text:
Introduction to Philosophy/Anarchism

What is Anarchism?
Anarchism is a critique of the authority exercised by the state regardless of whether that state is a democracy, oligarchy, aristocracy. theocracy or dictatorship. Anarchism recognizes that the state exists for the benefit of its members but questions whether authority, regardless of form, should be violent, coercive, destructive, and unequal. It refers to a proposed state consisting of political relationships that would negate those aspects of authority that deny freedom and purpose to the individual's life. The anarchist tenet "my freedom ends when your freedom begins" defines political relationships as compromise. Anarchism is not a state free of laws but is a state with laws that allows no abuse of authority.

Anarchism has had a direct influence uponː

 * Leo Tolstoy whose On Anarchy proposes pacifism as the most meaningful direct action against the state.
 * William Godwin whose daughter Mary Shelley wrote the novel Frankenstein.
 * Gandhi who drew upon Tolstoy.
 * Martin Luther-King who drew upon the theories of non-violent opposition to the state proposed by Gandhi which had proved so effective against unjust rule.

The supranational nature of Anarchism is based on the assumption that authority has an inherent flaw which is independent of cultural factors. It is for this reason that institutions of the state are viewed with suspicion. Anarchism is universal and claims no superiority or cause since these are the spurious moral precepts given for war and conflict. The state is a body of people for which the state exists to serve. If the institutions of the state choose to favour one group over another and uses violence or coercion to maintain that power than the state is not a body of equals. The flaw in authority is inequality and this is the major theme of Anarchist criticism. How this inequality is maintained and the reason for its existence forms the core of Anarchist theory.

Authority exists in estate and state. Estate being the natural authority exercised for the needs of the family and the state an extension of that authority that allows families to live together in large beneficial communities. The early Anarchist theorists imagined that the dissolution of state institutions would arise when the estate of each family was secured. The criticism leveled by opponents of Anarchism is that the state is the only authority that can bind estates to the law and that the dissolution of the state is counter-productive for it is the only constitution capable of regulating competing estates to mutual benefit. The terms idealistic, utopian, dangerous, and unrealistic are often applied to early Anarchist theorists and not without justification. The ruins of once great cities point to material decline regardless of the reasons for their dissolution.

The early Anarchists, many of whom were witnesses to increasing industrialization and urbanization, could not help but be moved by the plight of the workers. At a time of rapid industrialization that drew the rural poor in their millions to urban centers is it any wonder that a rural ideal lingered in their minds especially with regards to the ownership of property of estate. Their pacifism was reinforced by the technological advances that increased the destructive power of arms aligning positive progressive industrialization with constant warfare.

That the feudal system was being dismantled everywhere modernity touched, not always to the benefit of the poor who exchanged rural tenancy for slum tenancy, only increased the Anarchist aversion to centralized urban State authority. This prompted the early Anarchists to call for a return to the land without tenancy. A panacea based on the land being held in common with no ownership or tenancy. An idea that could only arise when a large section of the population could still trace their original rural abode and one that presupposes that title and deed should have their origin in past occupation. The hereditary privilege that allowed vast estates to be held by one family to be abolished turning the tenant farmer into lord, or landlord if you wish, of his own domain.

In a post-modern world the idea of a return to rural life still holds the imagination but with a more realistic appraisal of the conditions that restrict such a return. Modern urban centers have improved beyond anything the early Anarchists envisaged especially in countries where the movement of rural people to urban centers is complete or near completion. Romantic notions of agricultural self-sufficiency still finds expression but no outlet in modern urban society. To completely live this way in an industrial urbanized society is to withdraw to the periphery. The altar, treasury and crown that the early Anarchists opposed have been transformed into different institutions. In a post-modern world the Anarchist critique of authority is now directed towards new institutions - the corporation, the bank, the elected government. Post-modern Anarchism is not a rural utopia that will arise from the destruction of modern society. Anarchism is a critique of authority in whichever period it exists and in whatever form it chooses to take.

This introduction has been written as an appraisal of historical Anarchism. A warning against the dogma of doctrine. There can be no heretics in Anarchism for doctrine is denied supremacy. The following chapter outlining the main Anarchist theories illustrate how varied the strains of Anarchism are - yet all admit of organization which despite claims to the contrary is the definition of state. The dissolution of the state has elements of a religious paradise, a promised land, the end of suffering. It must be borne in mind by the reader that the teaching of Evolutionary theory was and is still a contentious issue. At the time that Proudhon and others were writing there would have been a much stronger religious undercurrent of metaphysical tenets. The idea that society could be formed on the basis of innate justice has religious overtones for the innate is natural and forever present - the eternal and unchanging. Maybe it is time to guard against Anarchist dogma lest we find ourselves so enthralled by the revolutions of the past that we forget what sort of weapons we possess now. Let Anarchism have state and let authority be exerted without abuse.

Classic Expositions Of The State
Expositions of the state vary according to time or place but all treat of political relationships. Whether the author is Machiavelli or Aristotle, Marx or Plato, the analysis or proposals will always be concerned with political authority and how that political authority should be applied. The Republic by Plato still occupies a central place in expositions regarding the state. Plato was a member of the Athenian aristocracy and the Republic is the classic argument for an aristocratic state ruled by a military elite. This exposition has a high degree of pessimism about human nature and assigns political authority on that basis. Democracy is dismissed as aimless and the general population is considered to be enslaved by their own ignorance. Plato's condescending attitude towards those not of the type he praises seeps through the text. Plato, in common with most aristocratic thinkers, believes it is an aristocratic duty to exercise authority upon the citizens. Some of the policies Plato proposes are conservative to say the least. In Plato's Republic music will only admit of those musical modes that inspire conformity with licentious modes banned. The polis is to expel the poets for their power to move others for this is a danger to the state. Political power will belong to an elite called the Guardians who will be trained in combat and educated in philosophy. The ultimate authority to reside in the Philosopher King whose wisdom guides and protects all the members of the state without thought of personal gain.

The Athenian Constitution by Aristotle gives an account of the origins of the Athenian institutions. The Archons were one of the three institutions that formed the political authority of the ancient Athenian polis. The others being the King and Polemarch. We know from Aristotle that the magistracy of the Archons existed before the time of Draco the Law-giver. We derive the term draconian from the harshness of the Law Code set down by Draco which prescribed the death penalty for many crimes. Aristotle tells us that this code was repealed by Solon the Law-giver who made the Archons publicly swear on oath to uphold the freedoms of the Athenian citizen. The Athenian Constitution opens with Cylon, the Olympic winner of 640 BCE, who had tried to seize power and failed. His supporters had taken refuge in a sanctuary and were granted safe passage but were put to death by the Archon Megacles. Aristotle describes the situationː

"After this event there was contention for a long time between the upper classes and the populace. Not only was the constitution at this time oligarchical in every respect, but the poorer classes, men, women, and children, were the serfs of the rich. They were known as Pelatae and also as Hectemori, because they cultivated the lands of the rich at the rent thus indicated. The whole country was in the hands of a few persons, and if the tenants failed to pay their rent they were liable to be haled into slavery, and their children with them. All loans were secured upon the debtor's person, a custom which prevailed until the time of Solon, who was the first to appear as champion of the people. But the hardest and bitterest part of the constitution in the eyes of the masses was their state of serfdom. (Translation by Sir Frederic G. Kenyon 1891)"

Machiavelli was a diplomat for the state of Florentine and the driving force for the formation of the Florentine Militia. Machiavelli was a powerful man in Florentine politics yet ended his career under suspicion and in exile. The Prince was written during his exile and was dedicated to Lorenzo de Medici. Machiavelli views that the state is best when it has good laws and good arms and is defended by its own citizens. He recognizes only a republic or princedom as the forms of state that have existed. For the purpose of clarity the republic Machiavelli is describing is one where the citizens elect a sole ruler who has the duty of a prince though he may not be of royal or hereditary lineage. Though Machiavelli describes the conquests of other lands he states that unless the conqueror takes up permanent residence or establishes colonies it is only natural for the conquered to revert back to their previous constitution. The Prince is a manual for aristocratic rule of a local population. Machiavelli proposes that the French parliament under the King, as it was when he was writing, was an aristocratic institution in which the King disposed of the unpopular acts and tasks of ruling. The Nobles were used for the express purpose of maintaining order in the lower classes while maintaining the King's reputation. Machiavelli advises that if a prince can disarm the general population while retaining an armed force loyal to himself then his power will be secure though he points out that this is easier for hereditary rulers to achieve than a new prince of a republic.

Authority and Office
Authority is expressed by office. In the view of Aristotle every inquiry, action or pursuit is directed towards some good and this can be taken as the definition of office. The highest office is that of head of state which will be held by a single individual though history does record dual leaderships many of which are given to prove the ineffectiveness of such an office. The head of state will receive his authority in a symbolic ritual which regardless of form will reiterate the Aristotle view enshrining the principle in title and duty.

The second highest office is the legislative body of the state. It matters very little whether it is called a Parliament, Council or Forum for this office exists solely for the purpose of legislation. The legislative office can take any form as long as the duty of legislation is fulfilled. The authority to legislate may be given in any way the state sees fit but it will always be based on some qualification that the state views as best for this office. It is for this reason that the Tribune of the Plebians was created as the Patricians gave way to Plebian demands for representation in the Senate. The legislative body may change form but its primary purpose to legislate remains.

The third office is that of the courts where arbitration or judgment may be considered in relation to the legislation of the two highest offices. It is in the courts that civil disputes are resolved or punishments for transgression of legislation are given. The individual invested with authority to judge must have knowledge of the legislation with regards to its purpose. It is for this reason that judges are appointed for life except when the two highest offices limit the tenure for some reason. When there is to be a jury vote on the issue a judge will preside over whether the legislation has been complied with in full and will give legal authority to the jury decision. Sentencing will either be based on guidelines or be the sole decision of the judge. The authority to pass sentence is rarely given to a jury or the public. It is common practice in many cultures to have more than one judge to offer opinions on the legislation and sentencing.

Regardless of whether the state is a democracy, oligarchy, aristocracy. theocracy or dictatorship, these offices must exist to bind competing estates to mutual benefit. The instruments of authority are brought into existence by the three highest offices.

Inequality
Equality is that which does not differ. That people differ is self-evident. This natural inequality is immutable. In the book The Revolution Betrayed by Trotsky, which decries the failures of Communism, it is stated that certain crimes that existed before the revolution should disappear when society is ordered on socialist principles. Trotsky seeing that these crimes still existed laid the fault at those people who he believed had betrayed the revolution. In this case Stalin. This mode of thinking about individuals can also be found in the legislation of Augustus who in horror at the salacious life of his daughter, Julia, banished her. The reason I have opened this section on inequality with these two examples is to highlight the mistake of defining equality between members of a society as something that can be simply achieved through economic or legislative means. Crime did not lessen under the economic conditions imposed by Communism and the legislation of Augustus to encourage marriage and faithfulness did not diminish the divorce cases heard in the Roman courts.

