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Muggles' Guide to Harry Potter/Characters/Rubeus Hagrid

Overview
Rubeus Hagrid is Keeper of the Keys and Grounds at Hogwarts School of Witchcraft and Wizardry. He apparently stands about twelve feet tall, and is immensely strong; when Harry first meets him, he bends a rifle barrel "into a knot as easily as if it had been made of rubber". He was expelled from Hogwarts and his wand was snapped in half, yet he still performs magic with his umbrella which is rumored to contain the broken parts of his wand.

According to the author, Hagrid's birthday is December 6th; events in the stories lead us to believe he is approximately 60 years old when Harry first attends Hogwarts.

Philosopher's Stone
Professor Dumbledore entrusts Hagrid to take the infant Harry from his parents' destroyed house in Godric's Hollow and deliver him to his relatives (the Dursleys) in Little Whinging in Surrey. He arrives with baby Harry on Sirius Black's flying motorcycle.

On Harry's eleventh birthday, Hagrid personally delivers his Hogwarts invitation and explains to him that he is a wizard, " . . . and a thumpin' good one, I'd say, once yeh've been trained up a bit." He takes Harry to Diagon Alley to buy his school supplies. While there, he collects a mysterious object for Professor Dumbledore from Gringotts Wizarding Bank.

Over the course of the school year, Hagrid becomes Harry's anchor; as the one who introduced him to the Wizarding world, Harry often seeks his help. For all his large size and fearsome appearance, Hagrid is a gentle soul who Harry trusts and finds more accessible than most teachers.

Hagrid carelessly drops several clues about the mysterious package he retrieved from Gringotts—clues sufficient for Harry, Hermione, and Ron to deduce that it is the Philosopher's Stone, an object powerful enough to restore Lord Voldemort to human form and make him immortal. Hagrid also inadvertently reveals how to bypass the Stone's first guardian not only to Harry, but also to the one who is trying to steal it.

Hagrid wins a dragon's egg from someone in the Hog's Head Inn, and sets about hatching it. Draco Malfoy finds out about it, and Harry, Ron and Hermione manage to convince Hagrid to send the dragon off to Romania with Ron's brother Charlie. Harry and Hermione are caught "wandering the halls" after getting the dragon sent off; and they, along with Neville Longbottom and Draco, receive detention. To serve this detention, the four of them must accompany Hagrid into the Forbidden Forest. Hagrid is attempting to track down something that is killing unicorns. Hagrid divides the four students into two parties, with himself in one and his boar-hound, Fang, in the other. It is there that Harry has his second encounter with Voldemort – his first, of course, being when he was orphaned.

At year's end, Hagrid presents Harry with a photo album containing many photos of his late parents.

Chamber of Secrets
When Harry's initial journey by Floo powder goes astray, he ends up in Knockturn Alley. Hagrid finds him there and rescues him, bringing him out into Diagon Alley. Hagrid is still with Harry and the Weasley family when Arthur Weasley and Lucius Malfoy get into a scuffle in Flourish and Blotts; it is Hagrid who breaks up that fight.

Shortly after Justin Finch-Fletchley and Nearly Headless Nick are found Petrified, Harry is called into Professor Dumbledore's office. Hagrid, who Harry had bumped into in the hall moments earlier, bursts into the office, loudly proclaiming Harry's innocence, and is quite abashed when Dumbledore has to raise his voice to inform him that he never suspected Harry.

Harry learns Hagrid was expelled from Hogwarts because another student, Tom Riddle, accused him of opening the Chamber of Secrets and releasing a monster that killed a girl. When the Chamber of Secrets is reportedly opened a second time, the Minister of Magic, Cornelius Fudge, arrests Hagrid "for safety's sake," despite Dumbledore's insistence that Hagrid is innocent. As he is taken away, Hagrid tells Harry (who is hiding in the room under his invisibility cloak) to "follow the spiders."

Harry and Ron follow a trail of spiders into the Forbidden Forest. There, Harry meets Aragog, a giant spider that was once Hagrid's pet. Aragog reveals that he was not the monster, though he knew what it was, and that Hagrid is innocent. Aragog mentions that he had never been anywhere near the bathroom where the girl had died. This clue leads Harry to understand that the girl in question was Moaning Myrtle, and thus to locate the entrance to the Chamber in her bathroom.

After Harry proves that it was Tom Riddle (as Lord Voldemort was originally known) who actually released the monster (to kill muggle-born and half blood wizards), Hagrid is released from Azkaban Prison and returns to the school.

Prisoner of Azkaban
Hagrid sends Harry The Monster Book of Monsters as a birthday present, hinting that this is part of a secret that he cannot yet disclose. The secret is that Hagrid is the new Care of Magical Creatures teacher, replacing Professor Kettleburn who "retired at the end of last year to enjoy more time with his remaining limbs."

During his Care of Magical Creatures class, Hagrid introduces students to Buckbeak, a hippogriff. Introductions with Draco Malfoy do not go well; when Malfoy insults Buckbeak and is injured, his father files a complaint with the Ministry of Magic. Hagrid is so unnerved by the incident that he spends the remaining term teaching the class about harmless flobberworms.

During a conversation in The Three Broomsticks pub, Hagrid learns from Cornelius Fudge that Sirius Black was convicted for betraying James and Lily Potter and killing their friend, Peter Pettigrew, and twelve muggles. Harry has managed to sneak into Hogsmeade, and overhears this conversation.

At the hearing, the complaint against Hagrid is dismissed, but Buckbeak is considered dangerous and is ordered to be destroyed. Harry, Ron, and Hermione volunteer to help find legal precedents to present at the appeal which can overturn the sentence and save Buckbeak.

After Christmas, Hagrid has regained some of his confidence and teaches the class about salamanders. As Buckbeak's appeal approaches, Hermione helps Hagrid prepare a defence. However, Buckbeak loses the case and is sentenced to be executed. Harry, Ron, and Hermione visit Hagrid before the execution, but they are unable to comfort him; as Fudge, Dumbledore, and the executioner approach, Hagrid shoos the trio out the back door. While returning to the castle, they hear the dull thud of the executioner's axe.

Hermione uses a Time-Turner that she has been using to attend multiple classes to take her and Harry back in time three hours. They return to Hagrid's hut and save Buckbeak from execution; an overjoyed Hagrid, unaware of Hermione's time-turner, is convinced he escaped on his own.

The next day, Hagrid tells Harry, Ron, and Hermione that Buckbeak escaped, and about Remus Lupin's resignation as the Defence Against the Dark Arts teacher.

Goblet of Fire
Now in his second year as Care of Magical Creatures teacher, Hagrid has regained enough confidence to start the class learning about something he calls Skrewts. These creatures, which initially look like shell-less, deformed lobsters, are totally new to all the students and to Hagrid; one of the things that Hagrid has the students doing is try to determine what exactly Skrewts eat. One gets the feeling that Hagrid, in his unscientific way, is trying to teach the class how to determine the characteristics of a hitherto unknown species. He will later, with the only somewhat willing assistance of the class, study their activity over a longer period, attempt to determine whether they want nesting boxes in which to hibernate (they do not), and give them exercise by having the students walk them on leashes (which becomes difficult as the Skrewts become as large as the students).

When the delegation from Beauxbatons arrives, Hagrid is given the task of caring for the horses. Shortly after this, the Trio visit Hagrid, and find that he has apparently become besotted with Madame Maxime, the Headmistress of Beauxbatons; he has tried to comb his hair with little success, and slick it down with something like axle grease. They talk about the Skrewts, and also about the upcoming tasks in the Tournament. Hagrid apparently knows something about the tasks, but unusually he does not divulge what is in store for the Champions. As they prepare to return to the castle for dinner, Hagrid rather overdoes the eau de cologne, and goes outside to wash it off in the rain barrel. Seeing Madame Maxime leading her pupils up to the school, he goes to join her, apparently forgetting all about the Trio still in his hut.

After Harry's name comes out of the Goblet, Hagrid asks if he has any idea who put his name in. Harry is very relieved that Hagrid believes he did not put his own name in, but is unable to venture any guesses.

Just before the First Task, Harry is in Hogsmeade with Hermione. Harry, to avoid the taunts he is receiving, is under the Invisibility Cloak. Seeing Hagrid in the Three Broomsticks, he waves, then realizes that Hagrid can not see him; Professor Moody, who is with him, can see him, however, and brings Hagrid over to Hermione's table. Hagrid then asks Harry to bring his cloak to Hagrid's hut at midnight that night. Harry, who has an appointment to speak with Sirius Black at 1AM, decides that he can just make it. Hagrid tells him to put on his cloak and follow, then knocks on the door of the Beauxbatons carriage and asks Madame Maxime to accompany him. Harry wonders exactly what it is that Hagrid expects him to see, but is alarmed when Hagrid and Madame Maxime walk around the end of the Forbidden Forest to a corral in which there are four Dragons. Hagrid is entranced: they are beautiful. Charlie Weasley, one of the wizards there to manage the dragons, asks if it was wise to bring Madame Maxime there, after all she has a student who will be in the competition. Hagrid responds that he just thought she would like to see them. Harry, deeply disturbed by the prospect of having to get past the dragons, quietly and invisibly departs.

It is when the Skrewts have destroyed their nesting boxes, and Harry, Hermione, Ron, and Hagrid are finishing rounding them up, that Rita Skeeter appears and asks Hagrid for an interview. Hagrid will later report that, annoyingly, the interview seemed to be all about Harry, and had nothing to do with anything Hagrid was doing.

At the Yule Ball, Harry and Ron overhear a conversation between Madame Maxime and Hagrid. Hagrid reveals that he is half-Giant, and asks whether it was Madame Maxime's mother or father. Madame Maxime is highly affronted, says that she has no Giant ancestry and is just big-boned, and storms off. Hagrid, shattered, sits for a while and then shuffles off to his hut.

