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Autistic Survival Guide/Sexual and Romantic Relationships

Sexual and romantic relationships are the subject of much discussion amongst non-autistic people. In fact, much of the nonsensical discussion amongst non-autistic people is about this, and this implies that you can also often discuss sexuality with non-autistic people if you obey the social rules. There are plenty of high quality sex/relationship guides around, so this section is deliberately brief. Many of the guidelines and advice outlined here are rooted in the norms of specific cultures—in general, they should at least be applicable in at least the United States, United Kingdom, Australia, and Canada, but they are not guaranteed for other cultures.

The key to learning from these kinds of guides and discussions is knowing that they are nearly always written/spoken from the perspective of someone who has had personal success or who has had success in teaching non-autistic people, and who is trying to teach specific things from particular perspectives. This leads to many important things being glossed over or not mentioned, and many unimportant things being included or incorrectly emphasized. This in itself doesn't mean that they are useless. In fact, if they were, the reputations of the writers would suffer. Extracting useful information from them can be difficult though, but not impossible. One good way to achieve this is to read all the guides you can find and look for recurring themes.

Some of these regularly recurring themes include:
 * Self-respect and self-confidence
 * Respecting your partner and potential partners
 * Connecting with your partner (rapport); very important when meeting potential partners.
 * Communicating with your partner; this involves negotiation and is very important in ongoing relationships.
 * Developing trust with your partner
 * How to fake the important things; this is not always necessary or a good idea unless you have your heart set on one person you only want a short term relationship with.

General concepts
The key for understanding romantic relationships is that neurotypicals play subconsciously games to stimulate each other's feelings, wait for the others emotional reaction and then conclude whether they fit psychologically to him/her. A summary of those games can be found in Transaktionsanalyse für Dummies, a very good book explaining the process with clear language, unfortunately only available in German.

Communication and subtlety
Overt discussion of romance and sexuality can be considered socially taboo, so it is not always directly discussed in public, instead using slang, metaphor, and sexting.

These communications are nearly always played out when both partners are in plot mode and playing the social status game as best as they possibly can. Some guides refer to this as "turning the brain off", or "animal instinct", if they refer to it at all. Some autie to autie relationships have developed successfully almost entirely outside of plot mode, but these are usually clumsy events. Even so, they are often more rewarding relationships than autie to non-autie relationships.

Baseball metaphors
Neurotypical people often use baseball metaphors for sex. These are often defined as the following:

 * First base: Kissing on the mouth
 * Second base: Fondling erogenous zones above the waist, either above or below clothing
 * Third base: Fondling and touching erogenous zones in the pelvic region, either above or below
 * Fourth base: Penetrative sex

Gendered traits
Certain stereotypes exist about the behavior of men and women in relationships. The truth of these stereotypes varies from person to person, and they should not be regarded as absolute.

Men and women both enjoy sex and love, but one stereotype is that men tend to "fall in love" with the ones they sexualise, while women tend to sexualise the ones they fall in love with. In this logic, since men want sex from relationships, they often try to be, or appear to be more loving to attract sexier women. Similarly, since women want love from relationships, they often try to be or appear to be sexier to attract the most loving and supporting men. The idea in both cases is for each partner to give the other what they want in order to receive what they want.

Just as there are men who make a practice of one night stands for the purpose of acquiring sex from many women, there are women who make a practice of one night stands for the purpose of acquiring love from many men. These men and women can be destructive to the self esteem of non-autistic people in general and devastating to autistic spectrum people. This doesn't necessarily mean that they should be avoided or that all people who behave like them are like them. The trick to understanding these men and women is knowing that they go for "unattainable" people. Many of the rules regarding discretion and promiscuity are designed to weed such men and women out. In my personal experience, autistic spectrum people can be caught out by such rules when meeting people.

Initiating a relationship
There is no special protocol for initiating and developing relationships that nobody told you about and that everyone uses in secret. This doesn't mean that there aren't protocols—rather, the protocols involve using the same rules and communication methods used in the non-autistic world for non-romantic situations. These are "recurring themes" of social interaction. Additionally, the guidelines vary wildly depending on the partners and situations involved.

The purpose of many of these guidelines is to ensure that each partner meets the other's standards, as well as avoiding short-term relationships in which only one person benefits. A consequence of breaking these social rules when engaging with one potential partner is that other potential partners will see/hear about your damaging behavior and avoid you as a result. The courtship process is important in that it allows either party to slow the pace of the process or quit at any time, but communicating this can be difficult. On the other hand, not communicating this properly can be destructive to the relationship.

Flirting
Flirting is a behavior where a person engages with someone else they are attracted to, often in a playful manner, to indicate their attraction and build a rapport. It involves speech, body language, and sometimes physical touch. Flirting is often subtle in nature. This can be confusing, but it is often necessary to hide the proceedings from public scrutiny. Subtlety and care also shows respect for your partner, and being viewed by others as a respectful person lessens the chance that other potential partners will be put off. Making a move is when when person initiates flirting behavior towards another. A chatup begins when the other person flirts back.

Flirting can include a variety of behaviors. Smiling and good eye contact are key for some individuals, although this may be considered intense depending on the person. Excessive eye contact can appear creepy. Paying attention to the other person's face, they things they say, and the things they are interested in can all be considered flirtatious. Sometimes light touching (usually limited to the arms and shoulders) can be appropriately flirtatious, although it may be perceived as too forward. When a man is flirting with a woman, it is often best to let the woman initiate any physical contact. When flirting, avoid asking overly-personal and/or creepy questions, such as where a person is going/coming from.

Rejection
Rejection someone's romantic/sexual advances can be subtle or direct, and subtle rejections may not always be obvious. If someone doesn't respond after you've made a move, they may not have noticed/understood the move, or they may be subtly rejecting your move. If you have been rejected, it's best to graciously leave the other person alone. Do not insult or attack someone for rejecting you, especially if they have not behaved inappropriately toward you.

Maintaining a connection
If a conversation with a potential partner is going well and you are building a rapport, there are a few things you can do to maintain the connection when the conversation comes to an end. First, it is acceptable to ask for the other person's phone number (or other contact information). Once you have gotten someone's number, it is usually bad form to let them see you taking another person's number—doing so will make the initial partner feel that you're not really that interested in them.

If you don't want be too direct when getting someone's contact information, you can say something like "it would be nice to talk to you again" or ask "would you like to go out with me some time?" This will give the other person an opportunity to give you their phone number without you asking them directly. When asking someone on a date, avoid suggesting a time/date—this makes it too easy for them to knock you back indecisively by saying they're doing something then. Alternatively, if you have been asked to go out with someone at a time when you're unavailable, but you would still like to go out with them, you can say no and suggest another time instead.

Sexual encounters
Sometimes a conversation or meet-up can evolve into a sexual encounter. If someone asks "do you want to come back to my place?" it often means that they are inviting you to their home for a sexual or otherwise intimate encounter, although there are no guarantees that this is the case. If you want to do so, smile and give a definite positive answer such as "yes" or "sure". The actual act of inviting someone over for a sexual encounter is socially riskier than accepting the offer. Moreover, refusing the offer can make the offering individual feel bad. As such, don't feel embarrassed to accept—so long as the answer isn't over enthusiastic, they will probably be relieved and pleased if you do accept. Still, do not feel pressured into a sexual encounter if you do not want to engage in one. You are never obligated to sexually engage with someone if you don't want to.

Dating
The term going out usually refers to going on one or two dates with a given person. The term dating refers to going out regularly with a partner who is a bit closer. The definition of a romantic relationship differs depending on the person, but it tends to involve committed partners who communicate for at least an hour a day or several hours a week.

Exclusivity
Being "exclusive" means having a monogamous relationship with one person and not dating other people. This kind of relationship tends to be taken more seriously than others. Some say that the act of dating itself is exclusive, while some say that dating multiple partners is permissible until both partners communicate and agree that the relationship is exclusive. Figuring out whether a given relationship is exclusive or not can be difficult, especially since raising the subject can make some people uncomfortable. However, the best way to determine whether a relationship is exclusive is to have a conversation with your partner—if you don't want to become exclusive, this is probably the best time to explain why not, or to say that you "need more time" to decide.

Gifts
Gifts are best given during the good times, not the bad, and particularly not after fights.

Ending a relationship
The phrase "we need to talk" can be ambiguous. Sometimes it can be literally interpreted at face value, but it sometimes means "we should break up". Either way, you will need to engage in further communication to properly understand what's going on.

After a relationship has ended, it can sometimes be "resumed" if both partners agree that the reasons for ending it have changed or are no longer applicable.

Miscellaneous tips

 * It is always a bad idea to fool with someone's bag/purse or to investigate what's inside without permission.
 * Going for the less attractive potential partner is not a good way to improve your chances.
 * Everybody has quirks in their sexual preferences, and it is usually possible for lovers to negotiate the ones that cause no harm. This is even more true for stronger relationships.
 * The relationship between partners typically does not change in the bedroom. If it does, rapport either deepens or the relationship changes for the worse. In many ways, the social interactions between partners outside of the bedroom can be considered practice for inside. This may be why figuring out "what kind of a person" someone it is such a popular pastime.