The true equality between individuals that we seek is called free will. It is this free will that defies attempts to create an all encompassing economic system that will make us all equal. It is this free will that defies attempts at an all encompassing moral system of legislation that will rid us of crime. The offices of authority must preserve this one true equality for all the members of society. It is for this reason that a slave is denied the right to free will. Many anarchists consider free will to be the issue that defines equality.

Since there exists a natural inequality that is based on the differences that exist between individuals and a natural equality that is based around the concept of the individual's free will in relation to the free will of others - we must now investigate how the three offices and all that pertains to them either succeeds or fails in their duties with regards to both.

The three highest offices areː

 * a head of state
 * a representative body that passes legislation
 * a judiciary that enforces the legislation

All societies are based on cultural values and customs. The three highest offices are themselves an expression of the common customs and values of the estates which make up a community. The natural inequality between individuals that forms the division and hierarchy common to all societies should not be considered as contrary to our being.

Anarcho-syndicalism
Anarcho-syndicalism is based around the concept of the trade union. The Confederación Nacional del Trabajo was the largest labour union with an anarchist agenda. Catalonia during the Spanish Civil War was divided between the CNT who favoured anarcho-syndicalism and the Communists who wished to align themselves with Stalin. The divisions between the CNT and the Spanish Communists would play a part in their eventual defeat to the forces of General Franco. Key principles of syndicalism include worker's solidarity, direct action, and worker's self-management. Anarcho-syndicalist theorists include Rudolf Rocker and Noam Chomsky.

Mutualism
Mutualism was formulated by Pierre-Joseph Proudhon in his 1840 treatise, "What is Property?". Mutualism is a society where credit is free of punitive contracts and the exchange of goods is administered by contracts without a monetary value based on usury or tenancy. Notable mutualist theorists include Pierre-Joseph Proudhon and Kevin Carson.

Post-left anarchy
Post-left anarchy is based on the concept that anarchism transcends left-right politics, and is closely associated with post-structuralist, primitivist and insurrectionary ideas. Notable post-left theorists include Hakim Bey and Wolfi Landstreicher.

title: Introduction to Philosophy/Anarchism


text:
Talk:Mathematical Proof/Logic

Quantifiers
I am curious as to why quantifiers aren't in this section, as apposed to in the notation section.

MikeRumex: I agree quantifiers should be explained here.

And
I don't like the example "I like cheesecake and broccoli" in the explanation for 'and'. The word 'I' makes it personal and therefore ambiguous.

Mistake in the implications part
The implication arrows in the first line after the implications section has the arrows reversed for the "if" and "only if" directions. That might confuse people.
 * I agree it is confusing - but I don't think it is actually wrong. The word-based explanations are inconsistent though. If you are writing P => Q as "if P then Q", then it would be more consistent to write P <= Q as "only if P then Q". Alternatively you could write P => Q as "Q if P" and write P <= Q as "Q only if P". Recent Runes (talk) 16:52, 21 April 2010 (UTC)

Wrong arrow direction?
Is the arrow direction in the "Necessary" topic correct? Since it states the exact same thing as in the "Sufficient" topic...

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

title: Talk:Mathematical Proof/Logic


text:
Cognitive Psychology and Cognitive Neuroscience/Cross References

The group Cross References responsibility is to make sure, that the chapter are related to each other and that the mentioning of source is not redundant. It will also help to connect groups which have similar topics and may work together on certain issues.

The group works together with OverallStructure, to ensure that the book in its final state is consistent, but the CRG will concentrate more on sources and team work.

Our tools will be mostly non visible in the book, as our work will happen on discussion pages, email and other not wiki related methods of communication. However, we see our work as most important, as we have to ensure the scientific mentioning of the sources and have an overview over every page written in this project.


text:
User:Jbuergle

Cognitive Psychology and Cognitive Neuropsychology: Chapter 10, Neuroscience of Comprehension

title: User:Jbuergle


text:
User:Leon1464~enwikibooks

Hi, I don't have anything to say about me right now :) I'll definitely write here something more.

title: User:Leon1464~enwikibooks


text:
File talk:Clarinetdiagramtoe.jpg

éijhyuihgikxhvisfvhundkivnhukihnsfuivhbuivhbsviubsiuvbys

title: File talk:Clarinetdiagramtoe.jpg


text: User talk:72.36.155.130

title: User talk:72.36.155.130


text:
User:Brian K Penney

I am a biology professor at a small liberal arts school in the northeast. I am interested not only in invertebrate zoology and marine ecology, but also how people use the internet and technology to further their independent education. My first few attempts at editing began on 29 April, 2006.

title: User:Brian K Penney


text:
German/Print version

= German =

= Main Contents =
 * Introduction
 * Lessons
 * Level one lessons (Introductory lessons / einführende Lektionen)
 * Level two lessons (Grundlegende Lektionen)
 * Level three lessons (Zwischen-Lektionen)
 * Level four lessons (Erweiterte Lektionen)
 * Level five lessons (Review lessons / Überprüfungs-Lektionen)
 * Grammar
 * Appendices (Anhänge)
 * Contributors
 * GFDL

= Introduction =

= LEVEL ONE LESSONS =

= Contents =
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *

= Lesson 1.00 - Introduction =

= Section 1.01 ~ Starting Point =

= Lesson 1.01 - Wie heißt du? =

= Lesson 1.02 - Freizeit =

= Lesson 1.03 - Essen =

= Review 1.01 =

= Section 1.02 ~ Berlin, Germany =

= Lesson 1.04 - Kleidung =

= Lesson 1.05 - Volk und Familie =

= Lesson 1.06 - Schule =

= Review 1.02 =

= Section 1.03 ~ Vienna, Austria =

= Lesson 1.07 - Das Fest =

= Lesson 1.08 - Privileg und Verantwortung =

= Lesson 1.09 - Wetter =

= Review 1.03 =

= Section 1.04 ~ Berne, Switzerland =

= Lesson 1.10 - Zu Hause Essen =

= Lesson 1.11 - Filme =

= Lesson 1.12 - Das Haus =

= Review 1.04 =

= LEVEL TWO LESSONS =

= Contents =
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *

= Section 2.01 ~ Salzburg, Austria =

= Lesson 2.01 - Einfache Gespräche unter Freunden =

= Lesson 2.02 - Fremde und Freunde =

= Lesson 2.03 - Die Zahlen =

= Lesson 2.04 - Eine Geschichte über Zürich =

= Review 2.01 =

= Section 2.02 ~ Zürich, Switzerland =

= Lesson 2.05 - Die Wohnung =

= Lesson 2.06 - Mathematik =

= Lesson 2.07 - Mein, Dein, und Sein =

= Lesson 2.08 - Einkaufen gehen =

= Review 2.02 =

= Section 2.03 ~ Hannover, Germany =

= Lesson 2.09 - Verbtempus und Wortstellung =

= Lesson 2.10 - Undeveloped =

= Lesson 2.11 - Undeveloped =

= Lesson 2.12 - Undeveloped =

= Review 2.03 =

= LEVEL THREE LESSONS =

= Contents =
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *

= Section 3.01 ~ Bonn, Germany =

= Lesson 3.01 - Markus =

= Lesson 3.02 - Gespräche unter Geschäftsmännern =

= Lesson 3.03 - Mach dir keine Sorgen! =

= Section 3.02 ~ Innsbruck, Austria =

= Lesson 3.04 - Die Geschäftsleute =

= Lesson 3.05 - Der Engländer in Österreich =

= Lesson 3.06 - Undeveloped =

= Section 3.03 ~ Bavaria, Germany =

= Lesson 3.07 - Undeveloped =

= Lesson 3.08 - Undeveloped =

= Lesson 3.09 - Undeveloped =

= LEVEL FOUR LESSONS =

= Contents =
 *
 *
 *

= Section 01 ~ Kiel, Germany =

= Section 02 ~ Schaan, Liechtenstein =

= Section 03 ~ Schaffhausen, Switzerland =

= LEVEL FIVE LESSONS =

= GRAMMAR =

= Contents =
 *
 *
 *
 *
 *
 *
 *

= Adjectives and Adverbs =

= Articles =

= Nouns =

= Gender =

= Plurals =

= Adjectival Nouns =

= Weak Nouns =

= Mixed Nouns =

= Pronouns =

= Sentences =

= Verbs =

= APPENDICES =

= Contents =
 *
 *
 *
 *
 *
 *
 *
 *
 *

= A.01 - Das Alphabet =

= A.02 - Phrase Book =

= A.03 - Grammar Reference Table I =

= A.04 - Grammar Reference Table II =

= A.05 - Webseiten and other resources =

= A.07 - Namen =

= A.08 - False Friends =

= A.09 - Level I Vocabulary =

= CONTRIBUTORS =

title: German/Print version


text:
User:Jomegat/About the author

Jim Thomas earned his Bachelors of Science in Electrical Engineering Technology (BSEET) at Murray State University in 1985, and earned his Masters of Science in Electrical Engineering (MSEE) at Virginia Polytechnic Institute in 1995. He has worked in the computer/electronics industry since 1985, designing computer hardware and writing software for embedded digital signal processing applications.

Jim is a Master Guide and serves as the director of the Central New Hampshire Flames Pathfinder Club in Concord, NH, where he also serves as a local church elder. He and his wife Virginia have two sons and a daughter.

A die-hard do-it-yourselfer, his hobbies include Pathfindering (of course!), woodworking, whitewater paddling, fooling around with computers, and wild flower identification. Jim blogs regularly at Wordpress, sometimes about this Wikibook.

title: User:Jomegat/About the author


text:
User talk:Pfctdayelise

Cookbook question
Hiya, I saw your question on the staff lounge. You should ask normal cookbook questions on Talk:Cookbook, and you can read about policies at Cookbook:Policy. I have done a lot of the categorization, and it's been pretty ad-hoc, so if you have improvements, I'd be happy to hear them. Kellen T 23:32, 29 April 2006 (UTC)

Category links
Hi, I just fixed the links to some categories on your user page. If you want to generate a link to a category, you need to put a colon ":" in front of the category name, like so: Category:Recipes with images, otherwise you'll just include the page into the category. Kellen T 13:53, 14 May 2006 (UTC)

Editing disputes policy
This policy needs a few more people to take a look at it and vote. Any help would be most useful. RobinH 14:31, 5 June 2006 (UTC)

Commons ticker
Sorry, I didn't mean to give the appearance of rejecting it - I was just trying to reduce the size of the staff lounge by removing items with no comments in the last few days. I also doubt there were going to be any actual replies on there.