Shortly afterwards, a story appears in the Daily Prophet, that says that Hagrid is half-Giant. The Trio have no idea how Rita Skeeter, who wrote the story, could have learned about Hagrid's ancestry. Hagrid retreats to his hut and does not come out, either to do his groundskeeping duties or to teach. An alternate teacher, Professor Grubbly-Plank takes over teaching Care of Magical Creatures, and apparently does a better job than Hagrid, teaching about Unicorns, and immediately winning over the hearts of the female half of the class. Draco Malfoy, meanwhile, taunts Harry that the article will have finished Hagrid's teaching career, as many people will be afraid that Hagrid's Giant ancestry will come out and he would eat their children. Hagrid remains closeted in his hut until Hermione, angered by a meeting with Rita during a Hogsmeade weekend, hammers on the hut door and demands entrance. She is taken aback to find that Dumbledore is there, but Dumbledore invites them in for tea, and is quite obviously bracing Hagrid to return to duties. He tells Hagrid about his brother Aberforth, who was charged with performing unnatural charms on a goat, and how he weathered the resulting press exposure. As he leaves, he reminds Hagrid that he has not accepted Hagrid's resignation, and expects to see Hagrid at breakfast on Monday, and expects also that he will start his teaching duties again. Hagrid says that his father would not be proud of how he is acting, and shows the Trio a picture of himself and his father. He then asks how Harry is getting on with the Golden Egg clue for the Second Task, and Harry says he pretty well has it defeated. Somehow, Harry feels particularly bad about having to lie to Hagrid.

Returning to his teaching job, Hagrid takes up with Unicorns where Professor Grubbly-Plank had left off. He seems to be trying to show that he can teach as well as she can, and he has captured a pair of foals, much to the delight of Parvati and Lavender. It seems that he does know many useful things about Unicorns, as well.

Harry, looking out the window for relief from listening to Ron and Hermione squabbling, sees Hagrid digging near his hut. Madame Maxime walks over to talk to him, but is apparently rebuffed. The next day, Hagrid introduces them to some Nifflers. He says that they are very often used in mines, as they are attracted to bright objects, and are very good at digging. He has everyone select a Niffler, and promises a prize for the holder of the Niffler that retrieves the most gold from the patch of ground Harry had seen him digging up. He warns Goyle that it is Leprechaun gold, and will vanish shortly, so there's no point in trying to steal it. In the end, Ron's Niffler has retrieved the most gold, but Ron is pensive. He recalls that he had given Harry a fistful of Leprechaun gold at the Quidditch world cup to pay for the Omnioculars and is upset that Harry had not even noticed it vanishing.

When Bartemius Crouch appears at the edge of the Forbidden Forest, Harry, leaving Viktor Krum on guard, runs off to fetch Dumbledore. When Harry and Dumbledore return, Krum alone is present. Dumbledore sends for Hagrid, who arrives shortly with his crossbow. Dumbledore then sends Hagrid off to fetch Professor Karkaroff. Karkaroff immediately blames Dumbledore for attacking his Champion, which enrages Hagrid to the point that he pushes Karkaroff up against a tree, only letting him down when Dumbledore orders him to. Dumbledore then tells Hagrid to take Harry to Gryffindor tower, and asks Harry to remain there until morning.

In the preparations for the Third Task, it is mentioned that Hagrid had been responsible for planting and growing the hedges that now fill the Quidditch pitch, and that he would be providing some of the creatures that the Champions would have to face. Harry, knowing the sorts of creatures that Hagrid is fond of, finds this rather worrying.

At dinner before the Third Task, Harry notices that Madame Maxime's eyes are red, and that Hagrid keeps glancing at her.

When the third task comes around, Hagrid is apparently one of the marshals, who will be keeping an eye on the maze for distress signals from the Champions. While the other marshals are wearing their red ribbons on their hats, Hagrid has no hat and therefore wears his marshal's ribbon on the back of his waistcoat. As it turns out, Harry encounters a Skrewt in the maze, so at least some of the challenges are, in fact, Hagrid's doing.

As Harry is recovering from his adventures in the maze, he hears argument between Dumbledore and Cornelius Fudge as to whether or not Harry's story can be believed. When Fudge refuses to believe that Voldemort has returned, Dumbledore asks Professor McGonagall to ask Hagrid and Madame Maxime to meet with him in his office.

After he has recovered, and with no Defence Against the Dark Arts classes to go to, the Trio can visit Hagrid more often. On one such visit, they notice that there are two bucket-sized teacups on the table, and Hagrid confirms that he's been having tea with Madame Maxime. He says that Dumbledore had given him a mission, though he could not talk about it yet, and that he has pretty much convinced Madame Maxime to join him. Hagrid startles Harry by saying that he was pretty sure Voldemort would be coming back one day, that it was only a matter of time. He goes on to say that Harry had done as well as his father would have, and there's no higher praise than that. Harry smiles for the first time in days.

Order of the Phoenix
At the beginning of the school year, Harry is deeply concerned that Hagrid has not returned to Hogwarts; his classes are being taught by Professor Grubbly-Plank, and no one will say where Hagrid is or when he will return.

When he reappears well into winter, Harry, Hermione, and Ron secretly visit him at his hut. They are shocked by Hagrid's battered appearance, although he does not initially explain what has happened. Harry, however, alludes to the events of his summer, including the attack by Dementors on Primrose Crescent, saying that if Hagrid tells his story, Harry will reciprocate. Under this impetus, Hagrid does tell them that he and Madame Maxime, the gigantic Headmistress of Beauxbatons Academy, were on a secret mission for Dumbledore to recruit the Giants to their side. Though Hagrid is forthright about most of the events of the mission, he is still apparently hiding something, because he will not say what took him so long (Madame Maxime has apparently been back at Beauxbatons for months), or how he got so badly injured. He does mention that he had looked to see if his mother, Fridwulfa, was there, but she had apparently died some time before. His story is cut short by the arrival of Professor Umbridge, whose distrust of what she terms "half-breeds", and the footprints of the Trio heading to Hagrid's hut and not returning, have made her suspicious of Hagrid. The Trio, under Harry's Invisibility Cloak, watch as Umbridge, speaking as if to one who is not completely mentally competent, explains her role at the school and that she will be checking his teaching abilities. After she departs, the Trio ask Hagrid to choose something safe and Ministry-approved to teach them, but Hagrid seems unconcerned. Hermione returns to Hagrid's hut the following day to plead with him, saying that if he does not teach the Ministry-approved course, he will be in danger of losing his job, but Hagrid is unmoved.

In his Care of Magical Creatures class, Hagrid introduces Harry's class to Thestrals, winged, horse-like animals that can only be seen by humans who have witnessed death. Having seen Cedric Diggory being killed, Harry can now see the strange reptilian creatures, as can some of the other students – Neville Longbottom, who saw his grandfather die, and "a stringy Slytherin". Hagrid's teaching is interrupted by Umbridge's appearance to "inspect" his class; her inspection is so clearly adversarial that Hagrid is quite put off his stride and is unable to teach effectively.

It turns out later that Umbridge has put Hagrid on probation. Hagrid sees this as the first step to sacking him. Later in the book, we will find that Umbridge has started attending all his classes and taking notes on his apparent shortcomings.

On February 14th, arriving at the Three Broomsticks early for a meeting with Hermione, Harry sees Hagrid at the bar. Unusually morose, Hagrid talks about how Harry and he are so much alike, both orphans. He then speaks about how important family is. Harry asks what has gotten Hagrid so upset, but Hagrid does not answer, setting down his mug and heading out into the rain.

When Umbridge fires the Divination teacher, Professor Trelawney, Dumbledore hires a new one, Firenze. Firenze, a centaur, was previously living in the Forbidden Forest; he gives Harry a message to pass on to Hagrid, saying that Hagrid's attempt is not working. Neither he, nor Hagrid, when Harry talks to him later in class, choose to explain to Harry exactly what this "attempt" is.

Late in the year, Hagrid becomes convinced that Umbridge is about to get him sacked. Hagrid pulls Harry and Hermione away from the final Quidditch match of the year, to enlist their help in something he is doing in the Forbidden Forest if he should get sent away. It turns out that Hagrid had found his half-brother Grawp living with the Giants, where he was being mistreated because he was so small. Hagrid had brought him back to Hogwarts, although with great difficulty and personal injury. He has hidden Grawp in the Forbidden Forest where he is trying to teach him manners and English. He extracts a promise from a terrified Harry and Hermione that they will continue his education if Hagrid is sent away.

Eventually, Umbridge's hatred of so-called "half-breeds" leads her to sack Hagrid on the pretexts that he is incompetent, and that he has introduced Nifflers into her office. (Which was actually done by Lee Jordan) Her attempt is done with great drama, the assistance of at least five Aurors, and multiple ineffective stun jinxes that Harry witnesses during his midnight Astronomy OWL exam. As part of the arrest, Professor McGonagall is hit with multiple Stunners and ends up having to go to St. Mungo's Hospital. Hagrid escapes, carrying his boarhound Fang, who has been Stunned.

When Umbridge is removed and Dumbledore reinstated as Headmaster, Hagrid returns to the school and regains his teaching position. Harry, finding the concern of his friends in the Hospital Wing too intrusive, visits him to talk about the death of Sirius, his godfather, but very quickly discovers that he cannot get any peace there either, and uses Ron and Hermione as an excuse to leave Hagrid's hut.

Half-Blood Prince
Hagrid's role in this episode is much decreased, because his main point of contact with Harry is through the Care Of Magical Creatures classes, and Harry has chosen to not take NEWT-level studies in that course.

It is mentioned that Harry had inherited Buckbeak at the death of Sirius Black. Dumbledore says that Hagrid has renamed him Witherwings and will be delighted to take care of him.

Hagrid acts as guard for the Weasley family and Harry as they visit Diagon Alley to shop for school supplies. Harry is very pleased to see him, particularly as the alternative would be a squad of Aurors.

