the discussion, so in this scenario that "vote" might very well result in a keep. It's not the best process around, but it's what we have. There are discussions about changing the way books are voted for deletion. But just using common sense and seeing the diversity of the community that wants to see this book deleted I think it's pretty clear we don't want this book to be part of our project. MShonle 02:19, 10 September 2005 (UTC)
 * Of course consensus doesn't mean "unanimity". But neither does it simply mean mean "a majority", or -- as in this case -- "a very slight majority". Again, it seems obvious to me that "merge" is a variety of "keep"; yet another place we part ways.
 * Also: plenty of arguments have been presented in defence of keeping the article or merging it. And the Wikipedia ethic says nothing at all about this ad hoc criterion of "known contributors with high community reputations". Unless I've gravely misunderstood the purpose of Wikimedia, all votes count equally. I will operate under that assumption until I hear otherwise from the administration of Wikimedia itself. As before in the discussion on censorship, none of the points you raise about sock puppets etc have any bearing on this particular case, or even abstractly on the notion of giving weight to legitimate members.
 * It is not clear that this page ought to be deleted. Rather, it is obvious that there are diverging opinions. The evidence speaks quite plainly to that. A deletion at this time would be by fiat. Lucidish 20:51, 19 September 2005 (UTC)

 * That's not quite accurate. For example, Jimbo in this video clearly says that all votes are not equal. (Jimbo is the founder of Wikimedia.) The whole video is well worth watching! --MShonle 20:58, 19 September 2005 (UTC)
 * I think the text has the potential to be a good book. I think that it might be a great little text for a stressed out student to happen upon during exam week--you know, for the laughs. It's a perfect juxtaposition--scholarly text style that simultaneously undermines that which it is based upon. Philosophical questions could be asked: "Would cheating on your Cheating 101 test be ethical?" It makes no sense to categorize this "Crime" as these acts are not illegal per se--merely against the rules. What must be weighed here is the validity of a free and open society. People are cheating out there. Every day. You can repress this information, and thus undermine the sprit of Wiki or you can take the very slight risk that some idiot will read the book, interpret the text as serious and utilize it's methods and then suffer some publically embarassing consequences which could undermine the public perception of Wiki. In the end, the argument really is much more simple: can this be a book? Yes.

I don't know where votes go anymore
But here's mine: Delete. This is not a textbook, nor ever will be. -- LV (Dark Mark) 18:28, 18 November 2005 (UTC)

Keep. The text isn't very good (yet) but I'm all for keeping subversive texts. Funkyj 23:13, 17 December 2005 (UTC)

 * Delete. Under the same rationale for deleting How To Ride The Bus For Free. Kmf164 17:09, 14 March 2006 (UTC)


text:
User:Bubba73

I'm Bubba73 at Wikipedia also.

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

title: User:Bubba73


text:
Blender 3D: Noob to Pro/Softbody functions

Softbody functions:cloth
Foreword: This is basically a text rendition of tuxbot's excellent video tutorial about softbodys in Blender. I wrote this without tuxbot's permission (there was no contact link at the site I found), and I wrote this because the tutorial that was here originally was not only terrible, but incomplete. I found tuxbot's tutorial by googling for 'blender softbody tutorial', no quotes. I will do basically the same things as tuxbot here, but slightly different. I recommend watching his tutorial and making a comparison if you have the time and patience. This tutorial should be usable by someone who has been using blender for maybe a few days, and knows how to navigate the blender UI. If you are not familiar with blender's UI, go to blender.org and read the UI tutorials.

What we are going to do is create a plane and use softbodies to animate it like it was a piece of cloth. Start off with a new file (press ctrl+x and confirm), and if your default scene is not similar to the original default scene, I recommend pressing shift+c to get your cursor and view centered.

Let's create a plane, Press: The space bar (while the cursor is in the 3D view, of course) -> Add -> Mesh -> Plane.

Then, to make everything nice and straight, I like to press the following keys in this order: A key, tab key, alt+r, confirm.

I recommend doing this anytime you create an object while your view is not set to top view (numpad 7 key). I strongly recommend doing this if you ever create an armature, because if you do not, it can really screw you up later.

Now we will go back into edit mode, select all and subdivide the mesh twice: tab key, A key, W key -> Subdivide, W key -> Subdivide.

Your scene should look something like this (different colors though, most likely):

Now we will create a vertex group. A vertex group is basically a list of vertices belonging to a mesh, that other features in blender can make use of. For example, bones in blender can be used to move the vertices of a mesh that belong to a specific vertex group. In the same way, the softbody effect can only be used on the verts that belong to a specific group.

You should be in Edit Mode and have all vertices selected. In the Link and Materials box of the Editing Buttons, click "New". Now change the word "Group", that appears, to "SoftbodyGroup". In the box immediately bellow it, change the weight value to 0.000. Now press the "Assign" button.

Now select any two corner vertices, as long as they are on the same side of the grid mesh.

Click "New" to create a different vertex group for these two vertices. You can give it any name you prefer. Then, change the weight value to 1.000 and press the "Assign" button. What we have just done is set these two vertices to be static, or immobile. Like the corners of a flag that would be attached to a flag pole.

Now we are going to set up a cube for this cloth to fall on. I'm going to leave edit mode and move my grid along the positive Z axis. Press: A key, A key, G key, Z key, type 1, Enter key, tab key. space bar -> Add -> Mesh -> Cube, tab key, alt+r, confirm, tab key, S key, type 0.25, Enter key, tab key.

Now make sure the plane is selected. In the Mesh box of the Editing Buttons, press the "SubSurf" button, and in the Link and Materials box press the "Set Smooth" button. I'm going to go to the Softbody box (it will probably appear as a tab in one of the boxes) in the Object Buttons. I'm going to click on the double arrow button next to the "Use Goal" button, and I'm going to select the only option that appears; "SoftbodyGroup". I'm going to change the gravity value to 10.000 (tuxbot uses 9.9 or 9.8, I just picked 10.0). An "E Stiff" value of 0 will make edges stretch almost to infinity, which is not what we want. Change "E Stiff" to 0.9.