In response to your question, it sounds good, but how would we get it to operate on Wikibooks? What do we actually need to do? Jguk 11:40, 6 June 2006 (UTC)

 * Thank you for your comment on my talk page. One thing that isn't covered is, how easy is it to turn off if we don't like it? Am I right in saying that it works as a bot from a registered account, so we just block the account if there are any problems? (I don't wish to be negative, it's just that it's easier to say "let's give it a try" if we can switch it off quickly if we decide it's not suitable), Jguk 16:33, 6 June 2006 (UTC)

Cake and Dessert categories
Hiya. We list recipes in categories both for the 'type' of recipe (cake) and the meal at which it is eaten (dessert). With cake this might seem redundant, but consider that for other types of recipes (pies, for example) it is not clear at which meal you might eat the result. Since we intend to use multiple categories to filter the recipes, it is important that both meal and type categories are present on each. Kellen T 20:08, 9 July 2006 (UTC)

 * Thanks for the tip, although I'm not sure what prompted it.
 * Ah, I had noticed that you removed some of the categories on some recpies, like here. I'm aware of the UK English vs. American English as I'm an American living in the UK for the moment. Kellen T 15:49, 11 July 2006 (UTC)
 * The terms "pudding" and "cake" are definitely different in the UK versus in America. I prefer the American terms since they are more precise. Both pudding and cake are generic in the UK. In America, "cake" is specifically the soft leavened type that you've (very well) illustrated in Image:Cake_slice_-_original.JPG (except for cheesecake, which is a misnomer). "Pudding" is thickened, sweetened milk, somewhat like english custard but a bit thicker. And on that note, "custard" would be thickened milk and eggs, like flan. As for Dessert being a course; you're right, in the US, though, it's also the all-encompassing term for sweet treats (including candy, cookies/biscuits, cake, pie, etc). We might put some notes on the categories, to help our english readers. Or if you have suggestions for better category names, I'm all ears =) Kellen T 19:23, 11 July 2006 (UTC)

General voting rules/Proposal
I saw your comments about the General voting rules policy, and I wanted to alert you that there is a proposed rewrite of this policy undergoing discussion now. The new proposal can be found at General voting rules/Proposal. This proposal takes into account many of your criticisms from the previous version. Your comments and opinions about this new proposal would be much appreciated. --Whiteknight (talk) (projects) 18:13, 4 August 2006 (UTC)

Cookbook:Creaming
That seems a nice article, but it aroused some questions for me. Are there really only 3 steps that should have pictures in the creaming process? Or did you just not get a chance to do (photos of) more steps? Also do you think you could explain more about the interrelation between creaming and rising? You've just got this throwaway comment in there about how it's necesary for rising. Is that always true? Thanks! Lar 13:55, 2 October 2006 (UTC)

TiddlyWiki documentation project
Hi cure fan(?) and fellow aussie, I found the TiddlyWiki wikibook just now and I wondered if you might be interested in the new TiddlyWiki documentation project. It's in early stages and hasn't been officially announced yet but there is a small group of interested folk on this list: http://groups.google.com/group/TiddlyWikiDocs. The site (at least for now) is at http://wiki.tiddlywiki.org/. Even if you'd just like to lurk on that list and occasionally point out where we are going wrong that would be great. :) simon.baird@gmail.com

Re:Revert
That same message was posted to a number of other users, and I took it to be spam. I didn't realize at the time that you were actually interested in TiddlyWiki, my appologies. --Whiteknight (Page) (Talk) 11:52, 6 July 2007 (UTC)

New category
I created a new category for the pages you've photo-ized: Category:Pages with illustrated tutorials. Cheers, Unforgettableid (talk) 20:47, 22 January 2008 (UTC)

title: User talk:Pfctdayelise


text:
Template:German/Appendices/Footer

Alphabet • Vocabulary • Phrasebook • Resources • Names • German History • Nations of the World • False Friends • Numbers • Keyboard Layout Exercises •
 * align="left" |
 * align="center" | Appendices
 * align="right" | (discussion)
 * colspan="3" |
 * colspan="3" |
 * }

title: Template:German/Appendices/Footer


text:
Talk:Self-Replicating Automata/Evolution

Do we have any confirmed cases of this happening in the wild?


text:
German/Appendices

Information

If a chapter is added or renamed, please update these templates:

 * The Appendices Header
 * The Appendices Footer

title: German/Appendices


text:
User:Dirk Breeuwer

My name is Dirk Breeuwer, I am 15 years old.

I want to learn everything I can about computers.

I have knowledge in:

Winows Linux HTML Photoshop DOS

I plan to help on this school, as soon as I think I have more knowledge.

title: User:Dirk Breeuwer


text: German/Appendices/Nations of the world

title: German/Appendices/Nations of the world


text:
Muggles' Guide to Harry Potter/Characters/Narcissa Malfoy

Overview
Born Narcissa Black to Cygnus Black and his wife Druella Rosier-Black in 1955, Narcissa was the youngest child of three sisters, Bellatrix and Andromeda being her older siblings. She was the cousin of Sirius Black and Regulus Black, and later became an aunt to Nymphadora Tonks, although it is unlikely that she acknowledges the connection due to Andromeda's marriage to Muggleborn Ted Tonks. The Blacks are a very old wizarding family with firm prejudices against half-bloods, Muggleborns and Muggles, and Narcissa was no doubt taught these prejudices from an early age. She is a natural stunning beauty, though less so than her elder sister Bellatrix, and, unusually, blonde while most of the Black family appear to be dark-haired.

Narcissa attended Hogwarts, where she completed her education along with most of the young wizarding population of Britain and Ireland. She later married Lucius Malfoy, the heir of a wealthy pure-blood family, and they had one son, Draco Malfoy. Narcissa and her sister Bellatrix have a strong bond, the only two to call each other by their nicknames, Cissy and Bella respectively.

Philosopher's Stone
Draco Malfoy (before we know his name) mentions his mother to Harry Potter in Madam Malkin's robe shop on Diagon Alley.

Goblet of Fire
Narcissa accompanies Lucius and Draco to the Quidditch World Cup. This is the first time we have seen her.

Harry later asks Malfoy if the perpetual dissatisfied look on her face has to do with him (Draco). This inspires Draco to try to Curse Harry, which in turn results in Professor Moody Transfiguring him into a white ferret.

Order of the Phoenix
While Narcissa Malfoy does not directly take any part in this book, it is mentioned that she is the only member of the Black family that Kreacher still trusts. Albus Dumbledore tells Harry that at Christmas, when Sirius Black had so forcefully ordered Kreacher out, Kreacher had gone to Narcissa, and presumably there had mentioned how much affection there was between Harry and Sirius. It was this bond between Harry and Sirius that Voldemort, with Lucius Malfoy's help, played upon to lure Harry into the Department of Mysteries.

Half-Blood Prince
Out of fear for the welfare of her son, Narcissa, accompanied by Bellatrix Lestrange, her sister, visits Severus Snape. She tries to get him to promise that he will protect her son Draco, who has apparently been tasked by Lord Voldemort with a mission that seems to be hopeless. Eventually, Snape is coerced into making an Unbreakable Vow with Narcissa to help her son in the mission.

We next see her shopping for school supplies with Draco at Madam Malkin's Robes for All Occasions, where she appears after a confrontation between Draco, Harry and Ron, started by Draco commenting about Hermione, has already become heated. Responding to a threat from Narcissa. Harry alludes to Lucius's imprisonment, and she responded by coldly mentioning the recent death of Harry's godfather before haughtily departing with her son to Twilfitt and Tatting's.

Throughout the school year, Draco made several unsuccessful attempts to kill Dumbledore, which eventually resulted in the Battle of the Astronomy Tower and Snape's fulfillment of his vow to Narcissa.

Deathly Hallows
When we first see Narcissa in this volume, she is at a council of Death Eaters. She, with her husband and son, are seated far down the table, distant from Voldemort, as a sign of their decreased status within the organization. It would appear that the Malfoy family is in disgrace, and much to her dismay, Bellatrix is seated near them.

When Harry, Ron, and Hermione, along with Dean Thomas and Griphook are brought to Malfoy Manor, their captors call on the Malfoys to identify them before summoning the Dark Lord. Narcissa is unable to identify Harry, despite recognizing Hermione, and orders Draco to look; Draco is also uncertain, though Harry believes that he is only feigning that uncertainty. Narcissa is halted from summoning the Dark Lord by Bellatrix, who has seen the Sword of Gryffindor, and believes that her vault at Gringotts has been compromised; knowing that the vault was the hiding place of something highly valued by Voldemort, Bellatrix is aware that Voldemort will be furious if that vault has been infiltrated. Bellatrix by and large takes charge of proceedings at this point and Narcissa retreats into the background.

When Harry has fallen in the Forbidden Forest after confronting Voldemort, Narcissa, presumably because she is closest, is asked by Lord Voldemort to check if Harry Potter is alive. Narcissa sees that he is, and asks if her son is all right, then lies to Voldemort that Harry is dead. Harry guesses that she has done this because only if Harry is believed dead will she be able to get into Hogwarts castle to re-unite with Draco.

Her last appearance is in the Great Hall, after the battle. She is with Lucius and Draco, standing somewhat apart from the celebrations around them.

Strengths
While neither she nor Voldemort thinks of it as such, Narcissa's capacity for love, and her love for Draco are a strength. The fact that her love for her son outweighs her loyalty to Voldemort demonstrates how even within Voldemort's inner circles, love is still the force that causes his ultimate downfall. Narcissa's love for her son, possibly equivalent to Lily's love for Harry, gives her the ability to lie to Voldemort that Harry is dead, despite what Harry feels is a quite visible pulse. Narcissa here exhibits the exact type of love Voldemort never understood. This type of love caused his downfall 17 years ago, and it is the cause of his downfall in the final book.

Weaknesses
During the scene at Spinner's End in the beginning of Harry Potter and the Half Blood Prince, Narcissa practically begs Severus Snape to make an Unbreakable Vow to protect her son, even though her sister Bellatrix Lestrange strongly opposes this action. Narcissa does this even though she is under Voldemort's orders to not speak of Draco's mission. Her love of her son outweighs her obedience to the Dark Lord, which could spell disaster for her in the future.

Relationships with Other Characters
Narcissa Malfoy is the wife of Lucius Malfoy and the mother of Draco Malfoy. She is close friends with her sister Bellatrix Lestrange.

Much like her husband and son, she seems to have a fairly close relationship with Severus Snape. At the very least she trusted him enough to go to him for help.

Narcissa is extremely judgmental, obviously holding those whose blood is less than pure, and those who would accept any such, as being greatly beneath her. It is possibly this need to feel superior that placed her in Lord Voldemort's camp initially; his emphasis on purity of blood matches hers. One must wonder how she rationalizes the fact that Voldemort is a half-blood.