After the Arrival Feast, Hagrid meets Harry and Ron in the entrance hall and says that if they arrive early to Care of Magical Creatures, they will be able to say hello to Witherwings. Harry, Ron, and later Hermione, are concerned as to how they are going to break it to Hagrid that they have not chosen to take Care of Magical Creatures this year. Some time later, Harry decides that it is because they are not taking his class that Hagrid seems to be so aloof, and resolves to visit him. The Trio go to his hut after Quidditch tryouts, and the visit is initially awkward, but it turns out that a large part of Hagrid's preoccupation is because of Hagrid's ancient giant spider, Aragog, who is very ill. Hagrid comments that the Trio's schedules are very full, but they might have managed to fit Care of Magical Creatures in if they had Time-turners, but Hermione mentions that they were all destroyed at the Battle at the Ministry the previous year.

When Katie Bell, during the Hogsmeade weekend in October, touches the cursed necklace and is injured, Harry runs for help. The first person he runs into is Hagrid, and Hagrid carries Katie back to Hogwarts at the run.

After Aragog dies, Harry and Professor Slughorn come to console Hagrid and to give the creature a proper burial. Following the burial, Slughorn, Harry, and Hagrid take part in what might be considered an impromptu wake, during which Harry obtains the missing Horcrux memory from Slughorn.

When Ron is poisoned on his birthday, Hagrid comes to visit him in the Hospital Wing. As he, Harry, and Hermione leave to give Ron some time with his family, Hagrid mentions that Dumbledore seems upset with Severus Snape. He catches himself, but under questioning from Harry he reveals that he had been at the edge of the Forbidden Forest, and had overheard bits of a conversation between Dumbledore and Snape in which Snape seemed to be saying that though he had promised to do something, he might just change his mind. There was also some reference to the investigations in Slytherin, which Hagrid assumed had to do with the necklace.

During the tower battle at Hogwarts, Hagrid tries to prevent Death Eaters from fleeing, but he only manages to delay one of them who sets fire to Hagrid's hut. After Dumbledore's death, Hagrid removes his body to safety, and later attends the meeting of the Heads of House where the future of the school is being determined. Hagrid says that he feels he really does not belong at that meeting, but says that Dumbledore would have wanted the school to go on. He also says that he would think that students might want to pay their respects to Dumbledore, and so he would not expect to send the students home on the Express until after the funeral.

At the funeral itself, Hagrid carries Dumbledore's wrapped body to the bier, and then returns to the rear of the gathered crowd, where he breaks down in tears and is roughly comforted by his half-brother, Grawp.

Deathly Hallows
Hagrid, once again riding Sirius' flying motorcycle, is given the task of transporting the real Harry Potter to the home of Ted Tonks. As Hagrid occupies so much of the motorcycle's saddle, a sidecar has been added, into which Harry uncomfortably squeezes himself, his rucksack, his broom, and Hedwig's cage. The motorcycle has further been modified to emit brick walls, nets, and dragon fire out of its tailpipe; these are used against the pursuing Death Eaters with limited effect, and in fact the first use of the dragon fire addition results in the sidecar mountings failing partway. Hagrid's later attempt to repair the mountings results in them shearing completely, and Harry and the sidecar fall off. Hagrid circles around and collects Harry from the falling sidecar, from which Harry is only able to retrieve his rucksack. Once the pursuing Death Eaters determine that this is the real Harry, they break off the attack; at Harry's urging, Hagrid then uses the dragon fire again to speed them towards the Tonks home. Many Death Eaters, including Voldemort, catch up with them near the end of the journey; Hagrid at one point leaps off the motorcycle to wrestle with a Death Eater who is trying to curse Harry, and falls from there to the ground. When Harry reaches him later, he does not seem to be moving, but Harry then loses consciousness.

When he recovers, he asks Ted Tonks where Hagrid is, Ted assures him that Hagrid is fine. Hagrid comes in shortly after that. Ted ushers them over to the Portkey which will take them to The Burrow, and while they are waiting for the Portkey to activate, Hagrid asks where Hedwig is. Harry has to tell him that Hedwig is dead; she had been struck early in the battle by a killing curse intended for Harry.

Once they reach The Burrow, Hagrid largely moves into the background of the action, trying to recover his nerves with brandy and Firewhiskey.

Hagrid is present for Harry's birthday, wearing his best, hairy, horrible suit, and gives him a Mokeskin bag. This is used for valuables; things placed in it can only be retrieved by the owner. Harry will use it to keep a number of objects which he feels are valuable throughout the book.

The wedding of Bill Weasley and Fleur Delacour is the following day, so Hagrid stays overnight; however, The Burrow is far too full to allow him any place to stay, so he sets up a tent in a neighboring field. He is mentioned briefly as, just before the wedding, he mistakes where he is meant to sit and crushes an entire row of folding chairs, before being shown the reinforced bench which was intended for him.

When Ginny Weasley, Neville Longbottom, and Luna Lovegood try to steal Gryffindor's sword, they are given detention, which is apparently served with Hagrid.

At the battle at Hogwarts, Hagrid appears, flying in through a window; apparently he has been visiting Grawp in his cave outside Hogsmeade, and when he was called to the battle, he asked Grawp to set him down inside the walls. Grawp, misunderstanding him, had thrown him through the window. Later in the battle, he is carried away by giant spiders, children of Aragog. He is later found in the clearing where Aragog's children lived, which has been commandeered by the Death Eaters. The Death Eaters force Hagrid to carry Harry's apparently-lifeless body back to the lawns in front of Hogwarts. Hagrid is evidently crying too hard to notice the pulse beating strongly in Harry's throat. When hostilities re-open, and Harry hides under his cloak, Hagrid is the first to notice that he has vanished.

Strengths
One of Hagrid's main strengths is that he is a half-Giant. This means that his tough skin protects him against many spells and physical injuries. He is also immensely strong physically. Although a half-Giant might be expected to be fierce, Hagrid is one of the most soft-hearted people Harry knows. However, he can fight when necessary. He is one of Dumbledore's most trusted friends.

Hagrid is also unafraid of most physical threats, standing up to a squad of armed Centaurs, dealing with the vicious Blast-Ended Skrewts, and trying to domesticate a dragon. It could be said that this bravery is a weakness, as it tends to lead him into situations that are untenable for those who are traveling with him, such as the Trio.

Hagrid's half-Giant status allows him to interact and negotiate with Giants at a level that humans cannot, as evidenced in Harry Potter and the Order of the Phoenix.

He also interacts with many dangerous animals in a way that not many wizards would dare. His relative strength makes the threats that they pose seem insignificant to him, and so he can consider treating a dragon as a pet.

Weaknesses
After Hagrid was accused of opening the Chamber of Secrets, he was expelled and forbidden to do magic. His wand was also confiscated and snapped in half (the pieces were later reassembled and hidden in a pink umbrella, which never seems to be far from Hagrid). This seriously hindered his magical education, and as a result, he is rather poor at casting spells.

Hagrid has an unusual obsession with all "interesting" creatures—which usually means very dangerous ones. He tends to forget just how dangerous certain animals can be, and so has gotten Harry and his friends into some bad situations. Perhaps ironically, it is his physical strength that proves a weakness here; being half-Giant, he is extremely strong, and thus is able to deal with quite dangerous creatures, but he tends to forget that others are not as strong as he is.

On several occasions, Hagrid has allowed facts to slip out that he was meant to keep secret. We see this a number of times in Harry Potter and the Philosopher's Stone, for instance, when he reveals the connection with Nicolas Flamel, and the method of bypassing the three-headed dog. The tendency continues through the entire series; in Harry Potter and the Half-Blood Prince, we see Hagrid revealing that he has overheard a conversation between Dumbledore and Snape.

Emotionally, Hagrid seems quite immature, for all that he is apparently about 60 years old. His immediate reaction to almost any setback is to retreat from all contact, and possibly to get drunk. He shares Harry's tendency to try and run away from troubles; unlike Harry, though, he never turns of his own volition to face the problem, only doing so when he is forced, often by Dumbledore or by the Trio. His confidence is easily destroyed when dealing with antagonistic people, notably Draco Malfoy, Draco's father Lucius, and Professor Umbridge.

Hagrid is not the best cook. The Trio usually avoids Hagrid's offerings, particularly his rock cakes that are more rock than cake. Hagrid's attempts at cooking are something of a running joke throughout the series, though apparently the birthday cakes that he has made for Harry over the years have been well received.

Relationships with Other Characters
During Harry's fourth year, he developed a romantic relationship with the half-giant headmistress of Beauxbatons, Madame Maxime.

He has generally been friendly with Harry, Ron, and Hermione through the series. His opinion is valued by Dumbledore, who allowed Hagrid to stay as Grounds Keeper after being expelled.

Hagrid has deep respect to Professor Dumbledore. Anyone who dared tried to insult or hurt Dumbledore in his face suffered Hagrid's wrath. For example, when Vernon Dursley insulted Dumbledore by calling him a "crackpot old fool", Hagrid retaliates by giving Dudley a pig's tail. Hagrid hates the Dursleys as he angrily calls them out on their abuse and even aimed his umbrella at Vernon (either to use a spell or spear him in the chest) when he insulted Harry's parents.

Analysis
Hagrid is interesting in part because of what he is not. It seems initially that Hagrid is to be a sort of a father figure for Harry, with his size, gentleness, kindness towards Harry, and the fact that it was Hagrid who rescued him from his horrible aunt and uncle. However, while he is a comfort and a confidante for Harry, the father figure role would sit very awkwardly on him.

Hagrid is an odd hybrid of maturity and immaturity, which makes him a sort of a conduit between the professors and the Trio. So, while Harry genuinely likes Hagrid and respects him, it is not as an adult; rather, Harry sees him as one at largely his own level: an instructor perhaps in the ways of wizards, but not a father figure. In fact, Harry, Hermione, and Ron on several occasions act as sort of a combined parent figure for Hagrid:

 * in Prisoner of Azkaban, the trio are instrumental in getting Hagrid back on his feet after Buckbeak injures Draco Malfoy;
 * again in Prisoner of Azkaban, it is they who brace him up for the defence of Buckbeak, and who provide moral support before the scheduled execution;
 * in Goblet of Fire, it is the Trio who manage to rein him in when he is falling for Madame Maxime;
 * when the news of his being half-Giant is revealed in Goblet of Fire, it is partly the Trio who get him out of his hut and back teaching again.