Further resources

 * The Lovers Guide, Andrew Stanway, video and book series. Besides offering high quality advice on many subjects, it is a rather high quality piece of pornography.  Suitable for males, females and couples.
 * Dial a Woman/Dial a Man, Rosalind Neville, books. Written by someone who runs a relationship agency and who listens to women talking about all the mistakes their men make.
 * Adam Perry, various magazine articles. A man who slept with 3000 women in 15 years and who now teaches sex education in UK schools.
 * Sex Tips for Geeks, Eric S Raymond, web page linked to in the "" section. Written by someone who has known autistic spectrum males and their problems for a long while.  Even this guide has usability problems.
 * SIRC guide to flirting. Fairly self explanatory really.  A little sparse on reasoning, but strong on basics.
 * Speed Seduction, Ross Jeffries. Written by someone who is in the seduction community.  Probably a good example of a guide to avoid, but it's still possible to learn a lot from these things.
 * Wikipedia: w:Category:Human_sexuality; Human_sexual_behavior; Dating with Women.


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Cookbook:Homemade Mixed Spice

| Spice

Mixed spice, also pudding spice, is a mix of sweet spices commonly used in baking, desserts, and with fruit, particularly in British cuisine, and in cuisines that derive from it (e.g. the old colonies of the British empire). It is often sold premixed in grocery stores.

The mix almost always contains allspice, cinnamon, and nutmeg. Often, other spices are added to the mix, including coriander, cloves, ginger, caraway, mace, and cayenne (historically).

Recipe
This is a typical blend of spices used to make mixed spice.

Ingredients

 * 1 tablespoon ground allspice
 * 1 tablespoon ground cinnamon
 * 1 tablespoon ground nutmeg
 * 2 teaspoons ground mace
 * 1 teaspoon ground cloves
 * 1 teaspoon ground coriander
 * 1 teaspoon ground Ginger

Procedure

 * 1) Blend all spices together, and store in a sealed jar away from light.

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

title: Cookbook:Homemade Mixed Spice


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Autistic Survival Guide/Autistic Community Building

= Suggestions for Autistic Spectrum community building =
 * Auties may seek the company of other auties for many reasons. Common reasons are wanting to socialise, to develop social skills, to address personal quality of life issues or simply to communicate with each other vocationally.
 * Know what it is that you're trying to accomplish by entering the community, stick to your goals and let others go about accomplishing theirs.
 * Know your MBTI type. Many of the major autistic spectrum sub-groups some people insist on seeing can be attributed to this, and many of the battle lines in conflicts are drawn along their borders.
 * Above all, try your absolute best to remain constructive, even when people around you are not. And although you should never reward bad behaviour, it's best to never over-react.
 * Unwritten social rules can be broken into two groups. Ones regulating destructive behaviour, and ones regulating eccentric behaviour.  XXX Insert Relationship Building Skills Comment Here XXX The eccentric behaviour rules can usually be dropped in autie social circles, but when the destructive behaviour rules are dropped, things can turn very bad.
 * If you are the leader of a community, think very carefully about the rules you choose. Autistic spectrum people in general usually measure everything in terms of equality/equity and are often unforgiving.
 * KNOW that the words "mature" and "develop" do not apply to autistic spectrum people the way they apply to non-autistic people. A non-autistic person "develops" and an autistic spectrum person "learns social skills".  In the same way, a non-autistic person would have to "learn" in whatever field of interest an autistic spectrum person "develops".
 * Separating the "person" from their "behaviour" is a good tool in trying to work out who someone is.
 * If you are lucky enough to be in a successful relationship, be careful what you say and do regarding it in autie social circles.
 * This cannot be stressed enough. Public displays of affection and innuendo between lovers is a major cause of ill feeling and conflict in autistic spectrum circles.
 * Many of us are not in worthwhile relationships and despair at ever being able to find one and unless you are willing to open up and share large amounts of personal information, you are likely to invoke bad feelings by flaunting what you have.
 * Don't try to get away with it by being discreet or by saying it gives hope to certain people. Most auties KNOW how much hope there is and are smart enough to decipher your discretion.  What irks people is that they simply don't know what it is that makes a worthwhile relationship work and that other people are rarely willing to share.  Furthermore, being direct about this issue exposes one to ridicule, even in autistic spectrum circles.
 * If you try to use your success to raise your social status amongst auties, expect pain. Many auties simply cross people who do that off their "people worth talking to" list.  Nastier and more confusing reactions are common.  Particularly when that doesn't work.
 * If you feel like disclosing to other people intimate details for educational purposes but fear the consequences, consider doing so anonymously. Your contribution will surely be valued even if you resort to doing this.
 * Don't insist that people change in any particular way that seems to have been successful for other people. Different people measure success in different ways, and doing so when someone is unwilling or unable to see the benefit contributes to a lack of TRUST that is extremely valuable in teacher/student relationships.
 * It's important to understand that there are good reasons why an autie may ignore advice from others, even though they may complain openly about their current situation. Many of us have experienced varying levels of success according to the NT definition but have not found any value in doing so.
 * Successfully adapting to an NT world leads to serious quality of life issues for many auties. Putting large amounts of valuable energy into surviving the social status game when there is little to nothing in the way of pay off except promise is depressing.  Particularly if one realises that ones effort in life has been largely wasted or misused by others.
 * If you feel the need to help another autie, it's often best to just find out what it is they want/need and offer help to achieve that if you feel you can.
 * Avoid forming fixed notions of what autism is at all costs. This is another leading cause of disputes within autistic spectrum communities.
 * To understand what autism IS, one must realise that it has largely been defined as simply being different to people who aren't autistic.
 * Yes, there are certain common characteristics that many autistic spectrum people seem to share and that many non-autistic people don't. This doesn't mean that all auties are the same or that some aunties are more worthy of speaking for other auties.
 * Auties who have experienced NT life often bring their survival behaviours and "baggage" back into the autie world. It is true that this is not helpful, but throwing them out because of this isn't helpful either.
 * Give up the idea of organising the "autistic community". There may be communities of autistic spectrum people, but there is no autistic community.  This should come as no surprise if you understand that "the average autie" is very wary of being controlled.


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Autistic Survival Guide/Choosing a Profession

= Choosing a profession =

Research and Development

 * It is necessary to understand that the research and development professions that autistic spectrum people often excel at have some far reaching ethical problems associated with them.
 * Research and Development are fundamentally different kinds of work from other jobs. They are largely acts of invention.
 * Inventions are patentable and employers will often receive patents for the inventions of their workers.
 * Furthermore, employers own all "intellectual property" their workers develop during working hours by default, legally.
 * Workers who do research and development are usually paid in wages and rarely become financially secure.
 * XXX Netscape.
 * People who want to patent their own inventions or own their own "intellectual property" usually have to support themselves financially while researching and/or developing those things.
 * Once a worker finishes an R&D job, the worker in question is no longer relevant to the invention. This means that unless the worker receives an income from owning patents or intellectual property, another source of income will then be necessary.
 * Until an R&D project is finished, there is usually very little to show for the work done. This is a major cause of conflict in R&D workplaces.
 * For example, when such projects keep missing their deadlines and budgets, deadly serious "blame games" usually start occurring.
 * Just as a bell cannot be unrung, an invention cannot be uninvented, and inventions seem to have the innate quality of being usable for just as much evil as good.
 * XXX Einsteins only error.
 * XXX Computers shortening the working week.
 * XXX Plato's Republic.
 * One of the most XXX things you will ever have to do as an expert is to have to stand in front of your peers who you are trying to teach something to and then realise that you need to ask them questions.

Highly Skilled Labour

 * Highly skilled yet non R&D jobs are also jobs where autistic spectrum people can excel.
 * Such jobs are usually high stress and carry a lot of responsibility. Take note bipolar people.
 * They are often harder to get than less skilled labour jobs and as such, represent a deeper commitment which, again, is a problem for bipolar people.
 * They may involve knowing a lot of workplace specific knowledge and as such, not permit time off to address personal issues. This can also happen in R&D jobs.
 * They often also include interacting with people who have little time for communication problems.
 * They often also include working closely in a team which may or may not include other autistic spectrum people.

Manual labour

 * Manual labour can be good exercise and has its health benefits.
 * Manual labour jobs are usually easier to get, get used to, and quit.
 * On the other hand, manual labour usually requires much more diligence than highly skilled labour.

Managing your own business
An internet business may be the autistic persons financial salvation. On the internet you don't need to interact with people face to face to make money. A good internet business for an autistic person would be selling on ebay. You can invent things to sell on ebay putting up websites that earn money via adsense and affiliate marketing. Beware that this kind of business has become more difficult in the last years because a lot of people started one.

Building websites and computer programming are not recommended unless you want to work like a dog for 2.00 an hour. As most other businesses, software development requires face-to-face communications, for example to acquire new customers. Many customers would like to know you personally or even demand that you work at their place so that they can control your work easier. In addition, website development has made its way out of the "garage" into professional business in the last 10 years. Projects are now much more interwoven with the real world - and real people and their businesses - than in earlier years. You will probably spend as much time talking to customers and their business partners as with coding. And you'll have to talk to other web developers - most software that can be developed by a single person has already been developed. Real projects most likely will require teamwork.

Another offline business that would work well for autistic people are things like window washing. It may be difficult to acquire corporate contracts unless you are willing to do it very cheap.

Miscellaneous

 * Beware the jobs and professions that require significant investments of time, energy or money to get into. If you want to leave them, those investments can be wasted or hold you back.
 * When all is said and done, the job that you enjoy doing most is probably the best one to have.


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Guide to The Lord of the Rings/Characters/Elves

They are also called 'the Eldar' (People of the Stars), the term is used to separate the elves who went to Valinor and those who didn't (the Avari). The name was given to them by Oromë, the Valar who first found them by the shores of Cuiviénen. There were three different Kindreds - the Vanyar, the Noldor, and the Teleri.


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BlitzMax/Modules/Miscellaneous/ZLib compression

This module wraps the zlib compression library. See zlib Manual: Utility Functions for more information.