Starting in Harry Potter and the Half-Blood Prince, we see that Narcissa's love of her family outweighs her loyalty to Voldemort and his principles.

Analysis
While Narcissa is a lesser player in the arc followed by the Malfoy family, we can see the transitions she goes through alongside those of her husband and son. When we first see her, she is haughty, proud, sure of her position at the top of the Wizarding world alongside her husband, Lucius. In Harry Potter and the Half-Blood Prince, she is far less sure of herself; still believing in her family's innate superiority over the half-blood and Muggle-born, she is aware of her family's having fallen out of Voldemort's good books following Lucius' loss of the diary Horcrux, and later his arrest and imprisonment. At the beginning of Harry Potter and the Deathly Hallows, she, along with all her family, are aware that they are in disgrace; Draco had only completed half of his mission, and Narcissa had broken the rules of secrecy in talking to Snape about Draco's mission. At the end of that book, she quite clearly sees that she has lost everything except Draco, and is willing to lie to Voldemort in order to re-unite her family. (While Lucius is still alive, he is quite clearly merely a shell of what he had been, and Narcissa does not seem to be overly concerned with his whereabouts; though this may simply be because when we see her, it is in the clearing in the forest, and Lucius is immediately to hand.)

It is uncertain whether or not Narcissa is a Death Eater. During the riot at the Quidditch World Cup, Draco implies that she (as well as Lucius) were among the group of robed Death Eaters attacking the Muggles. At the end of the book, however, she doesn't seem to have been one of the Death Eaters summoned to the graveyard at Little Hangleton, though Lucius is. Later, apparently under Voldemort's orders, she provides the misinformation to Kreacher that lures Harry into the Department of Mysteries, yet she isn't sent there with her husband or sister. She is also seen during the Death Eater meeting at the Malfoy Manor and participates in the final battle at Hogwarts. With this it seems that she doesn't have the Dark Mark, but is still a member of Voldemort's camp and still takes orders from him. It's unknown why she never took the Dark Mark (or why Voldemort never gave it to her), however it's possible that Voldemort was satisfied with her service to him through Lucius and thus never found it prudent to make her an official Death Eater. It may simply be that Voldemort doesn't trust women enough to grant them full membership; we don't even know if Bellatrix bears the Dark Mark, though events in the cemetery suggests that she is the only woman so "honored".


text:
German/Appendices/History

The history of the German language begins with the High German consonant shift during the Migration period, separating South Germanic dialects from common West Germanic. The earliest testimonies of Old High German are from scattered Elder Futhark inscriptions, especially in Alemannic, from the 6th century, the earliest glosses (Abrogans) date to the 8th and the oldest coherent texts (the Hildebrandslied, the Muspilli and the Merseburg Incantations) to the 9th century. Old Saxon at this time belongs to the North Sea Germanic cultural sphere, and Low German should fall under German rather than Anglo-Frisian influence during the Holy Roman Empire.

As Germany was divided into many different states, the only force working for a unification or standardisation of German during a period of several hundred years was the general preference of writers trying to write in a way that could be understood in the largest possible area.

When Martin Luther translated the Bible (the New Testament in 1522 and the Old Testament, published in parts and completed in 1534) he based his translation mainly on this already developed language, which was the most widely understood language at this time. This language was based on Eastern Upper and Eastern Central German dialects and preserved much of the grammatical system of Middle High German (unlike the spoken German dialects in Central and Upper Germany that already at that time began to lose the genitive case and the preterit tense). In the beginning, copies of the Bible had a long list for each region, which translated words unknown in the region into the regional dialect. Roman Catholics rejected Luther's translation in the beginning and tried to create their own Catholic standard (gemeines Deutsch) — which, however, only differed from 'Protestant German' in some minor details. It took until the middle of the 18th century to create a standard that was widely accepted, thus ending the period of Early New High German.

German used to be the language of commerce and government in the Habsburg Empire, which encompassed a large area of Central and Eastern Europe. Until the mid-19th century it was essentially the language of townspeople throughout most of the Empire. It indicated that the speaker was a merchant, an urbanite, not their nationality. Some cities, such as Prague (German: Prag) and Budapest (Buda, German: Ofen), were gradually Germanized in the years after their incorporation into the Habsburg domain. Others, such as Bratislava (German: Pressburg), were originally settled during the Habsburg period and were primarily German at that time. A few cities such as Milan (German: Mailand) remained primarily non-German. However, most cities were primarily German during this time, such as Prague, Budapest, Bratislava, Zagreb (German: Agram), and Ljubljana (German: Laibach), though they were surrounded by territory that spoke other languages.

Until about 1800, standard German was almost only a written language. At this time, people in urban northern Germany, who spoke dialects very different from Standard German, learnt it almost like a foreign language and tried to pronounce it as close to the spelling as possible. Prescriptive pronunciation guides used to consider northern German pronunciation to be the standard. However, the actual pronunciation of standard German varies from region to region.

Media and written works are almost all produced in standard German (often called Hochdeutsch in German) which is understood in all areas where German is spoken, except by pre-school children in areas which speak only dialect, for example Switzerland. However, in this age of television, even they now usually learn to understand Standard German before school age.

The first dictionary of the Brothers Grimm, the 16 parts of which were issued between 1852 and 1860, remains the most comprehensive guide to the words of the German language. In 1860, grammatical and orthographic rules first appeared in the Duden Handbook. In 1901, this was declared the standard definition of the German language. Official revisions of some of these rules were not issued until 1998, when the German spelling reform of 1996 was officially promulgated by governmental representatives of all German-speaking countries. Since the reform, German spelling has been in an eight-year transitional period where the reformed spelling is taught in most schools, while traditional and reformed spelling co-exist in the media. See German spelling reform of 1996 for an overview of the heated public debate concerning the reform with some major newspapers and magazines and several known writers refusing to adopt it.

After the spelling reform of 1996 let to so much public controversy and some of its changed rules introduced new ambiguities or were simply perceived as "ugly", the transitional period (initially scheduled to end on Dec, 31. 2005) was extended until at least end 2006 and some parts of the reform were changed again in March 2006. This new "reform of the reform" tries to remove the ambiguities introduced in 1996. To date (April 2006), it is yet to be accepted by all German speaking countries.

title: German/Appendices/History


text:
User:Mr Shore

Hi!

About me:

I am a 15 year old swedish teenager, living in Gothenburg. My real name is Filip. I love the "wiki concept", with everyone being able to write articles and I have used wikipedia alot. So I wanted to be an part of it, and do some good myself. I registerd this account and I hope that I can help out with some tasks. I am very interessted in the Wikijunior project and I hope I will be able to contribute to that.

I am not a native english speaker, my first language is Swedish. But I am still quite good at English (I've got very good grades in the subject anyway :-) ) I don't think I'll do to many grammar errors around here.

I'll be glad to help with translations to Swedish (Or to a certain amount anyway I am not planning sitting up day and night translating stuff...)

Have a nice day

Mr Shore

title: User:Mr Shore


text:
Template:German/Appendices/Header

! align="center" | Appendices
 * [[File:100%.svg]] Alphabet
 * [[Image:25%.svg]] Vocabulary
 * [[Image:25%.svg]] Phrasebook
 * [[Image:50%.svg]] Resources
 * [[File:100%.svg]] Names
 * [[File:100%.svg]] German History
 * [[File:100%.svg]] Nations of the World
 * [[Image:50%.svg]] False Friends
 * [[Image:50%.svg]] Numbers
 * [[Image:50%.svg]] Keyboard Layout
 * [[Image:50%.svg]] Exercises
 * }
 * [[File:100%.svg]] Nations of the World
 * [[Image:50%.svg]] False Friends
 * [[Image:50%.svg]] Numbers
 * [[Image:50%.svg]] Keyboard Layout
 * [[Image:50%.svg]] Exercises
 * }
 * [[Image:50%.svg]] Keyboard Layout
 * [[Image:50%.svg]] Exercises
 * }
 * [[Image:50%.svg]] Exercises
 * }

title: Template:German/Appendices/Header


text:
User talk:Smimram

Thank you!
I would just like to tell you that I really appreciate your audio contributions to the French Wikibook. New audio files are often existing files copied over, so it ws a pleasant surprise to hear a new voice. Again, thank you, Hagindaz 03:52, 30 April 2006 (UTC)

title: User talk:Smimram


text:
User:MasterOfPsyc

Hi All!

I'm new to Wiki, and am trying to get a hang of the ropes around here. I will be a contributing editor of the Wikiversity School of Psychology. I have a BA in psychology, and am currently a graduate student in a MS program for psyc. My areas of specialization are evolutionary psychology and human motivation. While not my favorite fields (but certainly not least favorite), are the areas of cognition, abnormal, social, and biological. However, I am rather knowledgeable in all aspects, with 98 quarter-based psychology credits so far (and thats just for the undergrad work).

If you have any questions regarding psychological topics, feel free to contact me. In the email subject line, put Wikiversity as the first word. I have my Hotmail account on file here, and get so much Spam I just take a quick look at the sender and subject line, then hit delete.

-MasterOfPsyc

title: User:MasterOfPsyc


text:
Talk:Umbraco/Reference/TextGen

What is textgen
I think this entry needs more detail, how do you use textgen is not really covered.

Darrenferguson 08:12, 30 April 2006 (UTC) Darren

title: Talk:Umbraco/Reference/TextGen


text:
User:Seductionreport.com

Webmaster of http://www.seductionreport.com/

title: User:Seductionreport.com


text:
Talk:French/Lessons/Dates

Mistake / Lendemain
"Lendemain" does not mean "the day after tomorrow". It means tomorrow but in the past or in the future.

Ex : Il y a deux an, Jean alla voir Martine. Le lendemain (and not "demain"), il alla chez moi.

French dictionnary Larousse said : Jour qui suit celui où l'on est, ou celui dont on parle.

In french, "the day after tomorrow" is "après-demain"

Gringoleblanc (french) 09:41, 30 April 2006 (UTC)

 * This is corrected in the article long ago, but the audio clip is off. (I'm able to record, but I'm not sure my recording is suitable - my recorded voice isn't that good, and I'm not a native french speaker.  I can still upload it if you want...) --Sigma 7 (talk) 16:00, 17 January 2009 (UTC)

Dimanche
The etymological origin of the word "dimanche" is NOT the sun, like in English "Sunday" or German "Sonntag", but comes from Latin "dies domini" ("day of the Lord"), like in Spanish and Portuguese "Domingo" or Italian "Domenica". See http://fr.wikipedia.org/wiki/Dimanche. Took the liberty of changing it.