Add to this Hagrid's habit of responding to every setback, and every victory, by getting drunk – in Harry Potter and the Prisoner of Azkaban, he seems to be able to get reeling drunk within half an hour of Buckbeak's escape – and we can see that, even at an apparent age of 60 years, Hagrid is still often reacting like an adolescent.

Hagrid does show a certain amount of maturity, of course; his decision to bring his half-brother Grawp back with him, to attempt to civilize Grawp, and in particular the resolve with which he sticks to that decision, shows that the mission to the Giants, and possibly the influence of Olympe Maxime, have matured him.

Can Hagrid do magic?
Of course he can, though he is not supposed to, at least not in the first two books. In fact, we see him do so twice in the early chapters of Harry Potter and the Philosopher's Stone, once when he gives Dudley a pig's tail, and once when he sends the boat back to the mainland by tapping it with his umbrella. Hermione asks, before Hallowe'en in that same book, whether he has used an Engorgement Charm on the pumpkins in his garden, and he admits to having done so, without directly saying he did use magic. Presumably, once he has been exonerated of the fifty-year old accusation that he had released the monster from the Chamber of Secrets, which happens at the end of Harry Potter and the Chamber of Secrets, the prohibition against Hagrid's using magic will have been lifted. However, we are never explicitly told this.

It is true that Hagrid, having been expelled in his third year, will not have as much magic ability as he ought to, and (although his broken original wand is embedded in his umbrella, from which he casts spells) there is no sign of either getting his wand repaired or obtaining a new one. There is no real explanation of this; perhaps it is simply that Hagrid is aware of the lack of training and his resulting lack of magical ability. It is true that Hagrid seems very diffident about many things, and likely his minimal use of magic stems from lack of confidence due to his being surrounded by much more competent witches and wizards.

When Hagrid and Madame Maxime were visiting the Giants in Europe to negotiate with them, his use of magic would be, in any case, perforce minimal. They could not use magic while traveling because they were being watched, by the Ministry and possibly also by Death Eaters, and they could not use magic around the Giants because that was something Wizards did, and using magic would antagonize the people they were trying to negotiate with.

There is thus no evidence whether the prohibition against Hagrid's using magic was actually vacated or not. The reader does take away the impression, however, that Hagrid chose to keep whatever magic he did somewhat furtive, though it remains uncertain whether it was still forbidden him, or whether he was simply embarrassed by his relative lack of ability.

Questions

 * 1) How might Hagrid's life be different if he hadn't been expelled?
 * 2) How has Hagrid shown that he is trustworthy?
 * 3) How has Hagrid Helped Harry Potter in the years he has been at Hogwarts?
 * 4) Why does Hagrid Want a dragon for a pet?

Greater Picture
In an interview with MSNBC following the publication of Harry Potter and the Deathly Hallows, the following appeared:

 * Hagrid, actually, had been safe in Rowling’s mind from the very beginning. Before her first book, Harry Potter and the Sorcerer’s Stone, was even published, Rowling planned for Hagrid to carry Harry out of the forest at the end of Deathly Hallows, believing that Harry was dead.

 * "It was very significant," Rowling said. "Hagrid brings Harry from the Dursleys. He takes him into the wizarding world . . . He was sort of his guardian and his guide . . . And now I wanted Hagrid to be the one to lead Harry out of the forest."

In this context, Hagrid can be seen very much as the midwife, carrying or leading Harry from one stage in his life to the next. In Harry Potter and the Philosopher's Stone, he carries the infant Harry from the wreckage of the house in Godric's Hollow, to his new life with the Dursleys. He again leads Harry to the discovery of the Wizarding world, and his own role in it, by means of the trip to Diagon Alley. And he is, of course, the one who pilots the fleet of boats that carry all the first-years, including Harry, into Hogwarts before their Sorting. In Harry Potter and the Deathly Hallows, it is again Hagrid, and interestingly again Sirius' flying motorbike, that Hagrid uses to carry Harry out of his childhood home with the Dursleys and into his adult life. It is only proper that Hagrid is the one who carries him out of the Forest and into the place where he can achieve his final victory over Voldemort. The only major transition for which Hagrid is not present is the Advance Guard, carrying Harry to Grimmauld Place in Harry Potter and the Order of the Phoenix, and inducting him into the Order.

A large part of the reason that Hagrid is unable to do magic, we are led to believe, is that his wand was broken when he was expelled. There are some inconsistencies in this, however. We have to compare Hagrid's experience with Ron's in Harry Potter and the Chamber of Secrets. Ron's wand was broken in the crash landing of the flying car, and as a result, throughout the year his attempts at doing magic were repeatedly marred by unexpected effects from his wand: clouds of grey smoke, firecracker noises, and on at least two occasions, backfires. We see none of these effects when Hagrid attempts magic. Against this, we must also compare what happens when Harry's wand is broken in Harry Potter and the Deathly Hallows: "repaired" by Hermione, when called upon to work a spell it simply falls apart. Again, we do not see this happen when Hagrid attempts magic. While this must be purely speculation, we can suggest an explanation for this. We learn, in the last chapter of Harry Potter and the Deathly Hallows, that the Elder Wand can repair Harry's wand. We know that Dumbledore had somehow arranged to get Hagrid the groundskeeper's job at Hogwarts after his expulsion, which would suggest strongly that Dumbledore had not bought Riddle's story that Hagrid had been opening the Chamber of Secrets. Our belief is that Hagrid's expulsion happened in about 1942, and we have learned that Dumbledore defeated Grindelwald in 1945, and would have gained control of the Elder Wand at that point. It is possible, though nowhere suggested in the story, that Dumbledore repaired Hagrid's wand sometime after that. Hagrid's weak magic, then, is likely partly due to his only having received three years of formal magical schooling, and largely due to his having to hide his spellcasting to keep from getting Dumbledore into trouble. After his name is cleared, presumably he is allowed to use magic again, but likely does not, partly because he has gotten out of the habit of openly using magic, but largely because of lack of confidence in his own abilities.


text:
Chess Opening Theory/1. Nf3

1. Nf3 · Zukertort Opening
1. Nf3, the Zukertort opening, is the 3rd most popular initial move. It's a sophisticated way of stalling for time. White reckons that Nf3 will almost certainly be a useful move sooner or later, whereas every pawn move is an irrevocable commitment. 1. Nf3 has the benefit of preventing Black's 1...e5 reply, which is a move that Black likes to play for all the same reasons that White likes to play 1. e4. White's options are kept flexible since White could intend to play the Réti Opening or the King's Indian Attack, although it can easily transpose into something else, including the Sicilian Defence. Other reasons for playing 1. Nf3 go something along the lines of:

White hates playing against Variation X, but doesn't mind Variation Y. White plays 1. Nf3 as a request for information. If Black attempts to transpose into Variation X, which White hates, White will refuse to allow it and play an independent line instead. If Black attempts to transpose into Variation Y, White will go along with that.

As an example, a player who hates facing the Queen's Gambit Declined (QGD) but doesn't mind the Dutch Defence might play 1. Nf3. If it is answered with 1...f5, then they will play 2. d4 transposing into the Dutch. But, if 1...d5 appears instead, then they will go for a King's Indian Attack with 2. g3. A player whose preferences were the other way around might answer 1...d5 with 2. d4 (allowing a QGD) but 1...f5 with 2. e4!?, the Lisitsin Gambit (not allowing the Dutch.)

One general point though: Because 1. Nf3 prevents 1...e5, it has more in common with 1. d4 openings (and some 1. c4 openings) than with those following 1. e4. It is also a popular way for White to set up a King's Indian formation.

Black can play almost anything comfortably at this point, and the following options are merely some of the more common replies.

Statistics

 * Approximate chances
 * White win 37%, Draw 36%, Black win 27%

 * Estimated next move popularity
 * Nf6 41%, d5 28%, c5 11%, g6 6%, e6 3%, d6 3%, f5 3%. Other moves less than 2%.

Theory table
1. Nf3

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

title: Chess Opening Theory/1. Nf3


text:
Chess Opening Theory/1. e4/1...d5

1... d5 - Scandinavian Defence
The Scandinavian Defense (or Centre Counter Defense) is one of the oldest chess openings, dating back the 16th century. This opening tries to break White's centre and stop white from taking control. The Scandinavian defense is Black's 7th most popular response to 1.e4 and grandmasters such as Magnus Carlsen occasionally play this move in tournaments. White has a few possible replies:
 * 2. exd5

This is White's strongest reply, and exposes chief drawback of the Scandinavian Defense: in order to recover the pawn (while not mandatory) Black must now bring out their queen providing White with a target to attack. This was considered enough of a problem to put the opening out of business for much of the mid-20th century. However, modern players are a little more comfortable breaking the rules, and the Scandinavian has enjoyed some modern popularity.

 * 2. d4 transposes to the Blackmar-Diemer Gambit. If Black prefers to decline the gambit, they can steer the game into the French, Caro-Kann, or Nimzovich Defenses.

White can defend the pawn, but not comfortably:
 * 2. Nc3 is playable; it generally leads to the knight getting kicked with 2... d4 and retreating to e2 with a position that can develop into a reversed Kings Indian. It generally leads to strategic and maneuvering game where white hopes to strike with f4 or even play Nf5 if Ng3 is ever played, eventually trying to use pawn breaks to ruin black's center. A lesser option for Black is 2... dxe4, which generally leads to more open positions. Both options are just fine for either side.
 * 2. d3 and Black will gleefully exchange pawns, then queens, and White loses the right to castle (but this does lead to a rather drawish endgame), although after 2... dxe4, White can play the interesting 3. Nc3.
 * 2. c3, the Plano Gambit, allows White to regain the pawn after 2... dxe4 3. Qa4+, but wastes time and does not help development.
 * 2. g4 is called the Zilbermints Gambit.
 * 2. b4 is also called the Zilbermints Gambit.
 * 2. e5 is occasionally seen. Only occasionally, because Black has now has an opportunity to develop his queens bishop to somewhere useful before playing the natural e6, thus negating the main weakness of the French Defence which it resembles.
 * 2. h3 aims for a reversed Englund Gambit.
 * 2. Bd3 blocks White's d-pawn, shuts the d3-bishop in with the e-pawn and needlessly weakens g2, so now White will not have the possibility of capturing the d5 pawn because Qxd5 will threaten the g2-pawn. Black will play dxe4 followed by Nf6, gaining a tempo on the bishop.
 * 2. Nf3 (the Tennison Gambit) is a gambit seen in blitz chess. After 2... dxe4, 3. Ng5 follows. There is a well-known trap here after 3... Nf6?! (3... Bf5! or 3... e5! are better) 4. d3?! (4. Bc4 is better) exd3 5. Bxd3 h6?? (5... Nc6!, and white doesn't get any compensation for the pawn) 6. Nxf7! Kxf7 7. Bg6+! Kxg6 8. Qxd8, and white is completely winning. However, there are multiple ways to avoid this trap. Therefore, the gambit is generally quite rare in high-level play.