If you press alt+a now, you will see your grid swing around, but it will pass right through the cube. In order to RENDER the animation, press the "Bake settings" button on the Softbody tab, then press "Bake."

Select the cube and go to the Object Buttons (F7). In the "Particle Interaction" box (it will probably appear as a tab, so you will probably just see "Particle"), activate the "Deflection" button, and set the damping value to 1.000. Now when you run the animation, you should see the grid hit the cube, but it does not look very good.

If you go into edit mode on the plane, select all and subdivide a couple more times, your collision will look a little better, but it will take longer to compute. Also, because we have already set up our vertex group and you are adding more vertices, you will want to reassign the weight values. After subdividing (with every vert selected), set weight to 0.0 and press the "Assign" button. Then select the same two corners you have been using, change the weight value to 1.0, and press "Assign" again. Then alt+a to check it out. It's better, but it's not great. That's as far as I'm going to cover for now. tuxbot covers wind forces in the video, so you will probably want to check that out.


text:
Neapolitan/numbers

Cardinal
"One" and "two" in Neapolitan are declined, that is, they change with the gender of the object or person to which they refer-

Ordinal
Napolitano/Números Napoletano/Numeri

title: Neapolitan/numbers


text:
Talk:The Sushi Guide

This should probably go into the Cookbook.. Kellen T 07:33, 2 September 2005 (UTC)

title: Talk:The Sushi Guide


text:
Using Ratpoison/Basic Keystrokes

There are a few important keystrokes that are good to remember while using Ratpoison. When you have started your console window, why stop there? It is time to learn how to execute any program, and to switch between these in an effective manner.

Switching and killing programs
Assuming that you have your console still running (if not, do Ctrl c), you can execute programs from within that window, just like any other window manager. Again, the difference is that there are no borders and that you cannot switch between these programs with your mouse. Type  if you are out of ideas about which program to start. Now, to change back to the console window you press Ctrl n. N of course means next, so you probably already guessed that Ctrl p moves to the previous window. Now, the difference between “next” and “previous” is non-existent if you are running only two programs, but as you run more and more programs simultaneously, it becomes ever more useful to be able to move “forward” and “backward” in some sense.

Now, how do you close a program? A number of programs have their own kill bindings (ex. Ctrl Ctrl for Emacs, Ctrl for Firefox and Xchat etc.) but ratpoison provides one command guaranteed to close and kill all running programs: the Ctrl k salute. The k stands for kill, and is implemented much the same way as clicking on the “close” button mainstream window managers provide.

Handling many programs
Now, if you have got a multitude of programs running, it is tiresome to repetitively type Ctrl n enough times to get to the proper program when you need it. Ctrl number switches to a certain window. Keep in mind that this list is zero-indexed and sorted chronologically—the first program started is accessed via Ctrl 0, not 1.

Also, you can use Ctrl instead of Ctrl n to move to the next program. If you want to do a quick alt tab-like (that is, switch to last program accessed) command, Ctrl Ctrl will do that.

title: Using Ratpoison/Basic Keystrokes


text:
Using Ratpoison/Advanced Usage

This section deals with largely modifying keys and commands to do other things and to extend ratpoison's functionality.

title: Using Ratpoison/Advanced Usage


text:
Dialectical Behavioral Therapy/Core Mindfulness Skills/Wise Mind/Experiencing Integration and Intuition

Wise Mind: Experiencing Integration & Intuition is a concept in Dialectical Behavioral Therapy (DBT). It assumes that you are capable of experiencing wisdom in your life or "Wise Mind." You will develop Wise Mind as you learn and practice DBT skills. Skills are learned abilities. With skills, you are able to change behaviors, emotions, and thinking patterns associated with problems in living, especially those causing misery and distress. The specific DBT skills for developing Wise Mind are interpersonal effectiveness skills, emotion regulation skills, distress tolerance skills, and core mindfulness skills.

Many people are familiar with the serenity prayer:

 * "God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference."

DBT seeks to help you learn acceptance and change skills. The DBT acceptance skills are core mindfulness and distress tolerance which develop serenity and equanimity. The DBT change skills are emotion regulation and interpersonal effectiveness which develop courage and self-control.

To understand Wise Mind, you need to understand two states of mind: reasonable mind and emotion mind.

Reasonable mind
Facts and common sense are the framework of reasonable mind. You are in reasonable mind when you think logically and rationally. This intellectual or scientific state of mind defines reality in terms of facts, numbers, equations, or cause and effect. Whether balancing your checkbook, baking a cake or working a crossword puzzle, you need the knowledge of reasonable mind.

Reasonable mind is important to learning skills. You need to understand how a skill works and when to apply it. Reasonable mind is a storehouse of information, helping you define a problem objectively and determine a solution. To use skills, you need to know what the different skills are, and how to call them forth when you need them. For example, to regulate emotions skillfully, you must be able to name them, understand what events and interpretations prompt certain emotions, know what emotions feel like, what emotions compel you to do, and their aftereffects. The more you know and the more you practice the stronger reasonable mind becomes.

Reasonable mind is much easier when you are healthy, strong, sober, rested and fed but much harder when you are sick, weak, stoned, tired, or hungry. Emotion mind starts to take over when you are stressed or don’t feel well.

Although, reasonable mind is critical to dealing with reality, many of life’s problems have an emotional aspect.

Emotional mind
If reasonable mind runs "cool" then emotion mind runs "hot." Passionate, extreme, and intense reactions in emotion mind make reasonable, logical thinking difficult. When an emotional state controls your thinking and behavior, emotion mind has taken over. Acting the way you feel is how emotion mind behaves. Emotion mind can flood your system with energy in anger or zap your energy in depression. Impulsively acting the way you feel can lead to out of control behavior creating chaos, hurt feelings, and more problems. Emotion mind tends to be irresponsible, careless, mindless, impulsive, and impatient. Strong emotions distort facts, magnify excuses, and shrink your perception of consequences.

Of course, certain amount of emotion mind can be beneficial. Intense love is a motivation for intimate relationships. Intense devotion or desire motivates staying with very hard tasks and sacrificing oneself for others. Mothers running through fires to save their children are in emotion mind. People high in emotion mind are often passionate about people, causes, and beliefs - these are the dramatic, fun people of the world.