77.118.96.70 (talk) 08:22, 14 September 2008 (UTC) xymx

LOL WUT
Anyone know how to delete LOL WUT? I think it's in a template, but I can't find it

Ages
Does anyone else find ages completely out of place here? I understand the idea behind including it, but it's an idiomatic expression that requires some explanation and knowledge of the verb avoir. — C hrishy   09:48, 2 January 2011 (UTC)
 * Yes, you have a good point there. I think the idea behind these introductory lessons was to teach some basic material while avoiding any formal discussion of grammar as such. It's quite a common feature of this book that phases are used before the underlying grammar is fully explained. I think many books for beginners that aim to avoid a strict formal approach are a bit like this. I have been reviewing the overall book plan recently (see French/Project/Book_overview) but being just a student myself, I don't have really firm views as to the best way forward for this book. Recent Runes (talk) 13:26, 2 January 2011 (UTC)

please add full date specs
I would like to see an example on how to specify the full date, including the year. Is it Y, d, m, or is it d, m, Y? TIA! 79.228.176.219 (discuss) 18:10, 2 November 2012 (UTC)

title: Talk:French/Lessons/Dates


text:
User talk:Cetheriel

Hi Cetheriel, and welcome to the School of Media Studies! Great to see an international contributor base, and hopefully we'll be able to turn that into a real virtue of the school. I look forward to working with you and hopefully we'll have Wikiversity set up as a sister Wikimedia project before too long :-). Cheers! Cormaggio 10:07, 30 April 2006 (UTC)

title: User talk:Cetheriel


text:
Engineering Acoustics/Print version

Note: current version of this book can be found at http://en.wikibooks.org/wiki/Engineering_Acoustics

Remember to click "refresh" to view this version.

= Part 1: Lumped Acoustical Systems = =Simple Oscillation=

=Forced Oscillations(Simple Spring-Mass System)=

=Mechanical Resistance=

=Characterizing Damped Mechanical Systems=

=Electro-Mechanical Analogies=

=Methods for checking Electro-Mechanical Analogies=

=Examples of Electro-Mechanical Analogies=

=Primary variables of interest=

=Electro-acoustic analogies=

=Transducers - Loudspeaker=

=Moving Resonators=

= Part 2: One-Dimensional Wave Motion = =Transverse vibrations of strings=

=Time-Domain Solutions=

=Boundary Conditions and Forced Vibrations=

= Part 3: Applications = =Room Acoustics and Concert Halls=

=Bass Reflex Enclosure Design=

=New Acoustic Filter For Ultrasonics Media=

=Noise in Hydraulic Systems=

=Basic Acoustics of the Marimba=

=How an Acoustic Guitar works=

=Specific application-automobile muffler=

=Bessel Functions and the Kettledrum=

=Filter Design and Implementation=

=Flow-induced oscillations of a Helmholtz resonator and applications=

=Acoustics in Violins=

=Moving Coil Loudspeaker=

=Attenuation of Sound Waves=

=Car Mufflers=

=Noise from cooling fans=

=Human Vocal Fold=

=Microphone Design and Operation=

=Piezoelectric Transducers=

=Microphone Technique=

=Sealed Box Subwoofer Design=

=Acoustic Guitars=

=Basic Room Acoustic Treatments=

=Boundary Conditions and Wave Properties=

=Rotor Stator Interactions=

= License =

title: Engineering Acoustics/Print version


text: User:Kinglag

title: User:Kinglag


text:
A-level Chemistry/OCR/Chains, Energy and Resources/Basic Concepts and Hydrocarbons/Alkanes

The Alkanes
Alkanes are saturated hydrocarbons. This means that they contain only carbon and hydrogen atoms and they contain no carbon-carbon double bonds.

The alkane homologous series has the general formula of $$ C_{n} H_{2n+2} $$ except for the cycloalkanes in which 2 hydrogens are lost so that the carbon can form another C-C bond; they have the general formula of $$ C_{n} H_{2n} $$

Physical Properties
The alkanes are the most complex of the organic molecules. There are a few things you will need to know about their physical properties in an exam:

Boiling/Melting Point
As the relative molecular mass, or number of carbon atoms in an alkane increases, so does its boiling or melting point:

As you should be aware, alkanes are held together by Van der Waal's forces. The larger a molecule is, the more electrons it has. This means it can form larger dipoles and its Van der Waal's forces will be larger. It will therefore take more energy to break the bonds and so the boiling and melting point will be higher.

As you should know, however, some alkanes can be branched instead of straight chained. Boiling point decreases as a molecule becomes more branched. This is because branched molecules cannot pack so tightly together, so their Van der Waal's forces must act over larger distances (intensity of the Van der Waal's forces decreases) and thus require less energy to break. For example, hexane has five isomers:

Reactions
The alkanes are fairly unreactive, as the C-H bond is non-polar. However they undergo three reactions.

Reactions of alkanes
Take the alkane $$C_2 H_6 $$.

It will under go combustion to form $$CO_2 + H_2O$$

It will under go substitution reactions (Say with $$Cl_2$$) to create $$C_2 H_5 Cl + HCl$$

It will also undergo cracking reactions to create an alkene, in this case, $$ C_2 H_4 + H_2 $$

The most important of these being combustion, alkanes are very volatile & burn easily when in the presence of plentiful amounts of oxygen & thus are major fuels.

Cracking
As said earlier, long chain molecules have higher boiling points and are more difficult to ignite. These long chain molecules can be broken into shorter chain (more useful) molecules through catalytic cracking. Any alkane from $$ C_4 $$ to $$ C_{50} $$ can be cracked. As it is catalytic cracking it requires a catalyst, previously this catalyst was either $$ SiO_2 $$ or $$ Al_2 O_3 $$, but now zeolite is preferred. These reactions also need high temperatures (773K or 450 °C is usually used).

The products from cracking can vary. For example you can create several moles of one alkene and hydrogen from cracking an alkane if done right. However you can also create a mixture of alkenes & alkanes or just a mixture of alkenes.

Example: $$ C_8 H_{18} \rightarrow \; 4 C_2 H_4 + H_2 $$

Under conditions of 773k and with an $$ Al_2 O_3 $$ catalyst present.

Reforming
Reforming reactions are reactions where a straight chain alkane is converted into a branched alkane or cycloalkane to increase the octane number in petrol. (Octane numbers represent how much pressure a fuel can be put under before it combusts & causes knocking which damages engines).

Again, reforming uses an platinum or rhodium catalyst & a high temperature, but this time it also uses a higher pressure (40 atm or so). The by-product of reforming is hydrogen molecules.

Free radical substitution
Alkanes are very unreactive due to the non-polar C-H bond, so nucleophilic & electrophilic attack reactions are not possible. However, free radical substitutions are possible due to their reactivity. Free radical substitution involves a halogen & some UV light to initiate homolytic fission.

An example with methane.

Initiation reaction:

$$ Cl_2 \rightarrow\; Cl^\bullet + Cl^\bullet $$

Propagation:

$$ Cl^\bullet + CH_4 \rightarrow HCl + CH_3^\bullet $$

This sets into motion the chain reaction, where one free radical reacts with a stable species to form another stable species & a free radical.

The next propagation steps:

$$ CH_3^\bullet + Cl_2 \rightarrow CH_3Cl + Cl^\bullet $$

Or

$$CH_3^\bullet + CH_3Cl \rightarrow C_2H_6 + Cl^\bullet $$

This goes on until 2 radicals meet & combine to form a stable species & thus once all the radicals have done this, the reaction terminates, hence why it is the termination step.

In this reaction we have 3 possible termination steps:

$$CH_3^\bullet + Cl^\bullet \rightarrow CH_3Cl $$

$$Cl^\bullet + Cl^\bullet \rightarrow Cl_2 $$

$$CH_3^\bullet + CH_3^\bullet \rightarrow C_2H_6 $$

Henceforth, the reaction ends.

Note that a free-radical hydrogen is never produced.

Problems
As we know from above, alkanes burn readily in oxygen & give off carbon dioxide, which is a weak greenhouse gas and thus a contributor to global warming.

Alkanes must burn in excess oxygen for complete combustion and the production of carbon dioxide:

CH4 + 2O2 -> CO2 + 2H2O

Incomplete combustion comes from a reduced supply of oxygen and produces water and carbon monoxide:

CH4 + 1½O2 -> CO + 2H2O

Carbon monoxide is poisonous when inhaled. It binds irreversibly to haemoglobin in red blood cells and makes carboxyhaemoglobin. The red blood cells can no longer carry oxygen and this can cause suffocation if enough cells are carrying carboxyhaemoglobin.

UK regulations ensure that all gas equipment must be annually serviced and that all gas installations require adequate ventilation.


text:
A-level Geography

AS
/AS CCEA Geography/

/AS AQA Geography/

/AS OCR Geography/

/AS Edexcel Geography/

A2
/A2 AQA Geography/

/A2 OCR Geography/

/A2 Edexcel Geography/

title: A-level Geography


text:
Template:German/Contents

Lessons: Level I • Level II • Level III Level IV Level V Grammar • Appendices • About (including print versions) • Q&A • Planning

title: Template:German/Contents


text:
German/Lessons

Information

 * Updating:
 * If a lesson is added or the name of an existing lesson is changed, please update:
 * The print version
 * The level one main page, The level two main page, The level three main page, The level four main page, or The level five main page
 * It is not necessary to update these versions if the sections within these main lesson pages are altered.

title: German/Lessons


text:
User:KasugaHuang

Me at English Wikipedia.

title: User:KasugaHuang


text:
German/About

Current Development

 * General: the main talk page.
 * Lessons: Lessons planning page.

Downloadable and Print Versions

 * Complete Print Version
 * [[Media:German.pdf|Complete PDF Version]]

Lessons Information

 * Updating:
 * If a lesson is added or the name of an existing lesson is changed, please update:
 * The print version
 * The level one main page, The level two main page, The level three main page, The level four main page, or The level five main page
 * It is not necessary to update these versions if the sections within these main lesson pages are altered.

Authors
Active: Inactive:
 * Vishal Bakhai
 * Qwerts
 * Martin Kraus
 * SamE
 * Boit
 * Thomas Strohmann
 * Etothex
 * Floflei6
 * The Grammar King
 * German Men92
 * Danthemango

Others:
 * Others (add your name and thoughts here if you are a serious contributor)
 * Other anonymous Wikibook contributors (see individual page histories).
 * Numerous other Wikibooks contributors, especially those from the German Wikibooks.

History
The German-English language textbook was started in October 2003. It was one of the first language textbooks at the English version of Wikibooks, following close on the heels of (and borrowing some layout ideas from) the Spanish language textbook then under development by Thomas Strohmann. Eric Guinther designed the cover and contents pages, expanding on a cover layout used for the Spanish textbook, and these ideas as introductions to language books have since been widely copied at Wikibooks (see Dutch, Norwegian, or Romanian for examples). However since then Hagindaz and German Men92 have established a highly templated style. Unfortunately, some of the plans of the latter have never been implemented, leaving the original Level II lessons inaccessible for several years while the Level I lessons contained too much vocabulary and grammar details to be very useful.