Due to this, the Scandinavian is arguably the most "forcing" response from black against 1. e4, but white gets plenty of options and development in the resulting middlegame. Nonetheless, the Scandinavian is a solid option for fans of the Caro-Kann (for example).

Theory table

 * 1. e4 d5

title: Chess Opening Theory/1. e4/1...d5


text:
Talk:Neapolitan

Untitled
Ciao, how can I help you? I suppose you have problems with the structure of the book. Btw. if you would like to register it is easier to attribute your work to you and admins will know that who is working is a reliable person. Without login we only see a number and therefore check out every added page. - For all other people reading this page: this book is being initiated on the napulitano-discussion group - so it will take some time to build it up. Ciao! --SabineCretella 06:20, 11 August 2005 (UTC)

yes i am registered, every now and then i become loged out.

the list i made and you fixed will be the headings for the table of contents.

anything you would like to add, would be helpful. --Espo111 22:44, 11 August 2005 (UTC)

help!
PLEASE ADD TO THIS! I am one person and it is not my native language.

--Espo111 01:20, 18 August 2005 (UTC)

Questions
Hello, I'm glad this project has begun. I think there are some basic things we should work out before we get too far along though. Orthographically, I tend to prefer the "j" to the "i" (nuje v. nuie, serraje v. serraie), thoughts? Also, what do we do about all the variable conjugations/spellings/usages endemic to the language? I don't want arbitrary decisions made with the losers just falling by the wayside, but having too many variants can be confusing to the newcomer. Perhaps some mix can be accommodated (the way many Italian texts include both devo and debbo)? I personally enjoy the lack of standardization in Neapolitan, but it can be frustrating. Sabine (if you're reading this), is there any "easy" way to copy the Neapolitan material from the Italian wiktionary over to this? Or is it better to just wait for a nap.wiktionary.org to get going and do it there? One big problem is that all that material is in Italian.... E. abu Filumena 06:43, 18 August 2005 (UTC)

i agree to use "j" instead of "i" and as for the other spellings, i think we should use spellings    that most often appear in the 18th and 19th century literature, also what is being used in and around napule today, and where there is no consensus, list all forms with notes. we discuss a lot of that in the http://groups.yahoo.com/group/napulitano/ --Espo111 16:53, 18 August 2005 (UTC)

As for linking material please hold on for a moment - Ultimate Wiktionary should start soon and from here it will be easy to add translations into EN + link it directly. At this stage, to my opinion, it does not make sense to create a neapolitan wiktionary as it would only double admin work and "copy work". Thank you! --SabineCretella 13:32, 26 August 2005 (UTC)

PLEASE LEAVE THE LINK TO MY WEBSITE WWW.NAPULITANO.ORG ON THIS WIKIBOOK I STARTED THIS BOOK FOR THAT WEBSITE, AND I DON'T APPRECIATE IT BEING REMOVED --Espo111 21:29, 22 August 2005 (UTC)
 * I did not remove the link from the page, but it is not generally considered proper on wikibooks to use a wikibook as means of advertising, which is one way the link to your page could be understood. The "correct" way to issue credits would usually be to have a separate page for them, or to list them on the talk page (here). Kellen T 22:21, 22 August 2005 (UTC)

 * how is a website that serves as a center for the neapolitan language with NO ads whatsoever (and is being run out of pocket) considered improper? i started this page here for the site, but if you dont want my help, i will leave, and let this book die.--Espo111 22:50, 22 August 2005 (UTC)

 * Hello Frank, I'm not sure why you are being so aggressive, but I'd have to concur that the front page is not the place for this kind of self-promotion. I did include your page in the references page.  I do not know how removing the front page link is in any way by way of saying that your assistance is not wanted.  If you do indeed feel that way, then I wish you well and will do what I can to keep this book alive myself along with whosoever else wishes throw in, as is the spirit of the wiki projects.E. abu Filumena 23:59, 22 August 2005 (UTC)

 * The issue is not if the site itself has ads, nor if the book was originally started for your site, but that wikibooks/wikipedia/etc are considered collective endeavors and that an attribution to a specific entity doesn't reflect this (even if you are currently the only contributor). This is not a personal attack in any way, and I have nothing vested in the link to your site. In fact, your site does look like a very helpful resource, and I think it fits into the wikibooks scheme in that sense; as a resource. I hope you do not leave based on this since you seem to be doing good work, but please recognize that the future of this wikibook extends beyond the scope of your personal project. Kellen T 01:19, 23 August 2005 (UTC)

 * The site is now linked to on the "sites" subpage, I don't think more attribution than that is necessary. Just because the wikibook was intended to accompany your site doesn't mean you are given the right to brand it. I created (well, resurrected) the Grand Theft Auto: San Andreas wikibook with the sole purpose of it being a guide for and by GameFAQs users, but I never labelled it as such. Anyway I hope this unfortunate misunderstanding is over now. I've blocked the blanking vandal for now, so hopefully you can edit in peace. :) GarrettTalk 03:43, 23 August 2005 (UTC)

Blanking and threat
At 02:03 UTC, 23 August 2005 Espo111 replaced this page with this :

well i thought i could help people, but i should have realized wiki is just ignorant people with egos. I guess i will have to create through other means, away from wiki. and i will do whatever i can to kill this book, including vandalism. i shoud have known this would happen as you were the guy who erased all the other stuff we napulitane contributed to the wikipedia article. and my site is less than a week old, so no its not useful yet, thanks for pointing it out strunz. i had hoped for help here, instead of just being erased.
 * I'm sorry you feel that way, I wish you luck in your endeavors. I believe your comment about your page "not being useful" is in regards to the "under construction as of aug. 2005" on the resource page, I copied that directly from the wikipedia Neapolitan language page where you  described it as such.E. abu Filumena 03:23, 23 August 2005 (UTC)
 * What's the previous history with this fellow? He seemed thankful for your efforts on your wikipedia talk page. And did he delete himself? Kellen T 06:00, 23 August 2005 (UTC)
 * He seems to have deleted his website as well. Weird. Talk about overreacting... Kellen T 07:24, 23 August 2005 (UTC)
 * Yes, I'm fairly certain he deleted himself, 67.174.17.85 would seem to be him. I'm not entirely sure what's going on.  I've had some limited contact with him before as we tend to work on similar sorts of entries.  He's been going around purging all the links to this page that he is able to as well.  I had noticed that his site was down, initially he had just removed the link to the wikibook. Huh.E. abu Filumena 07:27, 23 August 2005 (UTC)
 * Do you think he just misunderstood what was going on? Or is he actually pissed that he can't brand the book with his website? Kellen T 18:32, 23 August 2005 (UTC)
 * He for sure misunderstood - it is not easy to contribute to the wikimedia projects - many things can be misunderstood. I'll try to mediate. --SabineCretella 08:19, 24 August 2005 (UTC)

no i did not misunderstand, and no i did not over react, i can tell when i am not wanted by idiots all i wanted was to keep my link on the page to increase traffic to the wikibook, and your "useless comment" pissed me off. I started this book and it was over run and stolen, i started the wikipedia neapolitan article way back, and that was stolen as well, mostly by the same people. you guys can have the book, but i wont promote it, in fact i will discourage it as yet another reason why wikipedia is pure amateur. I finally took the advice of all my professors, and department at school and stopped using wikipedia. it is not nor will ever be credible and academic. And when i get my own students, i will fail anyone caught using any scrap of information derived from wikipedia. and by me posting this just proves you guys are clueless.

so as the old ladies used to say "a fa napule!"

 * nonononono... you have blown this completely out of proportion.
 * YOU own the content, but WE own the server so WE make the rules. Since our genus in 2002(?) we've had the rule that you may NOT have ANY project promote one linked-to website above another. Our house, our rules, simple enough.
 * I wish you the best of luck with your academic future, but I must warn you that if you fail a student solely because they reference a Wikimedia project you'll end up like that pro-Communist guy in Regina who failed students who chose the anti-Communist perspective for their essays; in other words, you'll end up in deep **** with those nasty uni bigwigs.
 * I do hope you reconsider this. It's only a minor thing, I don't see why you have to write us off completely just because we won't let you pimp your website on the book's main page.
 * Please reconsider, please. GarrettTalk 02:53, 25 August 2005 (UTC)
 * pimp an academic website..... and thats the problem with wikipedia, thanks for pointing it out and validating my point. And thanks for the “warning” but if I would fail my student for using a verified-non academic source (i.e. wiki-whatever), that is non credible and not academically reviewed, then I am just doing what MY professors have warned me about already for that last year and a half. And you are correct, you own the server, and the right to make the rules, rules that are anti-elitist and stating that content “owned” by the community, thus being purely communist in nature. perspective is acceptable, using a non credible source is another. All I am saying is that I am an academic and have simply been awakened by the lack of wiki-credibility by this “completely blown out of proportion” incident. And this incident was simply the “last straw” on wikimedia, thus verifying the old saying “you get what you pay for”
 * Yes we are very anti-elitist, perhaps too much so, but the solutions have so far escaped our grasp. That is the root of the problem with the lack of credibility. There is currently a drive on WP to reference every detail in every article, but that might take some time to occur because we cannot attract a large enough number of academics to add those references in the first place.
 * I'm glad you've put some serious thought into this, but on most of your points "we'll have to agree to disagree" I'm afraid. :)
 * As for "you get what you pay for"... credibility aside, consider this: our goal has always been to make information freely available to the masses; when I can come here and find a bizarrely delicious recipe for banana curry, or a game guide that lets me play from start to finish and find all of its secrets, or do a search on Wikipedia and actually find out what this Scott Maslen guy's first acting job was, all without a single ad of any form to make sure I pay for the privelage of reading, have we not already succeeded in our quest...? Well, that is something each visitor must decide for themselves. GarrettTalk 04:49, 25 August 2005 (UTC)

you see, academics dont look to "find out what Scott Maslen guy's first acting job was" and "the linguistics of the neapolitan language" from the same source, its like going shopping for toilet paper and diamond rings at wal mart, they just dont go together. and academics ARE elitist because they DESERVE to be, all the schooling and taking the time to do things correctly is what gives them the right. dont get me wrong, wikipedia has a place in the world, that is not my argument. It just has no place in critical research. want a solution? become elitist, thats the only way. real academics and "arm-chair scholars" will never co-exist, sorry, thats just how it is.