Misery and distress are emotional reactions to problems in living that make a difficult situation worse. You can, however, learn to use emotion and logic together concert to improve your quality of life. This is the goal of Wise Mind.

Wise Mind
Wise Mind is the active integration of Emotional Mind and Reasonable Mind. Wise Mind brings together the logic of reasonable mind and the sensitivity of emotional mind to a serene state of mind. When you relate what you know (your smarts) to your problems (what hurts) you are being skillful and in Wise Mind. Wise Mind joins what you know to your problems. Your effort to link your problems causing misery and distress with your reasonable, logical abilities is the basis of skillfulness and Wise Mind. But Wise Mind is more than this too; the magic of Wise Mind is intuition.

Intuition understands the meaning, significance, or truth of an event, without having to analyze it intellectually. Such intuitive knowing combines emotional experiencing and logical analysis, yet goes beyond them. Sometimes emotion can masquerade as intuition. You feel certain you "know." If this "knowing" is intuitive it will still be valid when examined without the emotion of the moment. A calm certainty validates your intuition, helping you discern whether your certainty is emotionally biased or truly intuitive. Intuition has qualities of direct experience and immediate recognition, with the roots of reason and experience.

As you use your skills, you learn to act intuitively out of Wise Mind. Wise Mind is similar to intuition (or, perhaps, intuition is similar to Wise Mind). Acting intuitively out of Wise Mind, you trust that you know beyond what you think and feel. This takes flexibility, imagination, and open-mindedness. Awareness, in general, nurtures Wise Mind. Polarized thinking and a rigid worldview interfere with Wise Mind.

A way to become wise is to practice being wise. Such practice requires dedication to learning skills. Practice identifying and solving your problems of living. Some problems, of course, are quite easy and involve little more than writing a to-do list and following through on your plan. Everybody has problems in living. Successful people are better at accepting what they cannot change and changing the things they can. These successful people are informed with knowledge, armed with experience, and guided by intuition. Be willing to bring together the problems of living with your experience, knowledge and intuition.

Wisdom grows when you use your senses, develop your mind, and learn skills. Wisdom takes work. Start working by learning core mindfulness skills, interpersonal effectiveness skills, emotion regulation skills, and distress tolerance skills.

Wisdom, Wise Mind, or wise knowing depends on integration of all ways of knowing something: knowing by observing, knowing by analyzing logically, knowing by what you experience in your bodies (kinetic and sensory experience), knowing by learning and experience, and knowing by intuition. Knowing in these ways develops with awareness and awareness expands as you observe, analyze experience, learn, and intuit. By exploring the various ways of knowing and becoming more aware, you develop a sense of wholeness, continuity and coherence.

Wise Mind is like riding a bike, which takes effort, balance, and steering. You can learn Wise Mind, like you learned to ride a bike, only by experience. Just like you must pedal to start a bike rolling you must be willing to expend a little extra effort to initiate Wise Mind. As you would fall over if you were too far to one side or another on a bike, find Wise Mind by making the effort to find the balance of your emotions and thinking. Intuition steers you toward Wise Mind. The negative emotions (anxiety, depression, anger, shame, and guilt) are like putting on the brakes. Like you can jump on a bike and ride, you can learn to activate wise mind and do the best you can.

As you bring Wise Mind skills to the problems in living you will develop mastery. Mastery, the feeling of being competent and under control, does NOT mean you won’t make mistakes. Mastery is the attitude of bringing your skills to your problems in living.

Sometimes you may access wisdom when suddenly confronted by another person and stay calm under pressure. Sometimes you may find that in the midst of crisis you intuitively know the right thing to do. Sometimes approaching a difficult problem generates an insight that unlocks an inner door. Sometimes Wise Mind is seeing the whole picture not just the parts. Sometimes when faced with a difficult dilemma, Wise Mind reveals a clear choice.

You will develop self-agency and self-awareness as you develop mindfulness, regulate your emotions, are effective interpersonally, and tolerate distress. Self-agency is the feeling you have when you are in control of your own behavior. Rather than feeling your behavior just happens, self-agency owns the behavior and takes responsibility for it. Self-awareness is the sense you have that your different roles, feelings, attitudes, and mental states fit together coherently.

Meditation and Wise Mind
Mindfulness exercises like meditation develop inner calm, emotional control, perseverance, and a strong sense of self. Herbert Benson, MD of Harvard Medical School was one of the first to research the therapeutic value of meditation. He found that meditation could elicit what he called the "Relaxation Response," which is the physiological opposite of stress and anxiety. Meditation heals the damage of stress. One of the simplest meditation exercises is to follow your breathing. When you meditate on your breath, you can find Wise Mind in the physical center found at the bottom of your inhalation. You can develop the ability to find your center during meditation and get to know this calm centered place well. If you learn where your center is and how it feels, you can go to this place, confident that you are responding in Wise Mind. Although meditation may be unfamiliar, you can cultivate the ability to be mindful.

Meditation and mindfulness develop your ability to observe what is going on within yourself in any situation. One way that people commonly experience this is to step back from one’s thoughts and feelings and release your attachment to these mental phenomena. The goal here is to reflect on your thinking and feeling, independent of the circumstances, observing what is going on in one’s mind like watching clouds drift through the sky.

Qualities of Wise Mind

Wise Mind is calm. It is almost always quiet and peaceful. When change or acceptance is necessary Wise mind is the serenity of knowing which course to take. Wise Mind is not trapped in all-or-nothing thinking and can focus on what is effective and functional.

In Wise Mind, you are in control of emotional mind. Behavior is not mood dependent (controlled by one’s emotions) but at the service of one’s inner wisdom. Eventually, objective self-observation and self-description are attainable from this slightly detached point of view. In fact, you can learn to experience extreme emotions like anger or fear while staying in Wise Mind. This takes lots of practice – for everybody. Likewise, in Wise Mind, you are able to access the knowledge of reasonable mind.

Wise Mind is courageous, i.e. feels scared but does what is needed in the situation anyway. Willingness is doing what is needed in each situation. Willingness often requires courage.