=Functions=

compress
Function compress( dest:Byte Ptr,dest_len Var,source:Byte Ptr,source_len )

Description: Compress a block of data at default compression level

compress2
Function compress2( dest:Byte Ptr,dest_len Var,source:Byte Ptr,source_len,level )

Description: Compress a block of data at specified compression level

uncompress
Function uncompress( dest:Byte Ptr,dest_len Var,source:Byte Ptr,source_len )

Description: Uncompress a block of data


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Talk:C++ Programming/Compiler/Linker/Libraries/Configuring Visual Studio

GCC/MinGW
Likely the include dir is already known, but that can be added with -I switch (e.g. -I/usr/local/include) to GCC. Other than that, you only need to include the library's .a (?) file with all the rest of the files when linking the app (not -l as you usually do for dynamic linking with shared libraries).

The following creates two object files (one.o and another.o) and then links the static library and the generated object files together to form the executable 'myapp'. g++ -c one.cpp -I/usr/local/include g++ -c another.cpp -I/usr/local/include g++ one.o another.o /usr/local/lib/libfoo.a -o myapp

Building static library involves generating the object files and then bundling them together with ar. Something like the following (creates libother.a from something.o and else.o object files). g++ -c something.cpp -I/usr/local/include g++ -c else.cpp -I/usr/local/include ar -rcs libother.a something.o else.o

--Acolyte of Discord 14:04, 6 May 2007 (UTC)


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User:SB Johnny

I am an organic farmer and horticulturist living in Bechtelsville, Pennsylvania, USA. My initial interest in wikibooks was to write how-to styled information about gardening and crop growing, but since then I've become interested in the how-tos in general, as well as helping out with the academic projects that use wikibooks.

I'm SB_Johnny on other Wikimedia projects. (I was also under that name here, originally, but somehow was unable to retrieve the password for a couple days.)

My wiki-time is mostly being spent on Wikiversity these days trying to shape up the Bloom Clock. I'll have more time (and energy) to write come midsummer.

Other useful stuff
sysop tracker

title: User:SB Johnny


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Horticulture/Chelidonium majus

The greater celandine (Chelidonium majus) is a yellow-flowering poppy, native to Europe and the Mediterranean basin. It is also widespread in North America, having been brought there by settlers as a herbal remedy for skin problems such as warts as early as 1672. The whole plant is toxic, containing a range of alkaloids, such as Chelerythrine; it may also cause contact dermatitis, particularly the latex.

The greater celandine is the only species in the genus Chelidonium, and is not closely related to the lesser celandine (../Ranunculus ficaria/).

Description
Greater celandine plants may reach 80 cm high, with deeply divided, 30-cm long leaves. The flowers comprise four yellow petals, each about 1 cm long, and are produced from May to July. The seeds are small and black, and possess an elaiosome, which attracts ants to disperse the seeds (myrmecochory). A double-flowered variety, a naturally occurring mutation, also exists.

Uses
The plant was formerly used by gypsies as a foot refresher; modern herbalists use its purgative properties. The plant is toxic and should not be used without supervision.

title: Horticulture/Chelidonium majus


text:
IB Mathematics SL/Statistics and Probability

Combined events
This is when both $$(A \land B)$$ and $$(A \lor B)$$ can occur. Note that when A OR B occurs, A AND B also occurs. This means that

 * $$P(A \lor B) = P(A) + P(B) - P(A \land B)$$

It also means that A occurs, or B occurs, or both A AND B occur.

Mutually exclusive events
When two events are said to be mutually exclusive, then these two events cannot occur at the same time. For example, the outcome of one coin toss cannot be head and tails. When expressed in a Venn diagram, mutually exclusive events do not intersect with each other and have no overlapping area. In other words: $$P(A \land B) = 0$$. Therefore:
 * $$P(A \lor B) = P(A) + P(B) - 0$$.

Since the intersection of the two events is equal to 0.

Exhaustive Events
This is when set A and set B include all possible outcomes in either set A, or set B. This means that $$P(A \lor B) = U$$ where U is the set of all outcomes Or in other words
 * $$P(A \lor B) = 1$$.

For Exhaustive events, the complementary of A, and A add up to 1
 * $$P(A \lor B) = P(A) + P(A') = 1$$.

Conditional probability
Conditional probability is the probability of an event given that a second event will definitely occur. Note that for mutually exclusive events, conditional probability will always be equal to zero.

Conditional probability can be found by first finding the probability that both events will occur. (For independent events, this simply means P(A)*P(B).) The result should then be divided by the probability of the given event.

 * $$P(A|B) = \frac {P(A \land B)}{P(B)} $$

Independence
Two events are said to be independent if
 * $$P(A|B) = \frac {P(A \land B)}{P(B)} = P(A)$$

Meaning that
 * $$P(A \land B) = P(A) \times P(B) $$

Mode, median and mean
MODE- the part of a set of data that occurs the most frequently

Example: given the number set: 1,3,4,4,5,7,8,10,13,13,13

the number 13 occurs most frequently, thus the mode is 13

MEDIAN- the number that is in the middle of a set of data To find the median, arrange the numbers such that they are in order and determine the middle number

Example: given the number set: 1, 3 , 4 , 4 , 5 ,7, 8 , 10 , 13 , 13 , 13

the number 7 is in the middle of the data, thus the median is 7

To know in what position the Median is:

1/2(n+1)=

n for the number of data points; the result is the index of the median. Then you look what number is in that position and that is the Median. If there are an even number of data points, then the median is between the two most "central" numbers. For example in a set of eight numbers, if the fourth and fifth are 6, 7 the Median is between 6 and 7.

MEAN- the average of a set of data To find the mean, one adds together all numbers in the data set, then divides this sum by the number of numbers in the set

Example: given the number set: 1,3,4,4,5,7,8,10,13,13,13 <-- there are 11 numbers in the data set Add all numbers together: 1+3+4+4+5+7+8+10+13+13+13= 79 Divide the sum (79) by the number of numbers in the data set (11) = 79/11 = 7.18

Thus the average number of the data set, the mean, is 7.18

Measures of dispersion
Measures of dispersion, also known as measures of spread, measure how spread out the data is. There are two types: those parameters that are resistant to outliers and those parameters that aren't resistant to outliers.

Resistant to outliers: standard deviation, the standard deviation will measure what percentage of the statistics will fall under a certain range or standard deviation. 68% of all the data is said to fall within one standard deviation of the mean. interquartile range,

Nonresistant to outliers: range, ie in the case of outliers in company salaries the top executive may earn upwards of $400,000 and a factory worker only $10,000,ergo, a range exists of $390,000 in salary amount.

The phrase "resistant to outliers" denotes that the parameter disregards the extremities and abnormalities of the set of data.

Histograms
In statistics, a histogram is a graphical display of tabulated frequencies, shown as bars. It shows what proportion of cases fall into each of several categories: it is a form of data binning. The categories are usually specified as non-overlapping intervals of some variable. The categories (bars) must be adjacent. The intervals (or bands, or bins) are generally of the same size.

Histograms are used to plot density of data, and often for density estimation: estimating the probability density function of the underlying variable. The total area of a histogram used for probability density is always normalized to 1. If the length of the intervals on the x-axis are all 1, then a histogram is identical to a relative frequency plot.

An alternative to the histogram is kernel density estimation, which uses a kernel to smooth samples. This will construct a smooth probability density function, which will in general more accurately reflect the underlying variable.

The histogram is one of the seven basic tools of quality control, which also include the Pareto chart, check sheet, control chart, cause-and-effect diagram, flowchart, and scatter diagram.

Expected values
The expected value of a random x variable to occur is given by the equation:
 * $$E(X) = \sum xP(X = x)$$

Where $$X$$ is the probability of that event $$x$$ occurring. For example, the expected number of heads to occur when flipping a coin twice would be:
 * $$E(X) = (0 \times \frac {1}{4}) + (1 \times \frac {1}{2}) + (2 \times \frac {1}{4}) = 1$$

The probability of getting a head once, is 1/2 because there are two outcomes that include one head (HT, and TH). When a game is said to be fair, it implies that the expected values are equal to 0. E(X)= 0

The binomial distribution
A distribution is binomial if and only if it fits the following four parameters: 1) The outcome is independent 2) There are only two outcomes,success or failure 3) The probability of success is constant 4) There is a fixed number of trials. For example, there is a bag containing 10 marbles, 5 are red, 3 are blue, and 2 are green. If 5 marbles are drawn, with replacement, what is the probability of drawing exactly 2 red marbles? This is binomial because the outcomes are independent, it is either red or not red,the probability of success is .5, and the number of trials is 5. To solve binomial distributions use the following equation: nCk(p)k(1-p)n-k where n is the number of trials, k is the number of successes, and p is the probability of success. For the previous problem the equation would be : 5C2(.5)2(1-.5)5-2 which would equal 10*.25*.125 = .3125 which means the probability of drawing exactly 2 reds is 31.25%

The normal distribution
A normal distribution is a continuous distribution defined by two parameters, mean $$\mu$$ and standard deviation $$\sigma$$. Because of symmetrical shape of the normal curve, the mean is equal to the mode and median.

The standard normal distribution
The standard normal distribution has mean of 0 and standard deviation of 1. The area under the curve (probability) is 1.