 * The Level I lessons should be revised, integrating problems and answers in the modules and establishing consistent table layouts. Moreover, several (if not all) of the Level I lessons have to be split into smaller lessons since they are far too large for an introductory course. (Maybe until middle of 2011.)
 * In parallel, the original Level II and Level III lessons should be restored. (Maybe until end of August 2010.)
 * Then the Level II and Level III lessons should be revised. (Maybe until end of 2011.)
 * Then the grammar and appendices should be revised. (Maybe until end of 2012.)
 * Once all this is done, new print versions and PDF versions should be produced. (Sometimes in 2013.)

title: German/About


text:
German/Planning

Level I
--Martin Kraus (talk) 11:50, 2 August 2010 (UTC)
 * Establish consistent table layout.
 * Integrate problems and answers in the lessons.
 * Split large lessons into smaller parts.

 * Lots to do out here. I am trying to revamp the study materials, as the lessons are a bit wary for new and beginners. Not only that the materials are out of basics. Assist if anyone wants to. Jai Jinendra. Vishal Bakhai - Works[[Image:Flag_of_India.svg|15px]] 08:38, 5 July 2014 (UTC)

Level II
As like Level 3, this level will get totally redone, I currently have a plan for it, please tell me if you do not agree.

 * Vocabulary: Culture, Animals, Computers, Internet, Mail, The World, Sickness, Science, and Art
 * Review of Level One (same topics, but with more info, detail, and/or depth) : Food, Leisure, School, Clothes, Directions and Locations, Weather

 * Grammar: Introduction to Genitive, More Der-Words, Compound Articles, Relative Pronouns, Declension of Adjectives, Adverbs, Subordinating Conjunction, Translations of "When", Past Participle, Future Tense, Reflexive Verbs, Negation, Every and Every-
 * Review of Level One: Nominative, Accusative, Dative, Modals, Es gibt, Was Für...?, Verbs

Level two will be very heavy in grammar, but that will give the learner very much freedom in speak German casually with a native speaker, since they will already know so much vocabulary, I'm going to design the lessons now. --German Men92 23:53, 7 May 2006 (UTC)

Lessons

They are rough, but somewhat detailed.

Lesson 1: Ernährung ~ Food, Verbs, Nominative Case, Models

Lesson 2: Tiere ~ Animals, Compound Articles, Accusative & Dative

Lesson 3: Kommunikation ~ Computers, Internet, Mail, Translations of "when", Introduction to the Genitive Case, Es gibt, Was für...?

Lesson 4: Kulture ~ Cultures around the world, Nationality, Languages, Relative Pronouns, every and every-, Strong & Weak Declinion of Adjectives

Lesson 5: Nein ~ Leisure Time, Negation, Genitive Case

Lesson 6: Gesundheit ~ Illness, the Body, Health Warnings, Introduction to Reflexive Verbs, Mixed Declension of Adjectives

Lesson 7: die Welt ~ Countries, Continents, Climates, Living Things, Reciprocal Pronouns, Indefinite Pronouns, Prepositions with the Infinitive and Zu

Lesson 8: eine Reise ~ North, East, etc., More Places to Go, Vacationing, More der-words

Lesson 9: Kunst ~ Paintings, Theater, Music, Accusative Reflexive Pronouns, Subordinating Conjunction

Lesson 10: Schule ~ Review of School, Math, Past Participle, Dative Reflex Pronouns, Adverbs, Inseparable Verbs

Lesson 11: Bewölkt, Stürmisch, Gefährlich ~ Natural Disasters, More detail into Weather, Comparative, Superlative, Pronomial Compounds

Lesson 12: Naturwissenschaft ~ Elements, Astronomy, Sciences, Interworkings of Living Things, Future Tense

 * My suggestion is to forget about all these plans and restore the original Level II lessons. If someone really wants to write all this stuff, it can be used for Level IV. --Martin Kraus (talk) 11:51, 2 August 2010 (UTC)

Help Playing Audio Files
Wikipedia page

Native Speakers
Do you want to improve this Wikibook and help people all around the world to learn German? If so, please upload audio to accompany each lesson whenever you see a red "audio" link on a table by clicking on that link and uploading your audio to the file given.

Maintenance Tasks
If an "upload" link brought you here for a file that already exists, please edit the table and change the "0" at the top of the table to the size of the audio file in kilobytes. You can find the filesize by typing image:[filename].ogg in the sandbox and clicking on the link.

Creating Audio Files
The best and most efficient format to use for recorded speech that is acceptable at Wikibooks is .ogg with the Speex codec.

First create a .wav file using the software that came with your microphone. Next you must convert the file to .ogg. To do this, first download the binary file here. Install it, open command prompt (start=>run=>cmd.exe), and type: x:\...\speexenc.exe x:\...\file.wav x:\...\file.ogg where "x:\...\" is the directory of speexenc.exe, the location of the .wav file to be converted, and the soon-to-be location of the .ogg file. Replace "file" with the name of the .wav file.

Uploading the File to Wikibooks

 * 1) Click on the red audio link at the top of the table that you created audio for.
 * 2) Click browse and find the .ogg file, choose a license for your file, and click "upload file."
 * 3) Click "edit this page" at the top and add  to the edit box.
 * 4) Click "Save page" then reload the page of the table you created audio for and make sure the "audio" link turns blue.
 * 5) Edit the table and change the "0" at the top to the file size amount in kilobytes of the file (listed on the file's description page).

Custom File Names or Multiple Files Per Table
To use a custom file name for a table, edit the table and add |[file location] between the column number (often 4) and }}.

Example:

{|

produces:

title: German/Planning


text:
German/Q&A

 Welcome to the German Questions and Answers page. Feel free to post any questions you have while learning or encountering German. Please sign and date your entries by inserting --  at the end. If you have questions about this book, post them on the German discussion page.

Ask a question!

Pronounce
Q:How do you say German ß

A: The symbol is equivalent to "ss". See Eszett.

A (revised) : To make it more clear on the pronouncion part, it is pronounced like the ending of "nice."

Pronouncing 'ch'
How do you know when to pronounce 'ch' as shh or as hhhhhc? -- 17:55, 23 May 2006 (UTC)

A lot of the time, when you have sch, it makes a shh sound. Otherwise, it is mostly hhhhhc. There are exceptions though. -- 16:28 EST, 25 May 2006 (UTC)

A (revised) : The hhhhhc is after a, o, u, au. The shh is after e, i, ä, ö, ü, äu, ei and i.e. However the real "sh" sound is made by sch. -- Je suis 05:19, 29 May 2006 (UTC)

 * I (as a native speaker) never pronounce "ch" like shh and I always pronounce "sch" like sh. In some local accents "ch" is pronounced like "sch" but those are local accents. There are differences in the pronunciation of "ch" depending on the vowel before it but my advice would be not to worry about it. --Martin Kraus (talk) 18:28, 23 June 2010 (UTC)

How do you write <ß>?
Could someone point me in the direction of an article explaining how to handwrite <ß>? I don't know how to make <ß> look different from . Thanks!

A : On Windows/PC use Alt+225 using numeric keyboard. -- AwenStormFool 11:19, 06 October 2006 (UTC)

 * This might help - Rappo 16:07, 31 July 2006 (UTC)

A when writing "B" I beginn with a vertical stroke at the top and stop at exactly at the line. Then the right part is added, beginning again at the top. The result is a bit edged. "ß" starts at the bottom (some mms below the line, that's probably most important), and is then drawn without any stop, what makes it look curvy at the top. You can see this very cleary in these pictures:

hope that helps... --Tigerdrake 18:44, 5 August 2007 (UTC) (German native speaker)

A There is a second way to write this. Here you have a picture of this one:

Do you have any good links to help with improving reading/listening skills?

 * In http://ilovelanguages.com/index.php?category=Languages%7CBy+Language%7CGerman you have directory of resources for the German language. If you don't find them useful, try asking in a language forum like unilang.org or performing a google search with terms you expect to appear in the results (eg, add "grammar" or "excercises" or whatever)--Pfc432 04:06, 15 April 2007 (UTC)

 * If your not an absolute beginner another opportunity of expanding your listing/reading skills is the program of Deutsche Welle. Maybe you'd like to start with 'Langsam gesprochene Nachrichten' (Slowly spoken news), you'll find audio (and text below in a link) at Deutsche Welle – Langsam gesprochene Nachrichten. But there is a lot of other material worth to have a look at, you can find the mainpage here: Deutsch lernen --Jeuwre (discuss • contribs) 11:57, 26 November 2018 (UTC)

could you give some indication of time phrases?
Q: I know there is a note about where time is placed in a sentence, but what case are time phrases usually given in? And what about 'seit' ?
 * A: In a sentence, time can be placed wherever you want. However, it's customary to use the order Temporal, Kausal, Modal, Lokal, when you have more than one complement in a predicate. In that case, the first complement should be the on indicating time (eg. Ich bin gestern nach München gefahren. instead of 'nach München gefahren gestern').

 * Time phrases are usually given in Akusativ. Eg, Jeden Tag gehe ich arbeiten.

 * The preposition Seit always requires Dativ. So, we say: Seit einem Jahr besuche ich die Wikipedia.

 * Hope this helps. --Pfc432 04:03, 15 April 2007 (UTC)

Translations
Q: Is there anyone who can maybe tell me a few tiny German phrases? As in writing, how do you say "Shh!" or "Hahaha!" ??? I know they differ in languages. Danke! <3 -t

 * A: In German you also use "Hahaha" to signify laughter. Alternatively, it could also be "hehehe", or a more giggly "hihihi", or a Santa Claus-y "hohoho", depending on the specific sound of the laughter you want to emulate. "Shh!" (as in telling someone to be silent) can be "Sch!" (sounds the same) or "Psst!". "Shh" to soothe someone is also "Sch" in German. 217.95.246.44 (talk) 21:14, 13 March 2008 (UTC)

 * "er" is "äh". "um" is "hm". "uh-huh" is "aha". "oh" is "o" or "oh". "ah" is "ah" (but for disgust you would use "äh" or "bäh"). "phew"/"whew" is "puh". --Martin Kraus (talk) 18:22, 23 June 2010 (UTC)

Standard pronunciation
Q: In what city (area) of Germany do they speak the most "prestigious" form of German in terms of pronunciation? I'm thinking about moving to German for a short while to master the language but I don't want to get stuck with some local accent? I mean something similar to English RP. --81.15.33.134 (talk) 04:35, 19 June 2009 (UTC)
 * A: I think the city of Hannover might be a good place to avoid strong local accents. --Martin Kraus (talk) 18:03, 23 June 2010 (UTC)

Article of Dienstagnacht
Q: What is article of "Dienstagnacht"? --41.232.176.138 (talk) 13:17, 1 October 2009 (UTC)

 * A: Your answer can be found here: Connection with Time. Nacht is feminine, so it is die Dienstagnacht in the nominative case.-- Neet (talk) 13:09, 25 January 2010 (UTC)

akkusativ and dativ
Q: Give a brief explanation about akkusativ and dativ. (unsigned comment by 122.183.232.130) 14:30, 03 March 2010 (UTC)

 * A: This might be what you are looking for. German/Grammar/Cases. Regards, Recent Runes (talk) 19:37, 3 March 2010 (UTC)

Practice writing skills
Q: Hello, do you know where can I practice my written German. I can speak pretty well by now, but when I write I make tons of grammatical mistakes. I believe that it is a matter of practice. What would you recommend I do?