Wise Mind is confident. Self-confidence is knowing you can handle whatever problems in life comes along. When Wise Mind becomes clear, fear disappears. Wise Mind knows you are doing the best you can under the circumstances. When you skilfully approach your problems causing misery and distress, you are in Wise Mind and doing the best you can.

Clear and coherent sense of self: In Wise Mind, you can maintain your own feelings, opinions and decisions when around others.

Self-description, a core mindfulness skill, helps you know yourself and resist unhealthy urges to conform to social pressure and change one’s mind. At the same time, you are strong enough not to be defensive when presented with alternative views that warrant your consideration. You can see more clearly who you are when you are quiet and peaceful.

Self-observation develops self-understanding and accurate perception. The opposite of “automatic pilot” or doing something without thinking. Wise Mind is “being in the present on purpose.”

Through mindfulness, you will develop the skills to access your Wise Mind. With Wise Mind as the basis for problem solving, you will improve the quality of your life.


text:
Muggles' Guide to Harry Potter/Magic/Half-blood

Overview
A half-blood is someone with magical powers, having only one pure-blood parent, the other being either Muggle or Muggle-born.

Extended Description
"Half-blood" status is only important to those wizards who give weight to the "blood purity" beliefs, the unproven and legally unsupported belief that being able to prove Wizarding ancestry somehow grants additional status to an individual or family. To those who accept this belief system, a Half-blood wizard is inferior to one who can prove ancestry from Wizarding families.

Analysis
Given the apparent group hysteria displayed by the proponents of the Blood Status theory, we perhaps should not be surprised that no distinction is drawn between the child of a Wizard and a Muggle, and the child of a Wizard and a Muggle-born.

Due to some process likely akin to hybrid vigor in genetics, quite often the most powerful wizards and witches spring from these intermarriages: classic examples would be Harry Potter, Tom Riddle, and Professor Snape. Equally, weaker wizards can come from pure-blood families; examples here would be Merope Gaunt and, at least initially, Neville Longbottom. However, there is quite a large faction of wizards, headed by Lord Voldemort, who believe that only pure-bloods should be educated in magic, and in fact that everyone other than the purebloods should be wiped off the face of the Earth.

We will note that the pure-blood wizards are by no means weak. While we are given the impression of a decrease in abilities in the older families, notably in the case of Neville Longbottom and Merope Gaunt, we also see that Neville shows significant abilities in Charms and Herbology in later books, and we believe that Merope's problems stem more from actual inbreeding, than from simply extended heritage. Similarly, we note the wizarding strength of Bellatrix Lestrange and Lucius Malfoy, both of whom claim pure-blood heritage. Clearly it is as inaccurate to generalize about the relative strength of pureblood versus "hybrid" wizards in either direction, no matter what impression the author means to give us.

It is often hard to determine where prejudices start. While it's tempting to think that a prejudice is based on a truth of some sort, often the truth, if there is any, is misplaced or totally unrelated. It is possible that the belief in pureblood superiority originally started with something as simple as "we've been around longer, so we must be better;" it may not have anything to do with actual magical abilities. But as this prejudice clearly existed at the time Hogwarts was founded, possibly a thousand years ago, its origins are so far in the past as to be totally lost.

Questions

 * 1) What parallels can be drawn between instances in Muggle World History such as the Civil Rights movement and the role of Half-Blood characters in Harry Potter?
 * 2) If you were a half-blood wizard how would you feel knowing that Voldemort was in power once more?
 * 3) How far can you say that the tensions between Voldemort and half-blood wizards is at the heart of the Wizarding Wars?


text:
Visual Basic/Built In String Functions

Comparison
Two strings are equal by value if they have the same content:
 * If "Hello" = "Hello" Then MsgBox "A"

The statement Option Compare Text can be placed at the top of a module to make the comparison case-insensitive, impacting =, <, >, <=, >=, <>:

To test whether two strings are equal by reference, that is, whether they start at the same address, you can use StrPtr function.

To test whether a string is greater than or less than another using lexicographical order, you can use <, >, <=, >=, <>. To decide whether a string is less than another, the two are compared character by character and as soon as a character from one string is found to have a lower ASCII code than the corresponding (same position) character in the other string, the first is declared to be less than the second. The converse test also works.

Another way of testing whether strings are equal or greater than one another is the StrComp function. Unlike =, <, >, etc., the StrComp function has an optional argument that controls whether the comparison is case-sensitive.

Example:

Links:
 * StrComp Function, Access 2007, office.microsoft.com
 * StrComp Function, Office 2013, msdn.microsoft.com

Concatenation
The operator intended to perform string contatenation is &. The operator + can sometimes be used to the same effect, but not always:

Containment
To find out if one string is a substring of another, use the InStr function as follows:

InStr function returns the position of the substring if it is found or zero otherwise.

The two-argument use of InStr function is case-sensitive. A case-insensitive containment test can be done as follows:

Replacing
To replace a string with another string inside a third string, use the built-in function Replace as follows:

Indexing and Substrings
Strings can be used almost as if they were lists of characters. The nth character in a string can be returned by subscripting:

The values of n start from 1 rather than from 0.

It is also possible to return a substring of a string. The same function is used but instead of specifying 1, you specify the length of the substring:

If you ask for more characters than are available, you get just what there is, no error is raised:

You can also use Mid$ on the left-hand side of an assignment:

When Mid$ is on the left, it doesn't change the total length of the string: it just replaces the specified number of characters. If the right-hand side specifies fewer characters than are asked for, only that number of characters is replaced; if it specifies more, only the number asked for is used.