 * You contributed KNOWING that your work would be editable by anybody, logged, and under the GFDL. If you don't like what that means then get the fuck out and run your own closed wiki instead of wasting our time dealing with your childish nonsense. Kellen T 19:25, 26 August 2005 (UTC)

you get out, you dont own the site either, if you want that information there rewrite yourself. I have to right to edit what i wrote, I am not sure it is correct so i removed it. swearing is a reportable offence, maybe you are the little child here. So leave it out or i will ask you be moderated and maybe banned.

Fine you know what, fine, i will do what you you, (i would repeat but i don't need to use vulgar language unlike a wikpedian), I will leave and this book will add to the millions of error filled, half-finished useless wikipages. I started this, i promoted it, i corrected the errors, i did most of the work to start this book, and then a couple if academic-wannabes (mostly Kellen -good neapolian name btw) came along and ruined it. you can keep my half finished contributions -the real information will be completed by real academics, and be placed elswhere -where idiots (like some found here) cannot ruin it. you can keep your joke of a site and the error-filled information it contains. wiki will never be taken seriously by the academic world as long as people like kellen and Cspurrier are allowed to contribute or later losers--Espo111 21:14, 26 August 2005 (UTC)
 * Read my responses to your statements above. If you do that you will clearly see that I have zero interest in Neapolitan, and have never added or removed anything to its pages. I did not remove the link to your page, but gently explained why it was inappropriate. I have an overall interest in wikibooks and in people who understand its policies (and that they are for the general good). People who are destructive to wikibooks (yes, even to content they themselves generated) are not welcome. Kellen T 22:37, 26 August 2005 (UTC)

Is it "'nu foto" to say I picture? I always said "'na foto" and always heard people saying it that way.

title: Talk:Neapolitan


text:
Linear Algebra/Systems of linear equations

Our study of linear algebra will begin with examining systems of linear equations. Such linear equations appear frequently in applied mathematics in modelling certain phenomena. For example in linear programming, profit is usually maximized subject to certain constraints related to labour, time availability etc. These constraints can be put in the form of a linear system of equations.

While we have already studied the contents of this chapter (see Algebra/Systems of Equations) it is a good idea to quickly re read this page to freshen up the definitions.

Linear systems
A linear equation is an equation in which each term is either a constant or the product of a constant times the first power of a variable. Such an equation is equivalent to equating a first-degree polynomial to zero. Some examples of linear equations are as follows:

 * $$x + 3y = -4\ $$
 * $$7x_1 = 15 + x_2\ $$
 * $$z\sqrt{2} + e = \pi\ $$

The term linear comes from basic algebra and plane geometry where the standard form of algebraic representation of a line that is on the real plane is $$ax + by = c$$ where a, b, c are real constants and x, y are real variables. Review of the above examples will find each equation fits the general form.

The following are not linear equations:

 * $$xy + 7 = 2\ $$
 * $$\sqrt{x_1} + x_2 = 11$$
 * $$x^3 = 6 - 12z\ $$

For an equation to be linear, it does not necessarily have to be in standard form (all terms with variables on the left-hand side). The constants in linear equations need not be integral (or even rational).

Linear equations are classified by the number of variables they involve. The classification is straightforward -- an equation with n variables is called a linear equation in n variables. If n is 2 the linear equation is geometrically a straight line, and if n is 3 it is a plane. The geometrical shape for a general n is sometimes referred to as an affine hyperplane. We'll however be simply using the word n-plane for all n.

For clarity and simplicity, a linear equation in n variables is written in the form $$a_1x_1 + a_2x_2 + a_3x_3 + ... + a_nx_n = b\ $$, where $$a_1, a_2, ..., a_n\ $$ are constants (called the coefficients), and $$b\ $$ is the constant term.

A linear system (or system of linear equations) is a collection of linear equations involving the same set of variables. For example,
 * $$\begin{alignat}{7}

3x &&\; + \;&&            2y &&\; - \;&&  z &&\; = \;&&  1 & \\ 2x &&\; - \;&&            2y &&\; + \;&& 4z &&\; = \;&& -2 & \\ -x &&\; + \;&& \tfrac{1}{2} y &&\; - \;&& z &&\; = \;&&  0 & \end{alignat}$$ is a system of three equations in the three variables $$x, y, z\,\!$$.

A general system of m linear equations with n unknowns (or variables) can be written as
 * $$\begin{alignat}{7}

a_{11} x_1 &&\; + \;&& a_{12} x_2 &&\; + \cdots + \;&& a_{1n} x_n &&\; = \;&&& b_1     \\ a_{21} x_1 &&\; + \;&& a_{22} x_2 &&\; + \cdots + \;&& a_{2n} x_n &&\; = \;&&& b_2     \\ \vdots\;\;\; &&    && \vdots\;\;\; &&              && \vdots\;\;\; &&     &&& \;\vdots \\ a_{m1} x_1 &&\; + \;&& a_{m2} x_2 &&\; + \cdots + \;&& a_{mn} x_n &&\; = \;&&& b_m     \\ \end{alignat}$$ Here $$x_1,\ x_2,...,x_n$$ are the unknowns, $$a_{11},\ a_{12},...,\ a_{mn}$$ are the coefficients of the system, and $$b_1,\ b_2,...,b_m$$ are the constant terms.

Solutions of linear systems
A solution of a linear equation is any n-tuple of values $$(s_1,s_2,....,s_n)\ $$which satisfies the linear equation. For example, $$(-1,-1)\ $$ is a solution of the linear equation $$x + 3y = -4\ $$ since $$-1 + (3 \times -1) = -1 + (-3) = -4$$, but $$(1,5)\ $$ is not.

Similarly, a solution to a linear system is any n-tuple of values $$(s_1,s_2,....,s_n)\ $$which simultaneously satisfies all the linear equations given in the system.

For example,
 * $$\begin{alignat}{7}

3x &&\; + \;&&            2y &&\; - \;&&  z &&\; = \;&&  1 & \\ 2x &&\; - \;&&            2y &&\; + \;&& 4z &&\; = \;&& -2 & \\ -x &&\; + \;&& \tfrac{1}{2} y &&\; - \;&& z &&\; = \;&&  0 & \end{alignat}$$

has as its solution $$(1,-2,-2)\ $$. This can also be written as:

$$\begin{alignat}{2} x & = & 1 \\ y & = & -2 \\ z & = & -2 \end{alignat}$$

We also refer to the collection of all possible solutions as the solution set.

In general, for any linear system of equations there are three possibilities regarding solutions:

A unique solution: In this case only one specific solution set exists. Geometrically this implies the n-planes specified by each equation of the linear system all intersect at a unique point in the space that is specified by the variables of the system.

No solution: The equations are termed inconsistent and specify n-planes in space which do not intersect or overlap. It is not possible to specify a solution set that satisfies all equations of the system.

An infinite range of solutions: The equations specify n-planes whose intersection is an m-plane where $$m\le n$$. This being the case, it is possible to show that an infinite set of solutions within a specific range exists that satisfy the set of linear equations.

The following pictures illustrate these cases:
 * {| border=0 cellpadding=5

 * width="150px" align="center"| Two linear equation add method.PNG
 * width="150px" align="center"| Parallel linear equations.PNG
 * width="150px" align="center"| Intersecting Planes 2.svg
 * align="center"| A unique solution
 * align="center"| No solution
 * align="center"| An infinite range of solutions
 * }
 * align="center"| An infinite range of solutions
 * }

Why are there only these three cases and no others? Although a justification shall be provided in the next chapter, it is a good exercise for you to figure it out now.

A linear system is said to be inconsistent if it has no solution. If there exists at least one solution, then the system is said to be consistent.

Methods of solving linear systems
We know that linear equations in 2 or 3 variables can be solved using techniques such as the addition and the substitution method. However these techniques are not appropriate for dealing with large systems where there are a large number of variables. These techniques are therefore generalized and a systematic procedure called Gaussian elimination is usually used in actual practice. We will study this in a later chapter. A variant of this technique known as the Gauss Jordan method is also used.

Many times we are required to solve many linear systems where the only difference in them are the constant terms. The coefficients of the variables all remain the same. A technique called LU decomposition is used in this case. A variant called Cholesky factorization is also used when possible. We will study these techniques in later chapters.

Exercises
This chapter is meant as a review. There are no exercises.

Álgebra linear/Índice/Sistemas de equações lineares find the solution set to the following systems 1.x1+2x2+3x3-4x4+5x5=25


text:
Perl Programming/References and data structures

Introduction
So you've been plodding along with your perl scripts, fiddling with arrays and hashes and suddenly you realize that you would like to pass a function to another function depending on the data you encounter, or perhaps you would like to get back a hash when you look up an array index. References are the thing for you, allowing you to build and pass around ever more complex data structures.

Referencing and dereferencing syntax
Output should be I laugh in the face of clowns.