Thanks for your time and the great reference source.

Nina.

 * A: Try internet communities like https://skillsilo.com, http://www.correctmytext.com, http://lang-8.com, http://www.babbel.com, http://www.busuu.com, or search for web sites to find a language partner who tries to learn your native language (this is also called tandem learning). --Martin Kraus (talk) 18:09, 23 June 2010 (UTC)

please translate to english
Franz Ich heiße Franz. Danke Herr Schwarz. Ich bin spät dran.

Herr Schwarz Bitte, Franz. Ich bin auch spät dran. Bis später!

 * Franz: My name is Franz. Thanks, Mr. Schwarz. I'm late.
 * Mr. Schwarz: You are welcome, Franz. I'm also late. See you later.
 * --Martin Kraus (discuss • contribs) 14:51, 30 April 2012 (UTC)

Why Not Accusative?
In sentences like this: Dann steht Mutti im Zimmer. I see that Zimmer stands in dative (in dem Zimmer), and I am really confused. Shouldn't it stand in accusative, because it is the direct object of the sentence?

 * Accusative and dative don't always correspond to direct and indirect objects. For example, "lehren" (to teach) takes two accusative objects: jemanden etwas lehren (to teach someone something). In principle, you have to learn for every verb whether it is used with accusative or dative object(s). In the case of locations, the general rule is that dative is used for positions (in the room: in dem Zimmer) and accusative is used for directions (into the room: in das Zimmer). Hope that helps. --Martin Kraus (discuss • contribs) 20:50, 20 November 2013 (UTC)

 * 'Zimmer' is neither the direct nor indirect object in this sentence, it is the object of the proposition 'in'. As such, the preposition determines the case.  In the case of 'in', either would work, but case affects the meaning.  Dative implies that the action happened at the location, so the standing is in the room.  Accusitive would imply that the action moved to the location, so standing into the room (How mother moves while standing I don't know...)  A better example: "Mutti wandert im Park" would mean that mother is hiking in (or inside) the park, while, "Mutti wandert in den Park." Would mean that mother is hiking into the park.

pronounce"ch"
Hello,in some parts of Germany people always pronounce "ch" like "j" in Spanish and in other parts they pronounce it like "k" in English, sometimes they pronounce it like "sch" in German, but what is the most common way to pronounce it?

Please complete all the undeveloped lessons
Are you planning to complete undeveloped lessons?

Greetings
How do you say "Hello and goodbye"

title: German/Q&A


text:
German

Welcome to the German wikibook, a free textbook for learning the German language. As this book is still under development, you are invited to make any problems/suggestions known in our Discussion page. If you wish to contribute, feel free to see the Developer's page.

''' Did You Know? The German language does not have a true present continuous tense, only present tense. ''' Well, out here in the far west near the Dutch border we have present continuous.

Resources

 * This book has a PDF version.

 * BLL German (Bite-sized Language Lessons)
 * German Language
 * German Language Wikibooks
 * German studies in Wikiversity
 * Freistil wikibook
 * Vocabulary drills based on this book on Memrise

For other German textbooks refer to Deutsch.

Duits الألمانية Alemany Němčina Almaeneg de:Regal:Deutsch als Fremdsprache Alemán Germana Enseignement de l'allemand Þýska Bahasa Jerman Tedesco גרמנית გერმანული ენა Duits ドイツ語 Niemiecki Немецкий язык Saksan kieli Almanca Мова людства/Верхньонімецька 德语

title: German


title: User:M2s17


text:
Category:User et

it:Categoria:Utenti et ja:Category:User et

title: Category:User et


text:
User:Dbmag9

la:Usor:Dbmag9

title: User:Dbmag9


text:
User:Dbmag9/monobook.css

/* */

/* Orange bar of death */

.usermessage { background-color:#a9a9a9; border: 1px solid #696969; color: #696969; font-weight: bold; margin: 2em 0em 1em 0em; padding: 0.5em 1em; vertical-align: middle; }

/* Remove God Awful Notices */
 * 1) confirmemail { display: none; }
 * 2) footer { display: none; }

/* Colors of links */ a { color: #808080; } a:visited { color: #696969; } a:active, a.new { color: #b22222; } a.interwiki, a.external { color: #808080; } a.stub { color: #8b0000; }
 * 1) bodyContent a.external { color: #808080; }

}

/* Remove footer */

-moz-border-radius-topleft: 4px; -moz-border-radius-bottomleft: 4px; }
 * 1) content, #footer {

div.pBody { -moz-border-radius-topright: 4px; -moz-border-radius-bottomright: 4px; }

/* Dotted borders on pre look ugly, replace with a solid one */ border: 1px solid #aaa; }
 * 1) bodyContent pre {

/* suppress the person icon by your username */ li#pt-userpage { background: none }

/* Avoid offpage text */

/* Eliminate yellow colour everywhere in borders */ border-color: #aaa; } /* Make the footer not 100% wide, but as wide as the content box, and change it from the annoying yellow colour */ border-top: 1px solid #aaa; border-bottom: 1px solid #aaa; border-left: 1px solid #aaa; margin: 0.6em 0em 1em 155px; }
 * 1) p-cactions li.selected {
 * 1) footer {

/* Dont need this copyright notice on every page */

li#f-copyright, li#f-lastmod,
 * 1) editpage-copywarn { display: none; }

.portlet li, #BodyContent li { /*list-style-image: url("/style/monobook/bullet.gif");*/ list-style-type: square; list-style-image: url("http://en.wikipedia.org/upload/6/69/AAAAAA_Bullet.png"); }

.portlet li:hover, #BodyContent li:hover { list-style-type: square; list-style-image: url("http://en.wikipedia.org/upload/4/44/000000_Bullet.png");

/* Nice borders for (almost) all boxes */ input[type="radio"], input[type="checkbox"] { border:none; } input[type="text"], input[type="submit"], textarea { border: 1px solid #aaa !important; } /* make round corners for the rest */ input[type="text"], input[type="submit"], textarea, pre, #toc { -moz-border-radius: 2px; }

/* Remove footer */

.printfooter {display:none;}
 * 1) footer {display:none;}

}

/* Diff rendering */

table.diff { background:white; } td.diff-otitle { background:#ffffff; } td.diff-ntitle { background:#ffffff; } td.diff-addedline { background: #f5f5f5; color: #4169e1; font-size: 100%; } td.diff-deletedline { background: #f5f5f5; color: #b22222; font-size: 100%; } td.diff-context { background:#e6e6fa; color: #708090; font-size: 100%; } span.diffchange { color: #00008b; }

}

/* the toolbox toolbar */

/* this is the ul contained in the portlet */ color: #696969; }
 * 1) p-tb ul {
 * 1) p-tb li { color: #696969; }

 * 1) p-tb li a { color: #696969; }

}

/* The navagation toolbar */

/* this is the ul contained in the portlet */ color: #696969; }
 * 1) p-navigation ul {
 * 1) p-navigation li { color: #696969; }

 * 1) p-navigation li a { color: #696969; }

}

/* The personal toolbar */

/* this is the ul contained in the portlet */ color: #696969; }
 * 1) p-personal ul {
 * 1) p-personal li { color: #696969; }

 * 1) p-personal li a { color: #696969; }

}

/* The page-related actions- page/talk, edit etc */ position:absolute; top: 1.3em; left: 11.5em; margin: 0; white-space:nowrap; width: 76%; line-height: 1.1em; overflow: visible; background: none; border-collapse: collapse; padding-left: 1em; list-style: none; font-size: 95%; }   list-style: none; }   display: inline; border: 1px solid #aaaaaa; border-bottom: none; padding: 0 0 0.1em 0; margin: 0 0.3em 0 0; overflow: visible; background: none; }   border-color: #aaa; padding: 0 0 0.2em 0; }   background-color: none; color: #696969; border: none; padding: 0 0.8em 0.3em 0.8em; text-decoration: none; text-transform: lowercase; position: relative; z-index: 0; margin: 0; }   z-index: 3; text-decoration: none; }   padding-left: 0.4em; padding-right: 0.4em;
 * 1) p-cactions {
 * 1) p-cactions .hiddenStructure { display: none; }
 * 2) p-cactions ul {
 * 1) p-cactions li {
 * 1) p-cactions li.selected {
 * 1) p-cactions li a {
 * 1) p-cactions .selected a { z-index: 3; }
 * 2) p-cactions .new a { color: #b22222; }
 * 3) p-cactions li a:hover {
 * 1) p-cactions h5 { display: none; }
 * 2) p-cactions li.istalk { margin-right: 0; }
 * 3) p-cactions li.istalk a { padding-right: 0.5em; }
 * 4) p-cactions #ca-addsection a {

}

/* Change background color to white, and text to gray it *is* a *mono*book... */

background: white; color: #696969; }
 * 1) content {

border-color: #F8FCFF; }
 * 1) content div.thumb {

background: white; color: #696969; }
 * 1) mytabs li {

background: white; color: #696969; }
 * 1) mytabs li a {

background: white; color: #696969; }
 * 1) p-cactions li a, #p-cactions li a:hover, #p-cactions li.selected a {

{   position: relative; float: left; }
 * 1) p-cactions li

{   float: none; display: block; border: 1px solid #aaaaaa; border-top: none; text-align: center; background: none; background-color: white; color: #696969; }
 * 1) p-cactions li li

.tabmenu ul { display: none; z-index: 2; position: relative; top: -2px; border-top: 1px solid #aaaaaa; padding: 0px; margin: 0px; background: none; background-color: white; color: #696969; }

.tabmenu:hover ul { display: block; }

.tabmenu a { padding: 0pt 0.8em !important; background: none; background-color: white; color: #696969; }

.tabmenu ul a:hover {   font-weight: bold; }

/* Change the "coffee roll" messagebox theme */

.Talk-Notice { border: 2px solid #191970; background-color: #b0c4de; margin-bottom: 3px; width: 85%; padding: 5px; border-spacing: 3px; margin-left: auto; margin-right: auto; }

.Talk-Notice:after { display: none; }

/* Standardize messagebox theme */

.messagebox.standard-talk { border: 1px solid #696969; background-color: #f5f5f5;

}

.messagebox.cleanup { border: 1px solid #aaaaaa; background-color: #f5f5f5; }

.messagebox { border: 1px solid #aaaaaa; background-color: #f5f5f5; }

/* Play with TOC colors */ .toccolours { border:1px solid #aaaaaa; background-color:#f5f5f5; padding:5px; font-size: 95%; }

title: User:Dbmag9/monobook.css


text:
Organic Chemistry/Introduction to reactions/Ozonolysis

Ozonolysis is the process in which you treat an alkene or alkyne with ozone (O3). Ozone will attack a C=C (or a triple bond between carbons) and cleave it, leaving 2 areas that are slightly electropositive, oxygens will quickly bond to these carbons, and the end structure now has 2 Oxygens doubly bonded to 2 carbons.


text:
Muggles' Guide to Harry Potter/Places/Little Hangleton

General Overview
Little Hangleton is a small village which is the ancestral home of Tom Riddle.