Links:
 * MID, MIDB, Excel 2003, office.microsoft.com

String constants
String constants can be declared like any other constant:

Const s As String = "abcdef"

String Functions
Strings are not objects so they do not have methods but there is a number of functions that manipulate strings. Note that none of the functions modify the original string, except for Mid$ when it is on the left hand side of an assignment statement:

 * Asc: Returns the integer code of the first character of the string. The inverse function would be Chr.
 * Len: Returns the length of the string.
 * InStr: Returns the character index of the first occurrence of the substring in a string or zero if the substring is not found.
 * InstrB: Like InStr except that it returns the byte position. It has to be remembered, that Visual Basic 6 strings are Unicode strings.
 * InstrRev: Like InStr except that it returns the character position of the last occurrence of the substring.
 * Left$: Returns the specified number of characters from the beginning of the string. If there are fewer characters in the string Left$ returns the whole string, no error is raised,
 * Mid$: Returns a number of characters starting at the given position, on the left hand side it replaces those characters,
 * Right$: Returns the specified number of characters from the end of the string, if there are not that many characters, then Right$ returns the whole string.
 * IsNumeric: Returns true if the string looks like a number.
 * LTrim$, RTrim$, Trim$: Returns a copy of the string with leading, trailing or leading and trailing spaces removed respectively. Note that only ASCII spaces (character code 32)  are removed, other whitespace characters such as tabs are treated as non-spaces.
 * LCase$, UCase: Converts the whole string to lower case or upper case respectively.
 * Val: Returns a number corresponding to the number found at the start of the string. Note that Val is not locale aware, which means that it always expects decimal points regardless of the regional settings of your computer; if you are reading from a comma delimited file this is probably the function you want to use.
 * Str: Returns a string corresponding to the given number. Like Val this is not locale aware.  This is the function you should use if you are creating a text file containing numbers to be read on someone else's computer.
 * CStr: Converts the expression to a string. This procedure is locale aware and the correct function to use if converting numbers and differently typed values to strings for user-display.  Usually it is unnecessary because Visual Basic automatically converts when necessary and uses Regional Settings to do so.
 * Format$: Converts a number to a string using a specific format. The format is provided as a string of characters, that shows how many digits should be given before and after the decimal point.  Like CStr, Format$ is locale aware so the decimal separator will be whatever is specified in the user's Regional Settings.  Format$ also provides for conversion of dates to various built-in and custom string formats.
 * CBool, CByte, CCur, CInt, CLng, CSng, CDbl, CDec: Locale aware conversions to Boolean, Byte, Currency, Integer, Long, Single, Double, Decimal.
 * Split: Chops a string into pieces and returns a Variant Array. If no delimiter is specified then spaces will be used.  Delimiters may be any string of any length.  Two adjacent delimiters delimit an empty string.
 * Hex$: Returns a string of Hex characters representing a number.
 * Oct$: Returns a string of Octal characters representing a number.
 * Replace$: Returns a string with occurrences of a specified substring replaced with a new string. Note that the substring and the new string do not have to be the same size.
 * StrComp: Returns -1 if the first string is less than the second, 0 if they are identical, +1 if the first is greater than the second. Takes an optional argument that determines the comparison algorithm: vbBinary for exact comparisons using the character codes, vbTextCompare for case insensitive comparisons.

Quotes in strings
Because the double quote (") is used to delimit strings, you can't use it directly to specify a quote within a string. For example ' Does not work - syntax error  Debug.Print "Fred says "Hi" to you" One way is to use that Chr function to specify the character code (34)  ' Works fine  Debug.Print "Fred says " & Chr$(34) & "Hi" & Chr$(34) & " to you" Another is to double the double-quotes. You might find this more or less readable than the above way.  ' Works fine too  Debug.Print "Fred says ""Hi"" to you"

Startswith and Endswith
Visual Basic does not have functions "startsWith" (or "BeginsWith") and "endsWith" found in some other programming languages. But it has "Like" comparison operator used for simple pattern matching that does the job when used with "*" to stand for "any string of characters":

Furthermore, you can write these functions yourself using "Left" function:

For a one-off comparison to a constant string, a function call may be an overkill:

Pattern Matching
You can do simple pattern matching with Like keyword; for complex pattern matching, see ../Regular Expressions/. The special characters in the patterns of Like include ? for a single char, * for any number of chars, # for a single decimal digit, [...] for a single char in the list, and [!...] for a single char not in the list.

Examples:

Links:
 * Like Operator, Visual Basic for Applications, msdn.microsoft.com
 * Like Operator, Visual Studio 2005, msdn.microsoft.com

title: Visual Basic/Built In String Functions


text:
Software Engineers Handbook/Life Cycle/Design/Choosing a Data Structure

Overview of Data Structures
There are about a handful of standard data structures types.
 * Stack
 * Queue
 * More to come...

These can be implemented in various ways, but the specific characteristics of each are always maintained.

Stack
In short a stack is a collection of data with the Last In First Out (LIFO) paradigm. This means that the last item put on the stack is the first one that would come off of it. Items beyond this item cannot be directly accessed or removed, short of clearing the stack entirely.

These are the general actions one can perform on a stack:
 * push - push something onto the top of the stack
 * pop - pop the top of the stack (the last thing put on)
 * peek - look at the item on the top of the stack (the last thing put on)
 * is_empty - check to see if the stack is empty
 * is_full - check to see if the stack is full

Keep in mind that exactly how one implements a stack can be completely different and this could cause the methods available on a stack to differ as well. For example, if the stack is static (cannot grow) and has a size of N, having the is_full is handy to tell when the stack is full. However, if the stack is dynamic (it can grow, if necessary) the is_full isn't handy if the stack can not technically fill up. Though some might choose to have a dynamic stack with an upper limit, making the is_full useful again. Also, it depends on the style of the developer creating the stack. At a minium there will always be something like a push or pop, though they might have different names.

Some tangible examples of a stack:
 * Think of the Pez Candy dispensers - the last candy you put in is the first one out.
 * Here's another one - the plate dispensers in a buffet line. The plates are piled inside on a spring loaded platform and customers take them off the top, one by one.

Some computer related ones:
 * a RPN (Reverse Polish Notation) calculator.

Links
National Institute of Standards and Technology Stack Page

Queue
A queue is a collection of data with the First In First Out (FIFO) paradigm. This means that the first data put into it is the first data returned from it. Items cannot be randomly access from within the queue, only the item in the "first" position can be accessed. If you want to think of it terms of time - the oldest item in the array is the first one returned and the only one accessible at any one time.