In order to find area under the normal curve, students can use normalcdf in their TI calculator. The syntax is:

normalcdf (lower limit, upper limit, mean, standard deviation)

Probability mass function
In general, if the random variable K follows the binomial distribution with parameters n and p, we write K ~ B(n, p). The probability of getting exactly k successes in n trials is given by the probability mass function:

 * $$ \Pr(K = k) = f(k;n,p) $$
 * $$ \Pr(K = k) = {n\choose k}p^k(1-p)^{n-k}$$

for k = 0, 1, 2, ..., n and where

 * $${n\choose k}=\frac{n!}{k!(n-k)!}$$

is the binomial coefficient (hence the name of the distribution) "n choose k", also denoted C(n, k), nCk, or nCk. The formula can be understood as follows: we want k successes (pk) and n − k failures (1 − p)n − k. However, the k successes can occur anywhere among the n trials, and there are C(n, k) different ways of distributing k successes in a sequence of n trials.

In creating reference tables for binomial distribution probability, usually the table is filled in up to n/2 values. This is because for k > n/2, the probability can be calculated by its complement as

 * $$f(k;n,p)=f(n-k;n,1-p).\,\!$$

So, one must look to a different k and a different p (the binomial is not symmetrical in general). However, its behavior is not arbitrary. There is always an integer m that satisfies

 * $$(n+1)p-1 < m \leq (n+1)p.\,$$

As a function of k, the expression ƒ(k; n, p) is monotone increasing for k < m and monotone decreasing for k > m, with the exception of one case where (n + 1)p is an integer. In this case, there are two maximum values for m = (n + 1)p and m − 1. m is known as the most probable (most likely) outcome of Bernoulli trials. Note that the probability of it occurring can be fairly small.


text:
Talk:Algorithm Implementation/Sorting/Heapsort

In the java inplace heapsort implementation arraySwap(int[], int, int) is not defined.

http://www.cs.mu.oz.au/aia/HeapSort.html

The C++ version on this page isn't really implementing heapsort, more just using it....

Numerical Recipes code is not redistributable, no matter if you change it, so having the C code based on it could be problematic.


text:
Circuit Idea

bottom - discussion - new story - philosophy - contribution - book stage

Revealing the Ideas behind Circuits

Welcome to Circuit Idea!

This novel electronics wikibook is for creative students, teachers, inventors, technicians, hobbyists and anyone who is not satisfied by formal circuit explanations. It is intended for people who really want to grasp the basic concepts of electronics by relying on their human imagination, intuition and emotions rather than on pure logic and reasoning.

In this book, we treat electronic circuitry not only as science but also as art. Inventing novel electronic circuits is a result of human fantasy, imagination and enthusiasm. Fortunately, abstract electronic circuits are based on clear and simple ideas, which we derive from our human routines. In order to really understand how circuits operate, we have first to reveal the basic ideas on which they are based. We just need to know what problem electronic elements solve, why they are soldered together, what they actually do in the circuit, how they do it, and more. As human beings, we just want to "see the forest for the trees."

Great circuit ideas are "non-electrical"; they are not dependent on the specific implementation (tube, transistor, op-amp etc.). The purpose of this wikibook is to reveal great circuit ideas, real truth about circuits. It just answers a simple but reasonable question:

What is the idea behind the circuit?

Circuit idea is composed of two main logically connected parts: in the first part (Creating a circuit methodology), we create universal methods for unearthing the ideas behind circuits; then, in the second part (Revealing circuit ideas), we use these methods to reveal the secrets of popular circuits. The second part is designed as a collection of exciting stories about odd circuits and the amazing electrical phenomena behind them.

Following a novel building approach, the book presents every new more complex circuit based on the previous simpler one. First, we derive the most elementary passive building blocks from the basic electric circuits of Ohm, Kirchhoff, Thevenin and Norton. Then, we use these "bricks" to build more complicated compound passive circuits. Further, adding active elements in accordance with suitable basic ideas, we build various transistor circuits. Finally, applying the powerful negative feedback principle in all its forms, we transform these circuits into almost ideal op-amp ones.

Circuit idea also contains stories about circuit paradoxes, contradictions, conflicts, and building schemes to induce creativity in readers. Historical "excursions" show circuit evolution through the years. Some of the most interesting circuit stories are created by students during their exercises in the laboratory; they represent famous experiments (like Ohm's law). Other stories are derived from teacher's lectures and exercises.

Completed circuit stories
Philosophy behind the Book (relying on human intuition, imagination and fantasy) How to Contribute to This Book (motivate, inspire and induce creativity in readers) How to Create a Circuit Story for this Book (showing the circuit evolution by building and reinventing the circuit) Involving Students from Technical University of Sofia in Circuit Idea Wikibook (a teacher's story) Why Circuit Ideas are Hidden (why inventors, authors, lecturers, professionals and producers hide circuit ideas) How to Hide Circuit Ideas ("useful" tips for beginning "idea hiders" - humor:) How to Kill Circuit Ideas ("useful" tips for beginning "idea killers" - humor:) Why Formulas Cannot Explain Circuits (their place is at the end of circuit design after intuitive explanations - humor:) How to Understand Circuits (analyzing the circuit structure, exploring the circuit operation and revealing the circuit idea) How to Present Circuits (introducing the circuit idea, building the circuit configuration and demonstrating the circuit operation) How to Invent Circuits (introducing the problem, looking for an idea, applying the idea, experimenting with the circuit and generalizing the results) Try to Invent! (the reader is motivated to become an inventor) Where to Start (setting the problem and waiting for the solution) In the Realm of Chance (stimulating the emergence of new ideas through the use of chance) The Inventor's Tools (examining the set of tools used by the inventor when solving inventive problems) Expanding the Toolbox (considered more "tools" used by inventors in solving creative tasks) Crystallization of the Idea (examined the moment immediately after the emergence of the new idea) How to Derive Basic Circuit Principles (provides insight into the tools with which to derive general principles from specific electronic circuits) Reinventing Circuits (to show the circuit evolution) Building Circuits (to construct more complex circuits by simpler building blocks) Using Analogies to Understand Circuits (scrutinizing famous pneumatic, hydraulic, mechanic, thermal and other analogies) Using Cause and Effect Relationships (seeing, introducing and changing the causality in circuits) Combining and Varying Electrical Quantities (to invent various circuits) Circuit Principles (a collection of basic circuit ideas derived from the specific circuit solutions) How to Visualize Voltages in Circuits (by voltage bars with proportional height) How to Visualize Voltages inside Resistors (by a voltage diagram) How to Visualize Currents in Circuits (by current loops with proportional thickness) How to Visualize Operating Point (by superimposed IV curves) Introducing Sensomotor Activities (to "sense" circuits) Functional Viewpoint (to generalize circuit ideas) Various Points of View (to generalize the notion about circuits) Putting yourself in the place of the device under study (to "sense" it) In the world of simulations (meeting CircuitLab) NEW My CircuitLab bag of tricks (a set of various simulating techniques) NEW Talking with Gemini (how to collaborate with Gemini AI, a personal story) NEW How to Extract Ideas from Our Mind's Eye and Record Them (practical tips about idea recording techniques) NEW Passive Voltage-to-Current Converter (assuming voltage causes current) Passive Current-to-Voltage Converter (assuming current causes voltage) Deriving a Series Voltage Summer from Kirchhoff's Voltage Law (a dual story) Building a Parallel Voltage Summer (by using more elementary circuit building blocks) Walking along the Resistive Film ("inventing" various resistive circuits by reproducing the famous Ohm's experiment nowadays) How do We Create Sinusoidal Oscillations? (an incredible story about the philosophy of LC tank) How to Make the Simplest Transistor Current Source (a bare transistor with steady input voltage or current) Voltage Compensation reveals the philosophy behind the op-amp inverting circuits with negative feedback Op-amp Inverting Voltage-to-Current Converter (compensating the external losses by an "antivoltage") Op-amp Inverting Current-to-Voltage Converter (compensating the internal losses by an "antivoltage") Presenting the Op-amp Inverting Current-to-Voltage Converter in a More Attractive Manner How to Simplify the Design of the Mixed Op-amp Voltage Summer (after Dieter Knollman's original design idea) Revealing the Truth about ECL Circuits (switching voltage and current sources in the emitter) How to Reverse Current Direction (revealing the truth about basic current mirror) How the Wilson current mirror equalizes the currents (the first viewpoint at the legendary circuit) How the Wilson current mirror keeps up a constant output current (the second viewpoint at the legendary circuit) Negative Resistance is based on an old Wikipedia revision Negative Impedance Converter reveals the idea behind the weird circuit How to make an element with true negative resistance? is based on an answer to an SE EE question Negative Differential Resistance demystifies the ubiquitious phenomenon Revealing the Mystery of Negative Impedance is a general story about the mystic phenomenon Investigating the Linear Mode of Negative Impedance Converters with Voltage Inversion Investigating the Linear Mode of Negative Impedance Converters with Current Inversion Investigating the Bistable Mode of Negative Impedance Converters with Current Inversion Deborah Chung's "Apparent Negative Resistance" considers the greatest misconception in the area of the negative resistance phenomena