Extended Description
Little Hangleton is a village where the Riddle family used to live, and where both Riddle Manor and the House of Gaunt are located. Riddle Manor is used by Lord Voldemort and Wormtail as a base for their activities at the beginning of Harry's fourth year.

At the end of that year, Harry and Cedric Diggory are transported to the cemetery in Little Hangleton by Portkey. The climax of the story occurs there, in the cemetery, as Voldemort returns, the Death Eaters are called to report to Voldemort, and Voldemort duels with Harry.

Location

Its location is uncertain, however we are given one hint during the summer vacation before the fourth year: Two hundred miles away, the boy called Harry Potter woke with a start.

Analysis
Little Hangleton is Tom Marvolo Riddle's "ancestral home;" while he was born in London, his mother Merope Gaunt and father, the muggle Tom Riddle, both lived in this area, and his father is buried here. This is part of the reason that Voldemort, as Tom Riddle was later known, set up his base of operations here; one of the necessary ingredients for the potion that restored Voldemort was "Bone of the father, unknowingly given", for which access to the graveyard in Little Hangleton was necessary. Magic being what it is, it is in fact possible that the spell would only work if it was in the immediate environs of Tom Riddle Sr.'s grave, meaning that Voldemort, his servant, his foe, and his father's grave would all have to be brought together in the same place.

Tom Marvolo Riddle feels no attachment for the place, however. Despite being the closest thing to an heir left by his father, Tom Riddle, and thus presumably the actual owner of the manor house, Riddle Jr. had previously only visited the house for long enough to murder his father and grandparents. For Voldemort, the house is a convenient place for headquarters, where he is unlikely to be disturbed (once he has murdered the Muggle gardener), with no claims on its ownership apart from his own.

Greater Picture
While it is convenient in that he is unlikely to be disturbed there, the house at Little Hangleton is a bit too far away from the center of action for Voldemort once he starts taking an active role in events. Additionally, it is somewhat lacking in comforts, having been largely abandoned for some fifty years since Tom Riddle was murdered. It is almost certainly for these reasons that Voldemort moves his headquarters to Mr. Crouch's London house while controlling Mr. Crouch, and why he relocates to Malfoy Manor in Harry Potter and the Deathly Hallows.


text:
Talk:Non-Programmer's Tutorial for Python 2.6/Who Goes There?

input vs. raw_input
The example code on this page was broken for floats. I see that the use of int(raw_input) drives the user away from input, which can be dangerous. In my view it is needless complication. The focus of this manual should be on basic concepts. Allowing the use of input keeps the user from having to worry too much about data types and lets them move on to other things. The text currently says, "raw_input returns a string while input returns a number." I think it makes good sense to keep things at this level and to drop int(raw_input) from the example code. Thoughts? Zastard (talk) 17:41, 14 April 2008 (UTC)
 * Well, I guess this becomes a mute point when we switch the tutorial over to python 3000, in which input always returns a string. Since that will be happening later this year (or maybe the tutorial will be forked) I think we will have to just explain int(raw_input).  Jrincayc (talk) 03:11, 15 April 2008 (UTC)

= vs
==

The use of == won't be understood by non-programmers. It hasn't been introduced yet I don't think, so using it casually won't work. Dooglus 19:46, 30 April 2006 (UTC) dooglus

 * I agree and think we should change/remove the following section (including the example):
 * If you want to use an actual value, you must use quotation marks. value1 == Pim; value2 == "Pim"

 * Both look the same, but in the first one Python checks if the value stored in the variable value1 is the same as the value stored in the variable Pim. In the second one, Python checks if the string (the actual letters P,i, and m) are the same as in value2 (continue this tutorial for more explanation about strings and about the ==).

 * Especially the "actual value" is kind of confusing. Siebengang (talk) 07:57, 15 April 2008 (UTC)

 * I agree. It is confusing. I see what it's trying to accomplish though. The question it's trying to answer is "What's the difference between the variable pim and the string "pim"". This is a fairly abstract idea, and in as much as we should be trying to avoid those, for now, I think it's save to remove this. If the user is very curious they will be better served learning this by experimentation anyway. Zastard (talk) 18:09, 17 April 2008 (UTC)

Example Rates_times.py Error
When running this program I received an error because I input a decimal number but the input is actually an integer. I am new to python. Contact User:Camilo Sanchez at wikipedia.

 * tries to convert anything into an integer.  returns keyboard input as a string. If the argument of   is a string, the conversion will only work with strings containing an integer (as  ), not any other number (e.g.  ).

 * Replace the  function with , and it will work with floats, too. Example:

 * Siebengang (talk) 08:59, 11 April 2008 (UTC)

program
i get an error with this:

num = input("Type in a Number: ") str = raw_input("Type in a String: ") print "num =", num print "num is a ",type(num) print "num * 2 =",num*2 print "str =", str print "str is a ",type(str) print "str * 2 =",str*2

Type in a number: 12.34 Type in a string: hello num = 12.34 num is a  num * 2 = 24.68 str = hello str is a

Traceback (most recent call last): File "/home/exter/compexperiments/hello.py", line 7, in -toplevel- print "str is a ",type(srt) NameError: name 'srt' is not defined

i'm using python 2.4.4 tk 8.4 idle 1.1.4

It's a typo, it should be str instead of srt. 89.172.27.156 13:41, 21 August 2007 (UTC)

This doesn't work for Python 3.0. How about a revision for the new version?

Data types
I think this is a good place to add a section outlining the different kinds of data types and what they are for. In the Assignment section of the article, it talks about integers and string values but the article doesn't address these or other data types formerly.

What do you guys think? --Zoohouse (discuss • contribs) 19:19, 25 October 2011 (UTC)


text:
Template:German/Template

{|  cellspacing=0 class="top" style="margin-bottom: .6em; -moz-border-radius: 4px; text-align:center; border: 1px solid #A0A0A0; background-color:#F8F8F8; padding: .6em .6em .6em .6em; "

title: Template:German/Template


text:
Proteomics/Protein - Protein Interactions/Databases

Page Edited and Updated by: Dan Surdyk E-mail: dfs6389@rit.edu

This Section:

Databases
There are many databases available containing protein interaction data. The data can be derived from experimental results, computational predictions, automated literature mining, or manual curation of the literature. Some sites allow you to view networks of interactions graphically. The following list contains a variety of databases, all of which are free for academic use. They were last accessed 19 April 2006, but with the rapidly changing world of proteomics/bioinformatics, we make no guarantees that they are still functional.

Saccharomyces cerevisiae (yeast)

 * Yeast GRID
 * Part of The GRID (General Repository for Interaction Datasets)
 * The Tyers Group at the Samuel Lunenfeld Research Institute at Mount Sinai Hospital
 * http://www.thebiogrid.org
 * Can be viewed with Osprey (http://biodata.mshri.on.ca/osprey/servlet/Index)

Homo sapiens (human)

 * Biomolecular Interaction Network Database (BIND)
 * Unleashed Informatics
 * http://www.bind.ca/Action
 * Contains curated interaction data for human proteins. Requires users to register for free Unleashed Informatics account.

 * Human Protein Interaction Database
 * Web Intelligence Lab, Department of computer Science and Information Engineering, Inha University
 * http://wilab.inha.ac.kr/hpid/
 * Integrates several known databases and makes some novel predictions.

Drosophila melanogaster (fruit fly)

 * Drosophila Interactions Database
 * Finley lab, Center for Molecular Medicine and Genetics, Wayne State University School of Medicine
 * http://proteome.wayne.edu/PIMdb.html
 * Use IM Browser (see information on page) to query the database and get the results as interactive graphs.

 * Fly GRID
 * Part of The GRID (General Repository for Interaction Datasets)
 * The Tyers Group at the Samuel Lunenfeld Research Institute at Mount Sinai Hospital
 * http://www.thebiogrid.org
 * Can be viewed with Osprey (http://biodata.mshri.on.ca/osprey/servlet/Index)

Helicobacter pylori

 * Helicobacter Pylori Database of Protein Interactomes
 * http://dpi.nhri.org.tw/protein/hp/ORF/index.php
 * Select a protein and provide an interaction cutoff to see a graphical interaction map.

Caenorhabditis elegans

 * Worm GRID
 * Part of The GRID (General Repository for Interaction Datasets)
 * The Tyers Group at the Samuel Lunenfeld Research Institute at Mount Sinai Hospital
 * http://www.thebiogrid.org
 * Can be viewed with Osprey (http://biodata.mshri.on.ca/osprey/servlet/Index)

Multiple Species

 * PIMRider
 * Hybrigenics
 * http://pim.hybrigenics.com/pimriderext/common/
 * Several databases are available for viewing with PIMRider: drosophila, H. pylori, HIV, and human TGF-beta signalling related proteins. Requires free registration.

 * HIV-1, human protein interaction database
 * National Institute of Allergy and Infectious Diseases, NCBI
 * http://www.ncbi.nlm.nih.gov/RefSeq/HIVInteractions/
 * Contains interactions between HIV and host proteins, as obtained from literature.

 * Database of interacting proteins
 * UCLA
 * http://dip.doe-mbi.ucla.edu/
 * Interaction data from literature and other databases.

 * A Molecular Interactions Database (MINT)
 * The “MINTers”: http://mint.bio.uniroma2.it/mint/contacts.do
 * http://mint.bio.uniroma2.it/mint/
 * Focuses on experimentally verified protein interactions, especially those in mammals.

 * Munich Information Center for Protein Sequences (MIPS)
 * A manually curated database of protein-protein interactions in mammals.
 * Also contains info about other protein-protein interaction projects.
 * http://mips.gsf.de/proj/ppi/

 * Jena Center for Bioinformatics
 * Excellent Protein-Protein interaction website for general information
 * http://www.imb-jena.de/jcb/ppi/