These are the general actions that can be performed by a queue:
 * enqueue - put something on the end of the queue
 * dequeue - remove the first thing from the queue (the oldest)
 * is_full - check to see if the queue is full
 * is_empty - check to see if the queue is empty

As with the stack, the is_full (and maybe the is_empty) may or may not be useful depending on the implementation (static array, dynamic array, linked list... etc). Which methods are available also depends on the style of the developer creating the queue. At a minimum there will always be enqueue and dequeue, though they might have different names.

Some tangible examples of a queue:
 * a line for a ride at an amusement part - the people in front, who have been waiting the longest, go first (or next).
 * a line at a bank, where people are waiting for the next available teller.

Links
National Institute of Standards and Technology Queue Page

Links
National Institute of Standards and Technology


text:
Engineering Acoustics/Mechanical Resistance

Mechanical Resistance
For most systems, a simple oscillator is not a very accurate model. While a simple oscillator involves a continuous transfer of energy between kinetic and potential form, with the sum of the two remaining constant, real systems involve a loss, or dissipation, of some of this energy, which is never recovered into kinetic nor potential energy. The mechanisms that cause this dissipation are varied and depend on many factors. Some of these mechanisms include drag on bodies moving through the air, thermal losses, and friction, but there are many others. Often, these mechanisms are either difficult or impossible to model, and most are non-linear. However, a simple, linear model that attempts to account for all of these losses in a system has been developed.

Dashpots
The most common way of representing mechanical resistance in a damped system is through the use of a dashpot. A dashpot acts like a shock absorber in a car. It produces resistance to the system's motion that is proportional to the system's velocity. The faster the motion of the system, the more mechanical resistance is produced.

As seen in the graph above, a linear relationship is assumed between the force of the dashpot and the velocity at which it is moving. The constant that relates these two quantities is $$R_M$$, the mechanical resistance of the dashpot. This relationship, known as the viscous damping law, can be written as: $$ F = R\cdot u $$

Also note that the force produced by the dashpot is always in phase with the velocity.

The power dissipated by the dashpot can be derived by looking at the work done as the dashpot resists the motion of the system: $$ P_D = \frac{1}{2}\Re\left[\hat{F}\cdot\hat{u^*}\right]= \frac{|\hat{F}|^{2}}{2R_{M}}$$

Modeling the Damped Oscillator
In order to incorporate the mechanical resistance (or damping) into the forced oscillator model, a dashpot is placed next to the spring. It is connected to the mass ($$M_M$$) on one end and attached to the ground on the other end. A new equation describing the forces must be developed:

$$F - S_Mx - R_Mu = M_Ma \rightarrow  F = S_Mx + R_M\dot{x} + M_M\ddot{x}$$

It's phasor form is given by the following:

$$\hat{F}e^{j\omega t} = \hat{x}e^{j\omega t}\left[S_M + j\omega R_M + \left(-\omega ^2\right)M_M\right]$$

Mechanical Impedance for Damped Oscillator
Previously, the impedance for a simple oscillator was defined as $$\mathbf{\frac{F}{u}}$$. Using the above equations, the impedance of a damped oscillator can be calculated:

$$\hat{Z_M} = \frac{\hat{F}}{\hat{u}} = R_M + j\left(\omega M_M - \frac{S_M}{\omega}\right) = |\hat{Z_M}|e^{j\Phi_Z}$$

For very low frequencies, the spring term dominates because of the $$\frac{1}{\omega}$$ relationship. Thus, the phase of the impedance approaches $$\frac{-\pi}{2}$$ for very low frequencies. This phase causes the velocity to "lag" the force for low frequencies. As the frequency increases, the phase difference increases toward zero. At resonance, the imaginary part of the impedance vanishes, and the phase is zero. The impedance is purely resistive at this point. For very high frequencies, the mass term dominates. Thus, the phase of the impedance approaches $$\frac{\pi}{2}$$ and the velocity "leads" the force for high frequencies.

Based on the previous equations for dissipated power, we can see that the real part of the impedance is indeed $$R_M$$. The real part of the impedance can also be defined as the cosine of the phase times its magnitude. Thus, the following equations for the power can be obtained.

$$W_R = \frac{1}{2}\Re\left[\hat{F}\hat{u^{*}}\right] = \frac{1}{2}R_M|\hat{u}|^2 = \frac{1}{2}\frac{|\hat{F}|^2}{|\hat{Z_M}|^2}R_M = \frac{1}{2}\frac{|\hat{F}|^2}{|\hat{Z_M}|}cos(\Phi_Z)$$

Back to Main page


text:
User:Spiderworm/blog

=Spider Blog= Want to know what's going on in the mind of spideyworm? I can try to explain it to you, but I doubt you'll understand what I don't understand. Nonetheless, this is a good spot to air my thoughts on the Blender 3D: Noob to Pro wikibook, the Blender 3D wikibooks in general, and other pressing issues. Hope you enjoy and post some feedback.

Book Status
September 2nd, 2005

Well, what has happened to the Noob to Pro lately? To be honest, not much. I've lost steam and also run out of things I can teach. If you're a Blender noob, you don't want another Blender noob teaching you the finer points of 3D modeling, am I right? When you're new, the habits you develop early on can affect you the rest of your Blending life, so I want to teach the best of habits. I really want to start kids right. I tried contacting some of the better modellers in the community asking for their help writing tutorials, which they gladly offered... but they haven't actually contributed anything yet, as far as I know.... If you all have to wait for me to become a master modeller before I finish the wikibook, you will simply have to wait.

I've been contacted by some people wondering why the book lost quality partway through. It's simple: lack of a cohesive writing style. How many people have made edits to this thing? Lots. How many different writing styles are we talking? Just as many. Give it time, I will go through and bring the whole thing together so that it flows nicely. Someday. I'd love to see this thing in print someday, so it will happen sometime before then.

I was contacted by Stefano Selleri and Ton Roosendaal recently to consult the official Blender documentation and book authors on the possibility of moving from DocBook to MediaWiki for content development. We had quite the lively discussion on this topic (read here, remember that I'm David Millet). I'd love to hear your feedback on the idea.