Uncompleted circuit stories
Why Creative Persons are Unhappy (why "normal" people treat creative persons badly) Reinventing a Full-Wave Bridge Rectifier (by exploiting the powerful bridge idea)   How do We Compensate the Diode Forward Voltage Drop? (introducing the passive compensation idea)  Can a "Diode" Current Mirror Exist? (trying to build a current mirror with a diode current-setting part)   How do We Build the Simplest Transistor Amplifier? (common-emitter amplifying stage)   How to Make the Simplest Transistor Amplifier Bipolar (the famous biasing idea presented as a voltage shifting)   How to Make an Analog Transistor Behave as a Digital One (building a transistor switch)   Building an Emitter Follower (in sequence non-electrical > electrical > transistor follower)   Building a Transistor "Zener Diode" (making voltage-stable elements by applying a parallel negative feedback)   Building a BJT Current Mirror (by applying a parallel negative feedback to the current-setting part)  <group 67b> Building an Op-amp Follower (in sequence non-electrical > electrical <talk> <group 65a> <group 66a> <group 67a> Building a Parallel NFB Inverter (overcoming the common ground problem by a parallel voltage summer) <talk> <group 65a> How Does an Active Follower Behave when Disturbed? (negative feedback systems overcome disturbances) <talk> <group 64b> <group 66a> How Can an Attenuation Cause an Amplification? (non-inverting amplifier) <talk> <group 65a> <group 66a> <group 67a> Creating Odd Circuits "without Input" (putting various resistive sensors in the feedback loop) <group 65b> <group 68b> Formulating "Golden Rules" for Using Disturbances Put into the Feedback Loop <group 65b> <group 68b> What Is the Great Idea behind Virtual Ground Phenomenon?  How to Make Perfect Components (an ideal diode, transistor, capacitor, "superconductor", etc.) <talk> <group 68b> How to Make a Perfect Op-amp RC-integrator (obtaining an infinite capacitance) How Do We Swap Circuit Inputs and Outputs? (revealing the philosophy of the phenomenon) How to Transmute an Emitter Follower into an NFB Current Source (reinventing the famous circuit) <talk> <group 68b> Revealing the Secrets of 741 Op-amp Input Stabilization System <talk> Misleading the Op-amp of a Negative Feedback Circuit (introducing the positive feedback phenomenon) <talk> <group 64a> Converting the Op-amp Non-Inverting Amplifier into an Op-amp Inverting Schmitt Trigger <talk> <group 68a> Endowing a Transistor Switch with Memory (shows how to make a flip-flop) <talk> <group 67b> How to Compensate Resistive Losses by a Parallel Connected Negative Resistor (reinventing the famous NIC) Reinventing the Famous Deboo Integrator (shows the evolution of a passive RC circuit into a perfect active one) Investigating the Bistable Mode of Negative Impedance Converters with Current Inversion Demystifying gyrator circuits Relaxation versus LC Oscillators (comparison between the two kinds of creating oscillations) Ring oscillators: yet another way of creating oscillations Common Circuit Questions (a list of questions, for which we need answers to understand, improve and invent circuits)

/Op-amp Inverting RC Integrator/ reveals the secret of the legendary circuit

Table of contents
(contains a total of 184 titles of circuit stories)

ORGANIZING THE BOOK
 * Philosophy behind the Book (relying on human intuition, imagination and fantasy)
 * How to Contribute to This Book (motivate, inspire and induce creativity in readers)
 * How to Create a Circuit Story for this Book (showing the circuit evolution by building and reinventing the circuit)
 * Involving Students from TU Sofia in Circuit Idea (a teacher's story):
 * 2008: Group 64a • Group 65a • Group 66a • Group 67a • Group 68a (carrying out laboratory exercises during every even week)
 * 2008: Group 64b • Group 65b • Group 66b • Group 67b • Group 68b (carrying out laboratory exercises during every odd week)
 * 2010: Group 57a (building step-by-step a LED zero indicator)

CREATING A CIRCUIT METHODOLOGY

Revealing Circuit Ideas
 * Why Circuit Ideas are Hidden (why inventors, authors, lecturers, professionals and producers hide circuit ideas)
 * How to Hide Circuit Ideas ("useful" tips for beginning "idea hiders":)
 * How to Kill Circuit Ideas ("useful" tips for beginning "idea killers":)
 * Why Formulas Cannot Explain Circuits (formulas hide circuit structure and causality)
 * How to Understand Circuits (analyzing the circuit structure, exploring the circuit operation and revealing the circuit idea)
 * How to Present Circuits (introducing the circuit idea, building the circuit configuration and demonstrating the circuit operation)
 * How to Invent Circuits (introducing the problem, looking for an idea, applying the idea, experimenting with the circuit and generalizing the results)
 * The Secret of Invention (a series of seven articles about how to invent)
 * Try to invent! (the first article in which the reader is motivated to become an inventor)
 * Where to Start (setting the problem and waiting for the solution)
 * In the Realm of Chance (stimulating the emergence of new ideas through the use of chance)
 * The Inventor's Tools (examining the set of tools used by the inventor when solving inventive problems)
 * Expanding the Toolbox (considered more "tools" used by inventors in solving creative tasks)
 * Crystallization of the Idea (examined the moment immediately after the emergence of the new idea)
 * How to Derive Basic Circuit Principles (provides insight into the tools with which to derive general principles from specific electronic circuits)

Heuristic Tools
 * Using Mental Techniques to Manipulate Circuits
 * Reinventing Circuits (to show the circuit evolution)
 * Building Circuits (to construct more complex circuits by simpler building blocks)
 * Using Analogies to Understand Circuits (scrutinizing famous pneumatic, hydraulic, mechanic, thermal and other analogies)
 * Using Cause and Effect Relationships (seeing, introducing and changing the causality in circuits)
 * Combining and Varying Electrical Quantities (to invent various circuits)
 * Introducing Sensorimotor Activities (to "feel" circuits)
 * Functional Viewpoint (to generalize circuit ideas)
 * Various Points of View (to generalize the notion about circuits)
 * Putting yourself in the place of the device under study (to "feel" it)

 * Visualizing Invisible Electric Attributes
 * How to Visualize Voltages in Circuits (by voltage bars with proportional height)
 * How to Visualize Voltages inside Resistors (by a voltage diagram)
 * How to Visualize Currents in Circuits (by current loops with proportional thickness)
 * How to Visualize Operating Point (by superimposed IV curves)

 * Carrying Out Unusual Experiments
 * Carrying Out Imaginary Experiments (on a whiteboard, mental, etc.)
 * Carrying Out "Man-Controlled" Experiments (a man acting as a transistor, op-amp, etc.)
 * Why Old-Fashioned Meters Are Better than VOM for Educational Purposes (needle versus digit)
 * Slow the Process Speed to Observe the Circuit Phenomena (using an integrator instead op-amp)
 * "Live" Analogies (a computer simulated analogy synchronized with a real circuit arrangement)

 * Carrying Out Simulating Experiments

 * In the world of simulations (meeting CircuitLab) NEW
 * My CircuitLab bag of tricks (a set of various simulating techniques) NEW

 * Collaborating with artificial intelligence
 * Talking with Gemini (how to collaborate with Gemini AI, a personal story) NEW

Creative Thinking Techniques
 * How to Induce Creativity (collection of creative thinking techniques)
 * How to Extract Ideas from Our Mind's Eye and Record Them (practical tips about idea recording techniques) NEW
 * How Famous Circuit Inventors were Thinking when Inventing
 * Why Creative Persons are Unhappy (why "normal" people treat creative persons badly)

REVEALING CIRCUIT IDEAS
 * Building the Simplest Electric Circuit (introducing the electrical phenomenon by non-electrical means)

Transforming Energy by Passive Circuits

 * Making Resistors Convert

 * Voltage Causes Current
 * What is a Voltage Source? (unusual negative feedback viewpoint at the classical voltage source)
 * Passive Voltage-to-Current Converter (extracted from the famous voltage-supplied Ohm's circuit)
 * Passive Voltage-to-Current Converter (Circuit Fantasia story)
 * Passive Resistance-to-Current Converter (varying resistance as an input variable)
 * Passive Voltage-by-Current Divider (varying both voltage and resistance as input variables)

 * Current Causes Voltage
 * What is a Current Source? (unusual negative feedback viewpoint at the classical current source)
 * Passive Current-to-Voltage Converter (using a current-supplied Ohm's circuit)
 * Building Current-to-Voltage Summer (applying Kirchhoff's Current Law)
 * Passive Resistance-to-Voltage Converter (varying resistance as an input variable)
 * Passive Current-by-Resistance Multiplier (varying both current and resistance as input variables)

 * Voltage Causes Voltage
 * Building a Voltage Divider (using V-to-I and I-to-V converter)
 * Walking along the Resistive Film ("inventing" various resistive circuits by reproducing the famous Ohm's experiment)
 * Discerning Typical Voltage Divider Applications (hair dryer, etc.)
 * Building a Wheatstone Bridge (assembling the circuit by two voltage dividers)
 * Deriving a Series Voltage Summer from Kirchhoff's Voltage Law
 * Building a Parallel Voltage Summer (using V-to-I converters, an I-summer and an I-to-V converter)
 * Presenting the Circuit by a First Class Lever Analogy (Give me the place to stand, and I shall move the earth)
 * Exploring the Circuit by a Voltage Diagram ("inventing" the circuit by reproducing the famous Ohm's experiment)
 * Exploring the Circuit by Superimposed IV Curves (introducing an operating point concept)
 * Considering a Multiple Input Voltage Summer (mechanical analogies, calculating considerations)

 * Endowing Circuits with Feeling of Time
 * Accumulating Potential Energy into a Capacitor
 * How Does a Capacitor Behave? (an intuitive explanation)
 * Does the Current Flow through a Capacitor? (or, "Can a man pass through a wall"?:)
 * Does the current flow through a capacitor, and if so, why? (ResearchGate question)
 * Making a Capacitor Integrate (building a resistive-capacitive integrator)
 * Deadening Voltage Variations by a Capacitor (How does a bypassing capacitor act?)
 * Is a Capacitor a Voltage Source? (comparison with a "real" voltage source)

 * Making a Capacitor Differentiate (building an "incorrect" capacitive and a "correct" capacitive-resistive differentiator)
 * Shifting Voltage Variations by Capacitors (How does coupling capacitor act?)
 * How Do We Obtain a Negative Voltage by a Positive Voltage Source? (building a split supply giving +12V and -12V in a car)