The curly brackets are optional, but generally recommended.


text:
User talk:24.78.231.117

WikiSpam will not be tolerated!

title: User talk:24.78.231.117


text:
Embedded Systems/Theory Design and Implementation/History of Changes

History of Changes

=
=====

10/08/2005 - sid - Added note to contributors/editors and HOC page

09/08/2005 - sid - Created Wikibook and Added Front page


text:
Consciousness Studies/The Neurophysiology Of Sensation And Perception

The human eye
The eye is a remarkable optical instrument that is often poorly understood by students of consciousness. The most popular misconception is that there is a 'focus' within the eye through which all the light rays pass! The purpose of this article is to describe our knowledge of the optics of the eye so that such misconceptions can be avoided.

The eye consists of several surfaces at which refraction occurs: air-cornea, cornea-aqueous humour, aqueous humour-lens, lens-vitreous humour. The crude image forming capability of the eye can be represented quite accurately by the reduced eye model which involves a single optical surface (air-cornea). Optometrists use more accurate models such as the Gullstrand Schematic Eye, the Le Grand Theoretical and the LeGrand Simplified Eye.

The lens system at the front of the eye forms an inverted image on the retina.

The eye is about 23 mm deep from the front of the cornea to the back of the retina. The refractive index of the components of the lens system varies from about 1.33 to 1.39.

Light from every point of a field of view falls all over the surface of the eye. There is no 'point eye' and there is no ordered image between objects in the view and the retina except on the retina. The image on the eye has the form of an inverted mapping of 3D objects to a 2D surface. This is also the form of conscious experience so the images on the retinas are the closest physical analogues of phenomenal, visual, conscious experience (see Perspective below).

Perspective
Perspective describes how light from three dimensional objects is mapped onto a two dimensional surface as a result of the action of lenses of the type found in the eye.

Perspective is used by artists to create the impression of viewing a 3D scene. To do this they create a 2D image that is similar to the image on the retina that would be created by the 3D scene.

Naive Realists and many Direct Realists believe that the 2D perspective view is the way things are actually arranged in the world. Of course, things in the world differ from images because they are arranged in three dimensions.

Colour
The colour of an object can be represented by its spectral power distribution which is a plot of the power available at each wavelength. The unit of light power is the watt but the unit that is used to measure subjective illumination is the candela. One candela is the illumination due to light of a wavelength of 555 nanometres and a radiant intensity of 1/683 watts per steradian in the direction being measured. A steradian is a solid angle at the centre of sphere of one metre radius that is subtended by one square metre of the surface. The curious number 1/683 occurs because the unit was originally based on light emitted from a square centimetre of molten platinum. The wavelength of 555 nm is chosen because this is the wavelength of peak sensitivity for light adapted (photopic) vision over a large group of subjects. Light adapted vision is largely due to photosensitive cells in the retina called cones. The candela is fixed as a standard SI Unit for light at a wavelength of 555 nanometres.

The lumen is a subjective measure of the flux of light energy passing through a solid angle (a steradian). 683 lumens of light at 555 nm are equivalent to a watt passing through the solid angle. At a wavelength of about 520 nm only 500 lumens of luminous flux occur per watt because the visual system is less sensitive at this wavelength. The curve of sensitivity of the visual system to light is known as the V-lambda Curve. At a wavelength of about 510 nm the same radiant intensity is seen as being half as bright as at a wavelength of 555 nm.

Dark adapted (scotopic) vision has a peak sensitivity at a wavelength of 507 nm and is largely due to photosensitive cells called rods in the retina. Spectral Luminous Efficacy Curves are also used to express how the sensitivity to light varies with wavelength.

Phenomenal colours are due to mixtures of spectral colours of varying intensities. A spectral colour corresponds to a wavelength of light found on the electromagnetic spectrum of visible light. Colours have three attributes: brightness, saturation and hue. The brightness of a colour depends on the illuminance and the reflectivity of the surface. The saturation depends on the amount of white present, for instance white and red make pink. The hue is similar to spectral colour but can consist of some combinations - for instance magenta is a hue but combines two spectral colours: red and blue. It should be noted that experiences that contain colour are dependent on the properties of the visual system as much as on the wavelengths of light being reflected.

Any set of three colours that can be added together to give white are known as primary colours. There are a large number of colours that can be combined to make white, or almost any other colour. This means that a set of surfaces that all appear white could reflect a wide range of different wavelengths of light.

There are numerous systems for predicting how colours will combine to make other colours; the CIE Chromaticity Diagram, the Munsell Colour System and the Ostwald Colour System have all been used. The 1931 CIE Chromaticity Diagram is shown below:

See Chromaticity diagram for more information.

The retina
The retina contains photoreceptive cells called rods and cones and several types of neurons. The rods are generally sensitive to light and there are three varieties of cones sensitive to long, medium and short wavelengths of light (L, M and S type cones). Some of the ganglion cells in the retina (about 2%) are also slightly light sensitive and provide input for the control of circadian rhythms. A schematic diagram of the retina is shown below.

The photoreceptors hyperpolarise (their membrane potential becomes more negative) in response to illumination. Bipolar cells make direct contact with the photoreceptors and come in two types, on and off. The on-bipolar cells are also known as invaginating bipolars and the off-bipolars as flat bipolars. On-bipolars depolarise when light falls on the photoreceptors and off-bipolars hyperpolarise. Action potentials do not occur in the bipolar or photoreceptor cells.

The retinal neurons perform considerable preprocessing before submitting information to the brain. The network of horizontal and ganglion neurons act to produce an output of action potentials that is sensitive to boundaries between areas of differing illumination (edge detection) and to motion.

Kuffler in 1953 discovered that many retinal ganglion cells are responsive to differences in illumination on the retina. This centre-surround processing is shown in the illustration below.

The centre-surround effect is due to lateral inhibition by horizontally arranged cells in the retina.

The structure of the response fields of ganglion cells is important in everyday processing and increases the definition of boundaries in the visual field. Sometimes it gives rise to effects that are not directly related to the physical content of the visual field. The most famous of these effects is the Hermann Illusion. The Hermann Grid Illusion is a set of black squares separated by white lines. Where the white lines cross it appears as if there are grey dots.

The grey dots are due to the relative suppression of on-centre ganglion cells where the white lines cross. This is explained in the illustration below.

Notice how the grey dots disappear when the crossed white lines are at the centre of the visual field. This is due to way that ganglion cell fields are much smaller in the fovea.

There are many other retinal illusions. White's illusion is particularly strong and was believed to be due to centre-surround activity but is now thought to have a complex origin.

The grey lines really are the same shade of grey in the illustration. Mach's Illusion is another example of a centre-surround effect. Centre-surround effects can also occur with colour fields, red/green and yellow/blue contrasts having a similar effect to light/dark contrasts.

Lateral inhibition and the resultant centre-surround effect increases the number of cells that respond to boundaries and edges in the visual field. If it did not occur then small boundaries might be missed entirely if these fell on areas of the retina outside of the fovea. The result of this effect is everywhere in our normal visual phenomenal experience so not only is visual experience a mapping of 3D on to a 2D surface, it also contains shading and brightening at edges that will not be found by photometers that measure objective light intensities.

Photoreceptors become less responsive after continuous exposure to bright light. This gives rise to afterimages. Afterimages are usually of the opponent colour (white light gives a dark afterimage, yellow light gives a blue afterimage, red gives a green afterimage etc.). Afterimages when the eyes are open are generally due to a lack of response to a particular frequency of light within the white light that bathes the retina.

It is clear that visual phenomenal experience is related more directly to the layout and type of activity in the retinal cells than to things in the visual field beyond the eye.

The lateral geniculate nucleus
Retinal ganglion cells project to the Lateral Geniculate Nuclei which are small bumps on the back of the thalamus. (Only 10-15% of the input to the LGN comes from the retina, most (c.80%) comes from the visual cortex). The neurons in the LGN are arranged retinotopically so preserve the layout of events on the surface of the retina.

The LGN are arranged in 6 layers. The top two are known as Magnocellular layers (about 100,000 neurons with large cell bodies) and the bottom four are called Parvocellular layers (about 1,000,000 neurons with small cell bodies). Between the main layers are the Koniocellular layers that consist of large numbers of tiny neurons.

The left Lateral Geniculate Nucleus receives input from the right visual field and the right LGN receives input from the left visual field. Each nucleus receives input from both eyes but this input is segregated so that input from the eye on the same side goes to layers 1, 3, 5 and from the other side to layers 2,4, 6.

The magnocellular layers contain neurons that have a large receptive field, are sensitive to contrast, a transient response and are not colour sensitive. The parvocellular layers contains neurons that have small receptive fields, are colour sensitive, have a prolonged response and are less sensitive to contrast.

The LGN pathway from the retina is largely connected to the striate part of the visual cortex (cortical area V1) via a set of fibres called the optic radiation. There are reciprocal connections between the Thalamic Reticular Nucleus and the LGN. The LGN are also interconnected with the Superior Colliculus and brainstem.

The LGN may be involved in controlling which areas of the visual field are subjected to attention (O'Connor et al. 2002).

The visual cortex
The input from the LGN goes mainly to area V1 of the cortex. The cortex is arranged in six layers and divided up into columns. Each column in the visual cortex corresponds to a particular area of the retina in one eye. The columns are arranged in rows called hypercolumns. Each column within a hypercolumn responds to a different orientation of an optical stimulus at a given location (so responds to edges/boundaries that are oriented in the visual field). Hypercolumns from each eye are arranged alternately and form a small block of cortex called a pinwheel. At the centre of each pinwheel are colour sensitive cells that are usually not orientation sensitive. These coincide with the "blobs" that are seen when visual cortex is viewed using cytochrome oxidase dependent stains. It is important to note that the "hypercolumns" merge into one another and respond to line stimuli that cover an area of retina so they may be physiological rather than anatomical entities.

The blind spot in each eye is represented by an area of visual cortex that only receives monocular input from the other eye (Tong & Engel 2001). The effect of the blind spot is illustrated below:

Normally it seems that the blindspot is 'filled in' with background when one eye is used. However, Lou & Chen (2003) demonstrated that subjects could respond to quite complex figures in the blind spot, although how far they were investigating 'blindsight' rather than visual experience in the blind spot is difficult to determine.