Ah yes, I should plug the irc channel. Good place to talk about where wiki meets the Blender. #wikiblender on irc.freenode.net. Hope to see you there. --Spiderworm 16:59, 2 September 2005 (UTC)

--Kisubo { Hey, do you still work on the Blender noob to pro book? I'm a noob when it comes to Blender, so the tutorials great! However it has a long way to go before it'll make me a pro... I know that a few noobs have worked on it here and there recently, but do you know if any pro's are still actually working with it? }

title: User:Spiderworm/blog


text:
Electronics/VLF-reception with the PC

''In earlier days for reception of VLF signals you either had to buy or to build an appropriate receiver or converter. Today it is much easier; you only need a standard PC with a sound card (Pentium processor and clock speed of 100 MHz or more is also required) and a few additional devices.''

Every PC (with Pentium processor and a beat frequency of 100 MHz and more) with a built-in sound card can be converted with the usage of only a little additional equipment into a powerful receiver for frequencies below 24 kHz! As hardware only an appropriate aerial, as software a spectral analysis program, which is available on the internet as freeware, is required.

Aerial
The use of an inductive aerial is recommended for VLF reception. This aerial should consist of a coil with as many windings and as large a diameter as possible.

The electrical and mechanical properties of the coil, its inductance, resistance in ohms, number of turns, etc. are of low importance and may vary in a widely. Therefore its manufacture is very easy. You only need one roll of insulated wire, which is connected to the LINE or MIC input of the sound card with a cable at least 2 metres long. As cable you can use any type with two conductors (although shielded or coaxial cable should be quieter).

In many shops ready-soldered plugs can be bought for all types of PC sound card inputs and you may need not even have to solder the necessary plug for the sound card input by yourself.

For good reception the coil should be placed as far away as possible from the PC (if possible at least 2 metres) and from other electrical devices, with the axis being parallel with the ground.

In buildings made of steel and concrete a place near the window is the best choice.

It is possible, if you want to achieve a higher sensitivity, to connect two or more coils in series. You have to mind the sense (clockwise or counterclockwise) of the windings, otherwise the induced signals cancel each other out.

Setting of sound card input
After the aerial was connected to the sound card input, the signal input to be used must be selected at the PC. Therefore click with the right mouse button on the loudspeaker symbol at the right end of the Windows task bar.

A popup menu appears, on which you have to choose the option for "loudness" or "Open Volume Controls (w2k)". On the dialog, which is now shown, click on the menu point for "options" and then choose from the sub menu the point "properties". You will see a second dialog on the screen, click the button for "recording" and click afterwards on the "OK" button. Now you can set the sound card entrance you want to use. For VLF reception, the balance control of this entrance should be put in the middle and the loudness regulator to maximal loudness. All these settings can be changed of course later, if e.g. the spectral analysis of a sound signal shall be done, which is fed via an other soundcard entrance in the PC.

General considerations about the reception technique and analysis software
There are many programmes available for the spectral analysis of signals, which come via the sound card in the PC (look http://www.vlf.it/harald/strangerec.htm). My favourite software is "SpecPlus", since this extremely powerful software offers the possibility to save the received signals as frequency/time/intensity diagrams (such called spectrograms) automatically in a disk space saving way as jpeg files. Besides this, "SpecPlus" runs very stable, when a Windows95, Windows98 or Windows ME operating system is used. (I do not know how well it runs under Windows NT 4.0, Windows 2000 or Windows XP. It does not work under Windows3.x!) Monitors of PCs generate strong noise in the VLF range. For this reason it is very sensible not to view the spectrograms directly on the screen, but saving them as file on hard disk and viewing them at a later point of time. Therefore automatically working with monitor switched off is the best operation mode. Between midnight and 6o'clock local standard time is usually the best time for VLF reception, because most electric devices are switched off at that time and the level of disturbing signals is therefore lowest. As a corollary, the PC is probably not being used for other tasks at these hours, so it can be used for VLF reception!

The Software "SpecLab"
"SpecLab" is downloadable as zip file from http://www.qsl.net/dl4yhf/spectra1.html. After successful download and extraction with WinZip in an installation directory, the software can be installed, experience shows that no troubles occur. The program runs under Windows 98, 2000, ME, XP, Linux/WINE, but not under Windows Vista.

After successful installation some settings have to be done. First you should set the colour palette. There are many false colour display modes available. Although false colour displays can look like somewhat pop, I prefer for good reason a mode which shows the signals black and the background white. First, such a display mode can be easily understood without knowledge of the colour palette used and you can, if you want, compress the received jpeg files further with other programmes without loosing information (if you use a display in false colours the colours can easily changed by this process. This effect is not desired at all, because the colours show the intensity of the signal, so the information is lost in compression. For the setting of the colour palette a file containing an appropriate colour palette is load via the menu point "Option" and the submenu point "Load Color Palette". Now the sampling rate is adjusted. Choose therefore the menu point "Option" and then the submenu point "Audio Settings". The sampling rate determines the value of the highest frequency you can receive. Its value is: F = sampling rate / (2 * Input Sample Rate Divisor). For a maximum reception frequency of 24 kHz (customary sound cards cannot process input signals with higher frequencies), you have to set the sampling rate on 48000 Hertz and the Input Sample Rate Divisor on 1. Then you have to fix the FFT properties. Choose therefore under "options" the menu point "FFT Settings". For VLF reception you must set FFT Output on "Logarithmic" and for FFT type you should choose "Real Number FFT Starting at 0". At last the display mode is adjusted. Therefore, select "Display Spectrum display Settings" submenu via the "Option" menu.

Set the amplitude range on the dialog which will now appear for VLF reception between -130 dB and -60dB. Experience shows that this range is very sensitive for the display of VLF signals, because stronger signals do normally not occur and the noise of the sound card has a value in the order of -110dB to -120dB. There are some further adjustments possible in this window (look at the picture).

Finally you have to adjust in the main dialog with the controls "B" (brightness) and "C" (contrast) below "Color Palette" the best value for the sensitivity. Disconnect or short-circuit your aerial for this purpose and move the control "B" so that the background just appears white. Set the contrast of the display with the control "C". You can set it in such way, that small differences in signal intensity appear or not. Because of the fact that the settings of the regulator "B" and "C" influence each other, you have perhaps to do these steps several times, until you are content with the display. Afterwards your PC is ready for VLF reception!