 * How Does a Capacitor "Resist" AC Voltage? (What is a capacitive reactance?)
 * Why the Current through a Capacitor Leads the Voltage across It by 90°? (an intuitive explanation)
 * Why There Is a Varying Phase Shift between the Voltages in an RC circuit? (an intuitive explanation)

 * Accumulating Kinetic Energy into an Inductor
 * How Does an Inductor Behave? (an intuitive explanation)

 * Making an Inductor Integrate (building an inductive-resistive integrator)
 * Deadening Current Variations by an Inductor
 * Is an Inductor a Current Source? (comparison with a "real" current source)
 * Making an Inductor Differentiate (building an "incorrect" inductive and "correct" resistive-inductive differentiator)
 * How Do We Obtain a Higher Voltage by Using a Self-induced EMF in a Coil (building a simple DC-DC converter)

 * How Does an Inductor "Resist" AC Current? (What is an inductive reactance?)
 * Why the Voltage across an Inductor Leads the Current through It by 90°? (an intuitive explanation)
 * Why There Is a Varying Phase Shift between the Voltages in an RL circuit? (an intuitive explanation)

 * Interchanging Energy between Accumulating Elements
 * Transferring Energy between Homogeneous Accumulating Elements
 * Discharging a Capacitor through a Capacitor (a conflict between "incorrect" connected voltage sources)
 * Discharging an Inductor through an Inductor (a conflict between "incorrect" connected current sources)
 * Interchanging Energy between Heterogeneous Accumulating Elements
 * How do We Create Sinusoidal Oscillations? (creating a philosophy of the phenomenon)
 * Building an LC tank (implementing the philosophy into an electrical circuit)
 * Interacting with LC tank
 * Connecting a Current Source in Parallel (an intuitive explanation of parallel resonance phenomenon)
 * Connecting a Voltage Source in Series (an intuitive explanation of series resonance phenomenon)

 * Making the Resistor Time-dependent
 * What a Memristor Is (revealing the secret of memristor)

 * Dynamizing Static Circuits
 * Diode Acting as a Switching Element
 * Reinventing a Full-Wave Bridge Rectifier (by exploiting the powerful bridge idea) <talk> <group 64a>
 * "Inventing" a Series Diode Limiter (by connecting an ideal input voltage source in parallel to a real reference one)
 * "Inventing" a Shunt Diode Limiter (by connecting an ideal reference voltage source in parallel to a real input one)
 * Revealing the secret of diode AND logic gate
 * Diode "OR" Circuits (blocking diodes, a reverse-polarity protector)

 * Using a Diode as a Voltage-Stable Element
 * What Does a (Zener) Diode Do in a Voltage Stabilizer? (giving an intuitive notion of a voltage-stable element)
 * What Does a Diode Do in a Voltage Shifter? (diode biasing circuits)
 * What Happens if We Connect in Parallel Two Different LEDs? (how do two constant-voltage element interact?)
 * How do We Compensate the Diode Forward Voltage Drop? (introducing the passive compensation idea) <talk>
 * Reinventing a Bipolar Diode Switch (similar to a bridge rectifier)

 * Diode Acting as a Functional Element
 * Logarithmic Diode Converter (a diode acting as a non-linear current-to-voltage converter)
 * Antilogarithmic Diode Converter (a diode acting as a non-linear voltage-to-current converter)

 * Current-Stable Circuits
 * How to Make the Simplest Transistor Current Source (a bare transistor with steady input voltage) <talk> <group 65b>
 * Can a "Diode" Current Mirror Exist? (trying to build a current mirror with a diode current-setting part) <talk> <group 66b>

Controlling Energy by Active Circuits
 * Revealing the Secret of Amplification (there is no amplification; there is only regulation)
 * How do We Build the Simplest Transistor Amplifier? (common-emitter amplifying stage) <talk> <group 65a>
 * Reinventing the Common-Source Amplifier (NMOS common-source amplifier stage)
 * How to Make the Simplest Transistor Amplifier Bipolar (the famous biasing idea presented as a voltage shifting) <talk> <group 66a>
 * How to Make an Analog Transistor Behave as a Digital One (building a transistor switch) <talk> <group 68a>

Endowing Active Circuits with Negative Feedback
 * Introducing the Active Copying Phenomenon (extracting the negative feedback great idea from human routine)
 * Applying a Series Negative Feedback (using a series voltage summer as a subtractor)
 * Building an Emitter Follower (in sequence non-electrical > electrical > transistor follower) <talk> <group 67a>
 * Building an Op-amp Follower (in sequence non-electrical > electrical <talk> <group 65a> <group 66a> <group 67a>
 * Applying a Parallel Negative Feedback (using a parallel voltage summer as a subtractor)
 * Building a Parallel NFB Inverter (overcoming the common ground problem by a parallel voltage summer) <talk> <group 65a>
 * Building a Transistor "Zener Diode" (by applying a parallel negative feedback) <talk> <group 64b>
 * Building a BJT Current Mirror (by applying a parallel negative feedback to the current-setting part) <talk> <group 67b>

 * Investigating NFB Circuits under Disturbances
 * How Does an Active Follower Behave when Disturbed? (negative feedback systems overcome disturbances) <talk> <group 64b>

 * Gaining an Amplification by an Attenuation
 * How Can an Attenuation Cause an Amplification? (non-inverting amplifier) <talk> <group 65a> <group 66a> <group 67a>
 * Can we make an attenuator act as an amplifier? (ResearchGate question)
 * Converting an Op-amp Inverter into an Op-amp Inverting Amplifier (overcomming the common ground problem)

 * Using a Varying Disturbance as an Input Quantity
 * Creating Odd Circuits "without Input" (putting various resistive sensors in the feedback loop) <group 65b> <group 68b>
 * Formulating "Golden Rules" for Using Disturbances Put into the Feedback Loop <group 65b> <group 68b>

 * Making Negative Feedback Circuits Interact
 * Causing Conflicts Between Voltage Sources
 * An Unusual Look at the Classic Common-Base Amplifier (presenting the circuit as an output-disturbed emitter follower)
 * Creating Emitter-Coupled Circuits (by provoking a conflict between two voltage sources)
 * Revealing the Truth about ECL Circuits <talk>
 * Reinventing the Transistor Differential Amplifier (by provoking a dramatic conflict between two input voltage sources)
 * Revealing the Conflict in the Op-amp Instrumentation amplifier (two voltage followers fight each other)

 * Causing Conflicts Between Current Sources
 * Obtaining a High Gain by a Current Conflict (reinventing the amplifier with dynamic load)
 * Obtaining an Extremely High Gain by a Dramatic Current Conflict (reinventing the amplifier with current mirror)

 * Making Circuits Help Mutually
 * A Current Source Helps a Voltage One (revealing the secret of amplifiers with emitter current source)
 * A Voltage Source Helps a Current One (disclosing the secret of mystic cascode circuits)

 * Transforming Imperfect Passive Circuits into Better Transistor Ones
 * What is the idea of the Miller theorem? (Wikipedia page)
 * Reinventing the Famous Miller Integrator (increasing capacitance)
 * Revealing the Secret of a Staircase Light Timer (showing a typical Transistor Miller Integrator Application)

 * Transforming Imperfect Passive Circuits into Perfect Op-amp Ones
 * What Is the Great Idea behind Virtual Ground Phenomenon?
 * How Do We Transform Imperfect Passive Circuits into Perfect Op-amp Inverting Circuits? (a philosophy)
 * How to Transmute the Passive Voltage-to-Current Converter into an Op-amp Inverting One (making zero resistance)
 * ..............................................Ammeter......................................................................... (...........zero resistance)
 * How to Transmute the Passive Current-to-Voltage Converter into an Op-amp Inverting One (making a zero resistance)
 * Presenting the Op-amp Inverting Current-to-Voltage Converter in a More Attractive Manner
 * ..............................................Voltage Divider into .............. an Op-amp Inverting Amplifier (...........zero resistance)
 * ..............................................Parallel Voltage Summer.................................................. (...........zero resistance)
 * How to Simplify the Design of the Mixed Op-amp Voltage Summer (after an EDN's article)
 * How to Make a Perfect Op-amp RC-integrator (obtaining an infinite capacitance) <talk> <group 67a>
 * ..............................................CR-differentiator............................................................... (...........zero resistance)
 * ..............................................Logarithmic Converter....................................................... (...........ideal diode)
 * How to Make Perfect Components (an ideal diode, transistor, capacitor, "superconductor", etc.) <talk> <group 68b>

 * Reversing Circuit Causalities by Applying a Negative Feedback
 * How Do We Swap Circuit Inputs and Outputs? (revealing the philosophy of the phenomenon)
 * How to Convert the Passive Voltage Divider into an Op-amp Non-inverting Amplifier (another viewpoint at non-inverting amplifier)
 * How to Transmute an Emitter Follower into an NFB Current Source (reinventing the famous circuit) <talk> <group 68b>
 * How to Transmute a Current-to-Voltage Converter into an Op-amp Voltage-to-Current Converter (NFB op-amp current source)
 * How to Reverse Current Direction (revealing the truth about basic current mirror)
 * How the Wilson current mirror equalizes the currents (the first viewpoint at the legendary circuit)
 * How the Wilson current mirror keeps up a constant output current (the second viewpoint at the legendary circuit)

 * Subtracting Input Quantities
 * Op-amp Differential Amplifier (merging the inverting and non-inverting circuits)
 * Presenting the Circuit by Lever Analogies (combining an one-input and a two-input second class lever analogy)
 * Op-amp Fully Differential Amplifier (merging two inverting circuit)
 * Understanding Integrated Fully Differential Amplifier (scrutinizing the internal circuit structure)
 * Presenting the Basic FDA Circuit by Lever Analogies (combining two-input second class lever analogies)

Endowing Active Circuits with Positive Feedback
 * Misleading the Op-amp of a Negative Feedback Circuit (introducing the positive feedback phenomenon) <talk> <group 64a>

 * Endowing Circuits with Hysteresis
 * How do We Create a Hysteresis? (revealing the philosophy of the great phenomenon)
 * Reinventing Transistor Schmitt Trigger
 * Revealing the Secret of an Electronic Toaster (showing a typical Schmitt Trigger Application)
 * Converting a Transistor Schmitt Trigger into a Flip-Flop Circuit
 * Endowing a Transistor Switch with Memory (shows how to make a flip-flop) <talk> <group 67b>
 * Converting the Op-amp Non-Inverting Amplifier into an Op-amp Inverting Schmitt Trigger <talk> <group 68a>
 * Converting an Op-amp Inverting Amplifier into an Op-amp Non-Inverting Schmitt Trigger

 * Creating Relaxation Oscillations
 * How to Make the Voltage across a Capacitor Wiggle (creating a philosophy by comparing with the LC phenomenon)
 * Building Simple Relaxation Oscillators (by using neon lamps and other devices having hysteresis)
 * Building an Op-amp Functional Oscillator (by using an integrator and an op-amp comparator with hysteresis)
 * Building the Famous Timer 555

 * Sustaining Sinusoidal Oscillations in Electronic Circuits
 * How to Help an LC Tank (revealing the general idea behind LC electronic oscillators)
 * Armstrong's Idea
 * Hartley's Idea
 * Colpitts's Idea
 * How to Make an RC Circuit Produce a Sinusoidal Oscillation (revealing the general idea behind RC electronic oscillators)
 * Comparison between Oscillators (comparison between relaxation, LC and RC oscillators) <talk>

 * Sustaining square-wave oscillations in electronic circuits
 * Ring oscillators: yet another way of creating oscillations

 * Putting in Practice the Munchhausen's Bootstrapping Idea
 * How do We Create an Infinite Input Resistance? (revealing the idea behind a bootstrapped amplifier)
 * How do We Create an Infinite Output Resistance? (revealing the idea behind a bootstrapped current source)
 * Reinventing the Improved Howland Current Source (by using the output bootstrapping idea)

 * Making "Positive" Resistance Negative
 * Negative Resistance is based on an old Wikipedia revision
 * Negative Differential Resistance is based on an old Wikipedia revision

 * Creating a circuit with negative differential resistance is based on an answer to an SE EE question NEW
 * Revealing the Mystery of Negative Resistance (Impedance) is a general story about the mystic phenomenon
 * How to make an element with true negative resistance? is based on an answer to an SE EE question NEW
 * Negative Impedance Converter reveals the secret of the mystic 3-resistor circuit
 * How do We Create Dynamic Resistance?
 * How do We Make Decreased, Zero and Negative Resistance?
 * How to Compensate Resistive Losses by a Series Connected Negative Resistor (reinventing the famous NIC)
 * Investigating the Linear Mode of Negative Impedance Converters with Voltage Inversion
 * Investigating the Linear Mode of Negative Impedance Converters with Current Inversion
 * Investigating the Bistable Mode of Negative Impedance Converters with Current Inversion
 * How do We Make Increased, Infinite and Negative Resistance?
 * How to Compensate Resistive Losses by a Parallel Connected Negative Resistor (reinventing again the famous NIC) <talk>
 * Reinventing the Famous Howland Current Source (a negative resistance "neutralizes" a positive one) <talk>
 * Reinventing the Famous Deboo Integrator (comparison between Miller and Deboo integrator) <talk>
 * Demystifying gyrator circuits
 * Deborah Chung's "Apparent Negative Resistance (a story about the great scientific misconception in negative resistance area)

Revealing the Secret of Mixed (Analog & Digital) Circuits
 * Making Digital Quantities Analog
 * Revealing the Philosophy of the Digital-to-Analog Conversion (materializing an abstract digital code)
 * Building a Simple Digital-to-Analog Convertor (based on a parallel voltage summer with binary-weghted input resistors)
 * Building an R-2R Ladder DAC (based on an op-amp inverting current summer with an input R-2R ladder)
 * Using a DAC as a Digital-to-Analog Convertor (applying a constant reference voltage and a varying input code)
 * Using a DAC as a Digital-Controlled Amplifier (a varying "reference" voltage and a constant digital code)
 * Using a DAC as a Digital-by-Analog Multiplier (a varying input voltage and a varying digital code)

 * Making Analog Quantities Digital
 * Revealing the Philosophy of the Analog-to-Digital Conversion (using a negative feedback viewpoint)
 * Building an Analog-to-Digital Convertor (by a DAC and a comparator)
 * Using an ADC as an Analog-to-Digital Convertor (applying a constant reference voltage and a varying input voltage)
 * Using an ADC as an Analog-by-Analog Divider (a varying "reference" voltage and a varying input voltage)
 * Using an ADC as a Digital Sample & Hold Circuit ("freezing" the DAC)

COLLECTIONS

 * Circuit Principles (a collection of basic circuit ideas derived from the specific circuit solutions)
 * Circuit Building Schemes (a short collection of circuit building "formulas")
 * Circuit Paradoxes (odd, absurd and mystic circuit phenomena)
 * Circuit Contradictions
 * Common Circuit Questions (for which we need answers to understand, improve and invent circuits)
 * Specific Circuit Questions about basic circuits

Resources
 * Wikimedia Resources
 * External web resources

<<< top - discussion - new story - philosophy - contribution- book stage >>>

Sähköpiiri

title: Circuit Idea


text:
Wikibooks talk:Blocking policy

While a past discussion resulted in the rejection of Blocking guideline, nearly all other projects have some sort of guideline/policy. We could at least get some information down on why blocks are made, how to resolve unblocking, etc. Like most of our policies this can be vague enough such that it doesn't tie administrators' hands. -- Adrignola talk contribs 05:03, 8 December 2009 (UTC)

A few changes made
— Mike.lifeguard | talk 15:29, 8 December 2009 (UTC)
 * Grammar, spelling, and stylistic changes.
 * Removed the adjective "persistently" from disruption reasons for blocking. This doesn't reflect reality and opens the door to wikilawyering.
 * "Unblock to reblock" is no longer necessary, you can alter block settings without unblocking.
 * You must not use autoblock when blocking malfunctioning bots.
 * Removed mention of enwiki's unblock-en-l mailing list
 * Used language from Template:Checkuserblock - they must not be altered without consultation.

A few changes to be made
— Mike.lifeguard | talk 15:39, 8 December 2009 (UTC)
 * I think this should be a guideline, not a policy. This would reduce the space users may wikilawyer in.
 * The section "Recording in the block log after username change" mischaracterizes RTV. The section should point to the page on Meta, rather than duplicating content (badly).
 * The conflict of interest section(s) are too strict. This is a small wiki, and everyone knows everyone (more or less). Requiring an uninvolved administrator at every turn would effectively stop any administrative action from being taken. The real standard must be whether the action is correct, not who did it. The section should make this clear.
 * The section "Dealing with off-wiki block requests" is also too restrictive, and singles out IRC when there are a multitude of off-wiki discussion forums (Skype or other IM, Facebook or other social networking sites, mailing list, private email, phone, in-person...). Again here, the standard must be whether the block is correct, not how it happened to be discussed. Mentions that "IRC != consensus" belong at WB:IRC, not in the blocking policy. The section should simply be removed.
 * Removed section on off-wiki requests. Removed defined block period reference to leave it to discretion of blocking admin.  Removed section on conflicts of interest.  I'm not familiar enough with RTV to know what needs to stay on the page.  As to guideline/policy, I have no position on that but put the new revision here to avoid overwriting the version linked above that failed to reach consensus. -- Adrignola talk contribs 17:03, 8 December 2009 (UTC)

 * The last proposal was voted as a guideline because it was extremely simplified (lots of exceptional situations were expected), this new proposal seems very complete. It also resolves some of the terminology issues the previous proposal had.
 * A point that wasn't made clear in the previous discussion is that this policy is not especially important to the users that will be discussing it. But it will be extremely important to the normal Wikibookian that may eventually be target to a block. I think that this is the basis for the references to the problem of using this text for wikilawyering, there is an understandably resistance in one minority but extremely vocal group (admins) to see their actions restricted (or strictly defined) as this will increase the level of effort and difficulty to execute them, even if in this case the result can only be positive. Even in extreme circumstances, our objective shouldn't be the exclusion of people.
 * As for the edits I noticed that in the Disruption section the word "persistent" was removed this creates an inconsistency on the text as in general it points to repeated occurrences... --Panic (talk) 18:26, 8 December 2009 (UTC)

 * Made some changes to Block reviews section to conform to what was discussed in the past as reasonable. Admins should, if possible, be first informed of any changes to blocks they made (this avoids errors and reduces confusion). I also made the possible discussion more public, as there is no special reason that it should take place on the Administrative Assistance room (it should be made visible to the general community so all can participate), otherwise some level of more general announcement would be necessary (and included on the text). --Panic (talk) 20:25, 8 December 2009 (UTC)