For automatic operation you have to choose under the menu point "File", the submenu point "Periodic actions".

With the settings shown here every 40 seconds a graphic file showing the spectrogram with the name "ns" + running number(starting with 1) + ".jpg" is written into the directory g:\vlf\07032002. (I assign with the two letters at the beginning of the file name the direction, in which the axis of the reception coil shows: 'ns' is for north/south direction, 'ow' for east/west direction'. This is very sensible, because the used aerial shows, as does every inductive aerial, a strong directional characteristic.) Keep in mind, that the directory you mention, must exist and that there is a toggle at "active". Otherwise no recordings are done!

title: Electronics/VLF-reception with the PC


text:
Electronics/Gallery of VLF-signals

In the VLF-range signals from transmitters and jammers can be received.

The following table contains the most important signals in the range under 24 kHz. One should not expect to receive all stations at the same time. Some of the specified stationa are only few minutes per week active. Since these stations nearly all for the transmission of news to submerged submarines of naval forces, no transmission plans are available. Also a decoding of the signals might not succeed. One can enjoy however frequently about the signals on the spectrograms.

Weblinks

 * http://webflash.ess.washington.edu/

title: Electronics/Gallery of VLF-signals


text:
User:MathMan64~enwikibooks

Personal information

 * First name: Dave
 * Degrees
 * BS in 1964
 * MS in 1966
 * Retired from teaching Math at a Community College in 2003
 * Interests
 * mathematics
 * calculators and computers
 * cosmology
 * music
 * golf

Quotes

 * It is one thing to understand the points of the compass, quite another to use them in order to find one's way in a life circumscribed by one's own refusals
 * Doing Time, Lynn Freed, Harper's Magazine, July 2005, Vol 311, No 1862, Page 66

 * As with almost everything, moderation is a good idea. (And for those wondering about the "almost," I suggest that marital fidelity, reliable childcare, and obedience to laws are examples of areas where moderation isn't such a good idea after all.)
 * Brain Training, Orson Scott Card, http://ornery.org/essays/warwatch/2005-06-26-1.html

 * There is a clash [within western] civilization. On one side are secular naturalists, who believe that life arose out of the primordial soup, that it has no transcendent meaning, that the task of government is to protect people from having any infringement on their desire to do whatever they choose to do, that truth is merely a preference.  On the other side are those who believe in overriding natural moral law, a created order, the knowability of truth.  The so-called culture war involves abortion, gay “marriage,” cloning, and the like; but at a far deeper level it forces us to face the question of who we are, what it means to be human, whether it is possible to continue to enjoy ordered liberty.
 * Chuck Colson quoted in THOUGHTS : 'A perilous venture'
 * © 2006 WORLD Magazine, March 18, 2006, Vol. 21, No. 11

Books I'm working on

 * TI-Lists

 * TI-Basic

 * User:MathMan64/Arithmetic

My sandboxes

 * User:MathMan64/Current Work (Arithemtic/Addition)

 * User:MathMan64/Playground (TI-Lists/Ideas)

Book structure
I'm impressed by the structure and organization of these books.

Computer Science:Data Structures

Algebra

title: User:MathMan64~enwikibooks


text:
User talk:Chaizzilla~enwikibooks

Bulgarie

 * Cookbook:Cuisine_of_Bulgaria
 * Cookbook:Snezhanka
 * Cookbook:Banitsa

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 Chaizzilla. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Chaizzilla~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 23:02, 17 March 2015 (UTC)

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

title: User talk:Chaizzilla~enwikibooks


text:
User talk:MathMan64~enwikibooks

Topics I'm interested in working on

 * Algebra/Arithmetic
 * Algebra
 * Trigonometry
 * Using calculators

TI-Lists
Can you add this book to a bookshelf? I think it's hard to find your book now. Have you linked to it from f.e. Wikipedia? --Derbeth talk 09:39, 8 January 2006 (UTC)
 * Thanks, I added it to the Misc-Bookshelf; I guess that'e the best place. I'm not sure what f.e. indicates.  I'm not sure why any kind of Wikipedia link would be appropriate. --MathMan64 23:33, 12 January 2006 (UTC)

 * I just thought there is an article on Wikipedia connected with this book. By "TI" you understand "Texas Instruments", do you? It's not obvious for people unfamiliar with the topic. BTW, if you use whole name of the company on your book main page, it's more likely to get higher position in Google ranking. --Derbeth talk 00:50, 13 January 2006 (UTC)

Programming TI-Basic
If you are still active in this book, do you have any suggestions on a new format? --Jimmyatic 15:49, 5 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called MathMan64. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name MathMan64~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 23:26, 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) 05:14, 19 April 2015 (UTC)

title: User talk:MathMan64~enwikibooks


text:
Cookbook:Shakshuka II

Shakshuka is a popular Middle Eastern dish with many variations. It is vegetarian-friendly.

Ingredients

 * 1 whole yellow onion
 * 2 tbsp oil
 * 4–5 plum tomatoes
 * 2 eggs
 * Bell pepper (red or green)
 * 1 tsp basil or black pepper
 * Cayenne pepper, paprika, and turmeric to taste

Equipment

 * 1 frying pan
 * 1 cutting board
 * 1 kitchen knife

Procedure

 * 1) Peel and chop the onion. Fry it in the oil until it turns translucent.
 * 2) Chop the tomatoes and pepper, and add to the onion in the pan.
 * 3) Add herbs and spices. Cover and let cook until the tomatoes are evenly cooked through (around 25 minutes on low heat).
 * 4) With a wooden spoon, make two holes in the onion-tomato mix.
 * 5) Break and pour each egg into its own hole. Cover and let cook until the eggs are firm (around 5 more minutes).
 * 6) Serve with bread.

Notes, tips, and variations
Variations can include:
 * Tuna and garlic
 * Cheese on top
 * Bread inside

title: Cookbook:Shakshuka II


text: Template:Radiation Oncology/NSCLC/TOC

title: Template:Radiation Oncology/NSCLC/TOC