 * I don't agree that the "The conflict of interest section" was particular problematic (probably could have been better worded). But I'm certain that the reason Mike provided for the removal is not completely aplicable since as I said above the text establishes relations between few-to-many.  In any case and because of the type of relation, that restriction is made redundant, as admins are expected to know better (IIRC this is in some form already covered on the policy defining administrators), and the text makes it so that any review is not performed by the blocking admin. A better approach to the previous practice, that on our community level of activity permits quicker reactions, as I think was part of the point Mike raised...  --Panic (talk) 20:53, 8 December 2009 (UTC)

Blocking for sock puppetry
Not all sock puppetry is unacceptable. Please improve policies of blocking users. 83.8.204.86 (discuss) 11:14, 8 February 2019 (UTC)
 * Any exceptions re sock puppetry are very rare and should not be an occasion for rule bloat. --Pi zero (discuss • contribs) 12:02, 8 February 2019 (UTC)

title: Wikibooks talk:Blocking policy


text:
User talk:Ajm1205

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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Good luck! and thanks for any help you can provide on the C++ Programming book. --Panic 18:09, 6 May 2007 (UTC)

title: User talk:Ajm1205


text:
A-level Chemistry/OCR (Salters)/Alcohols

Alkan-1-ols
* water is not an alcohol, but is included in this table to show how alcohols can be considered as being derived from water by replacing a hydrogen atom with an alkyl group


text:
Cookbook talk:Low-Calorie Diet

"ss?"
What in the world is an "ss" (appears as abbrev. in recipe)? I've looked all over, and can't figure it out. ____ spoons? Jessicapierce 20:59, 6 May 2007 (UTC)

 * I left this until I could do a bit of a search. I came up with this marvellous website, which has lots of arcane and obscure units of measurement.
 * When ss appears next to another measurement, it means half (Latin semis), and is used in old apothecary recipes (medicines and tonics). Not this one, then!
 * Likely candidate is saltspoon, which is ¼ of a teaspoon, about 1.2 mL. Webaware talk 23:57, 10 May 2007 (UTC)

Sources Needed
This page contains some significant dietary claims, and it references studies but does not cite them. These need to be reviewed and have citations added to make sure they are factual and helpful. Nostriker (discuss • contribs) 14:37, 19 December 2021 (UTC)

title: Cookbook talk:Low-Calorie Diet


text:
Cookbook talk:Separate

already covered
This content is already covered at separating eggs. The verb "separate" doesn't always refer to eggs, so this title seems a bit weird to me. Jessicapierce 21:01, 6 May 2007 (UTC)
 * Note that "separating eggs" is a redirect to this page: see Special:Whatlinkshere/Cookbook:Separate. Webaware talk 23:29, 6 May 2007 (UTC)

merge
Just merge it.

title: Cookbook talk:Separate


text:
User talk:69.253.174.181

Regarding edits made during May 6 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 22:45, 6 May 2007 (UTC)

title: User talk:69.253.174.181


text:
User:SB Johnny/Sandbox 2

Outreach project
One of the greatest things about Wikibooks is that our textbooks can contain the sorts of thing you "can't learn from a textbook". I think this could be especially true about "trades", as opposed to the more academic fields. So I'm interested in what people think about constructing invitation letters that Wikibookians could hand off to people they encounter in day-to-day living. There's a right way and a wrong way to do just about everything, including: trash collection, rebuilding a transmission, fixing a leaky roof, repairing guard rails, sexing chickens, dredging ports, etc.

On our part, we'd need to make some efforts at making the bookshelves user-friendly, and perhaps even have a separate "entry page" for these contributors (this might also help the Main Page debackle too). I'd also strongly argue that the "How-tos" category and bookshelf be abolished, and replaced with "Trades and Vocations", "Hobbies and Avocations", and "Life Skills and Self-Help". As a tradesman myself, I think I might speak for more than a few who would feel that classifying trades and vocations with "how-tos" (side by side with "Shaving" and "How to Tie a Tie") is rather insulting and dismissive of our fields of specialty.

User:Bastique (one of our faithful stewards) has been "talking us up" on both IRC and various lists and projects as well, and is particularly interested in "recruiting" retirees through a partnership with the AARP. Regardless of whether this is successful, it does make me think about perhaps getting in touch with labor unions and trade associations, government agencies such as agricultural extension services, museums and schools, and even web forums, mailing lists, religious institutions, or local clubs.

For AARP contributors in particular, we might even set up a new css "skin", based on monobook but with larger fonts for the edit window in particular (I personally wouldn't mind a larger font either... as much as I like the "unix-terminal" quality of the edit window, it's really not very user friendly for those with older eyes!), but also for image captions and even the main text of modules. Coming up with a more helpful "Help:" namespace would go very far too.

Within Wikimedia, 2 of our "sisters" are quite interested in us. Wikiversity's experimental style has in at least a couple cases led to the creation of very good book stubs, and their learning projects should ideally use our textbooks for reading material. Commons of course serves all projects, but the difference between the needs of Wikibooks projects and those of the Wikipedias has been a topic of many discussions lately.

As far as our relations with en.Wikiversity goes, I think we only need to ask for import to be enabled, so that we can copy over textbook-like learning projects and hope that the Wikibooks versions will continue to grow. For the commoners (commonists, commonsians, etc.), organizing "illustration projects" could both generate more interest and give image contributors a better idea of what kinds of images we need (Wikijunior, in particular, needs very different genres than does Wikipedia).

Last but not least, we need to attract Wikipedians. They know how to edit, and we might be able to identify those who are experts. Wikipedia is spotty and patchy, but there are subjects where it's very well developed because people with expertise have contributed. The problem is, no-one is an expert on everything, and the expert eventually runs out of new things to write and/or gets frustrated with the wikipedian problems of vandals, spammers, POV-pushers, and trolls.

On that, I think we've got a strong "selling point". Over the past 6 months or so, vandalism and spamming has been rather tightly controlled here thanks in large part to two of our most active administrators. We're not as strong on POV-pushing and trolling, but an influx of "angry Wikipedians" might tip the balance there. For the Wikipedians we also need to provide clear guidelines on "maintenance tasks" such as categorizing, RC patrolling, orphan pages, etc.

title: User:SB Johnny/Sandbox 2


text:
User:AnthonyBaldwin

Rev. Dr. Anthony Baldwin, B.A., D. Div., tradutor americano, CEO de Baldwin Linguas.

title: User:AnthonyBaldwin


text:
User talk:AnthonyBaldwin

Hello, and welcome to Wikibooks!

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

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

Good luck! Mattb112885 (talk) 03:05, 7 May 2007 (UTC)

title: User talk:AnthonyBaldwin


text:
User talk:Ashley beauchamp~enwikibooks

Hello, and welcome to Wikibooks!

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

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

Good luck! Mattb112885 (talk) 03:06, 7 May 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 Ashley beauchamp. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ashley beauchamp~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 23:00, 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) 04:35, 19 April 2015 (UTC)

title: User talk:Ashley beauchamp~enwikibooks


text:
User talk:SeanMD80

Hello, and welcome to Wikibooks!

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

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

Good luck! Mattb112885 (talk) 03:07, 7 May 2007 (UTC)

title: User talk:SeanMD80


text:
User talk:Steffenk

Hello, and welcome to Wikibooks!

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

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

Good luck! Mattb112885 (talk) 03:08, 7 May 2007 (UTC)

title: User talk:Steffenk


text:
Spanish/Lessons/pronouns

1. Subject pronouns:

English / Español

I / Yo You (singular familiar) / Tu You (singular, formal) / Usted You (plural) / Ustedes You (singular, formal, literary usage) / Vos You (plurar, formal, literary usage) / Vosotros He / Él She / Ella They (female) / Ellas They (male) / Ellos We / Nosotros 2. Object pronouns: Me / me You (singular familiar) / ti You (singular, formal) / le You (plural) / les You (singular, formal, literary usage) / os You (plurar, formal, literary usage) / os He / le, lo She / le, la They (female) / las They (male) / los We / nos

other resources
Wikipedia EN article on Spanish pronouns. (much more complete information here)

title: Spanish/Lessons/pronouns


text:
Wikijunior:Alphabet

This book is a project within Wikijunior, produced at the Pre-Reading level. This book is intended to be read by parent/guardian or teachers to a child so that they can become familiar with the letters of the alphabet and the sounds that letters make. Note that the sounds of the alphabet may be a little different from their original pronunciations in English Language and much attention should be paid on that by both guardian/parents and teachers when teaching learners. This will enable effective understanding by the learners...

The Alphabet

TransMilenio Estacion A Caracas.svg TransMilenio Estacion B Autonorte.svg TransMilenio Estacion C Suba.svg

— /A/ /B/  /C/  /D/  /E/  /F/  /G/  /H/  /I/  /J/  /K/  /L/  /M/  /N/  /O/  /P/  /Q/  /R/  /S/  /T/  /U/  /V/  /W/  /X/  /Y/  /Z/ —

ar:ويكي الأطفال:الحروف الأبجدية fr:Wikijunior:Alphabet ספר אלף בית hi:विकिकनिष्ठ:वर्णमाला mr:विकिकनिष्ठ:वर्णमाला tr:Vikiçocuk:Alfabe da:Wikijunior:Alphabat

title: Wikijunior:Alphabet


text:
Talk:Spanish/Lessons/pronouns

This lesson needs work. I just figure, for my students, whether ESL students, Spanish students, French students or Portuguese students, one of the first things I teach them is the pronouns. I´m too lazy to really post something professional at the moment. --AnthonyBaldwin 03:13, 7 May 2007 (UTC)

title: Talk:Spanish/Lessons/pronouns


text:
User talk:24.12.69.28

Regarding edits made during May 7 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 03:17, 7 May 2007 (UTC)

title: User talk:24.12.69.28