Different layers in the visual cortex have outputs that go to different locations. Layer 6 sends nerve fibres to the Lateral Geniculate Nuclei and thalamus, layer 5 to superior colliculus and pons, layer 2 & 3 to other cortical areas.

There are two important outputs to other cortical areas, the ventral stream and the dorsal stream. The ventral stream processes colour, form and objects. It proceeds to the inferior (lower) temporal cortex. The dorsal stream processes motion, position and spatial relationships. It proceeds towards the parietal cortex. Lesions in the ventral stream can result in patients knowing where an object is located but being unable to enumerate its properties, on the other hand, lesions to the dorsal stream can result in patients being able to label an object but unable to tell exactly where it is located.

There is also a large output from the visual cortex back to the thalamus, this output contains more fibres than the thalamo-cortical input.

Depth perception
The world is three dimensional but the image on the back of the retinas is two dimensional. How does the brain give the subject a perception of depth?

Depth perception relies on cues which are data about the displacement of things relative to the body. These cues consist of:

 * the convergence of the eyes
 * the accommodation of the lens
 * binocular disparity -the difference between the images on the retinas- this was first suggested by Wheatstone.
 * motion parallax - distant objects move slower when the observer moves - first suggested by Helmholtz.
 * optical flow - the rate of expansion/contraction of a scene with movement towards or away from it (Lee & Aronson 1974).
 * binocular occlusion - parts of a scene are invisible to each eye.
 * body motion provides cues about near objects.
 * vanishing points - the convergence of parallel lines.
 * numerous other cues such as size constancy, texture etc.

Binocular disparity has been most extensively studied as a source of depth cues. When the eyes converge to focus on an object in from of them there is very little disparity in the images of that object on the two retinas. The angle at the object formed between the lines that project back to the pupils is known as the vergence at the object. The sphere where all objects have the same vergence is known as the horopter.

When the disparity between the retinas is small a single image occurs in phenomenal experience which is accompanied by a sensation of objects with depth. This is known as stereopsis. If the disparity between the retinas is large double vision ensues, this is known as diplopia. The curious feature of stereopsis is that we can see no more of the object than is visible on the retinas and certainly cannot see behind the object. Stereopsis is more like a stretching of 2D space than actual 3D.

The empirical horopter is a zone where things are seen without diplopia. The empirical and Veith Muller (geometric) horopters are different. This difference is the result of both processing by the CNS and optical factors.

Physiological diplopia refers to the stimulation of receptors in different parts of the retinas of the two eyes by the same object. Physiological diplopia does not always give rise to subjective diplopia, objects close to the empirical horopter do not give rise to double vision and the zone in which this occurs is known as Panum's Fusion Area. It is widest for objects that are distributed away from the nose (with 'temporal' locations) and for objects that are slow moving and poorly focussed.

In the review by Cutting and Vishton (1995) the contributions of each type of cue is discussed. Cutting and Vishton also present evidence that there are several zones of depth perception that are informed by different sets of cues. These are personal space, which is the zone of things within arms reach, action space, which is the zone in which we interact and where our motions have a large impact on the perceived layout, and vista space which is the zone beyond about 30m that is informed by long range cues.

The interesting feature of 3D perceptual space is that it is not seen. The sides of a solid object appear as intrusions or lateral extensions in 2D space, when we close an eye that has access to the side of the object and then open it again the side grows out into 2D space. The lack of 'seeing' depth is also evident when we close one eye when looking at a vista - nothing seems to change even though stereopsis has gone. This leaves the problem of what it is that constitutes the 'feeling' of depth. We have feelings that we can fall into space or move into it or around in it. Depth seems to be defined by premotor modelling and the potential for occupancy by our bodies and limbs. As such it involves qualia that are different from those of vision and more akin to those that accompany movement, as an example, if you reach out to touch something, move the hand back, then consider the distance to the object it is evident that a feeling of the movement is still present. Is depth a quale of movement modelled during the extended present of perception?

 * Cutting, J.E. & Vishton, P.M. (1995) Perceiving layout and knowing distances: The integration, relative potency, and contextual use of different information about depth. In W. Epstein & S. Rogers (eds.) Handbook of perception and cognition, Vol 5; Perception of space and motion. (pp. 69-117). San Diego, CA: Academic Press. http://pmvish.people.wm.edu/cutting&vishton1995.pdf

 * Gregory, R.L. (1997). Knowledge in perception and illusion. From: Phil. Trans. R. Soc. Lond. B (1997) 352, 1121–1128. http://www.richardgregory.org/papers/knowl_illusion/knowledge-in-perception.pdf

 * Hubel, D.H. (1981). EVOLUTION OF IDEAS ON THE PRIMARY VISUAL CORTEX, 1955-1978: A BIASED HISTORICAL ACCOUNT. http://nobelprize.org/medicine/laureates/1981/hubel-lecture.pdf

 * Lou, L. & Chen, J. (2003). Attention and Blind-Spot Phenomenology. PSYCHE, 9(02), January 2003. http://psyche.cs.monash.edu.au/v9/psyche-9-02-lou.html

 * O'Connor, D.H., Fukui, M.M., Pinsk, M.A. & Kastner, S. (2002). Attention modulates responses in the human lateral geniculate nucleus. Nature Neuroscience 5, 1203 - 1209 (2002). http://www.nature.com/neuro/journal/v5/n11/full/nn957.html#B34

 * Tong, F., & Engel, S. A. (2001). Interocular rivalry revealed in the human cortical blind-spot representation. Nature, 411, 195-199. http://www.psy.vanderbilt.edu/tonglab/publications/Tong&Engel2001.pdf

 * Tong, F. (2003). PRIMARY VISUAL CORTEX AND VISUAL AWARENESS. Nature Reviews of Neuroscience. 4:219-229. http://www.psy.vanderbilt.edu/tonglab/publications/Tong_NRN2003.pdf

Modules
 * The cortex and thalamus
 * Rivalries and synchronisation


text:
User:Brassratgirl~enwikibooks

Hello! My name is Phoebe Ayers. I'm a librarian and northern Californian.

Or find me on:
 * wikipedia
 * meta
 * wikimania2006

leave me a message!

title: User:Brassratgirl~enwikibooks


text:
User:Siddord

About Myself
I am a software engineer working at Mumbai, India. I started working this year after completing my Master of Science in Electrical Engineering from USC School of Engineering, Los Angeles. My work involves firmware development and applications development for embedded environments.

Interests
I am a photographer and I spend most of my free time with my cameras. You can see my work at Shwami's Gallery. I also dabble with paints and digital arts from time to time.

On the technology side, I am interested in Audio/Video/Imaging processing, microcontrollers, and computer graphics.

Weapons of Choice
Camera - Nikon FM10 Editors - Photoshop Digital Art - Photoshop Traditional Art - Pencils, Charcoals, Paints Microcontrollers - PIC16F877A graphics - OPENGL programming languages - C, Assembly

title: User:Siddord


text:
Learn Electronics/Analogue and Digital

Analogue electronics handles analogue signals. Analogue signals are signals having continuously varying amplitudes with respect to the time. For example the loudspeaker of a TV set or of a radio receives a voltage that usually is continually changing, which in turn causes a current to flow that changes in the same way and that activates the speaker cone to move, causing sound. This is an analogue device.

Digital electronics handles digital signals. Digital signals are discrete signals. They have constant amplitude for a specific time period. Walking could be regarded as similar to a digital device. The number of steps per minute can vary, but each step is usually nearly the same. A digital signal can be regarded as a number "packages" that are almost the same, but the number of these packages that are delivered per minute varies.

In another context, there are analogue watches and digital watches. The analogue watches have a minute hand and an hour hand, they keep moving all the time, while a digital watch has numbers showing, they change only once in a while.

See also, from Wikipedia

 * Analog signals
 * Digital signals

Previous chapter ../Integrated Circuits/ | Next chapter: ../Digital Circuits/ | Go back to Index

title: Learn Electronics/Analogue and Digital


text:
Cookbook talk:Cuisine of South Africa

Considder rewriting in a neutral voice i.e "our dishes" change to "South African dishes" etc

South African koeksisters
Koeksister can be made in many different ways but I have no idea how to make it. Wattstorch (discuss • contribs) 21:40, 10 April 2020 (UTC)

Do you know the recipe?
You have the name's of the food but no recipes  OFENTSE MO (discuss • contribs) 13:00, 23 June 2023 (UTC)

title: Cookbook talk:Cuisine of South Africa


text:
User:Jhouse

I seem to be leaving links to my name everyone and had no matching page for it. I figured that I should at least put something here for interested people to find.

I will try to set up a watch for this page and my talk page for anyone who cares to leave me a message.

Most notably, my interest in wikibooks (so far) has been to add a study group course on wikiveristy.

title: User:Jhouse


text:
User:Conce~enwikibooks

Name :Paul Edmonds.

Born UK. 9th June 1949.

Emigrated to Australia. Lived in Peru several months.

Currently residing in Chile. - Favorite ingredient. Chili Favorite foods: Lomo saltado, Aji de Gallina, Anticuchos, Chili con Carne and hot curries.

(and an Aussie BBQ accompanied by a few cans of Fosters beer) ;)

title: User:Conce~enwikibooks


text:
Talk:Computer Science/Data Structures/Introduction content

Induction on a Summation Comment
Was on the main page:
 * [TODO: I added a proof for the closed form of the sum of the first n numbers, but I don't see how this helps insertion sort, so maybe this isn't the proof you were thinking of. - Nebu Pookins.]

Reply: That's exactly the proof needed, thanks! I'll read through it to look for any minor errors. It can help for the analysis of insertion sort, that being, an upper-bound on the number of compares for n elements. To find the first min, you need to do n-1 compares, to find the next min, you need to do n-2 compares, ... and so on, so the number of compares can be computed using this formula. I suppose while we're on the topic I should note that it might be nice if this series of books would always do more than just the regular "O(f(n))" analysis. For example, instead of just number of steps for sorting, it could be number of steps, number of swaps (if applicable), and number of compares. For hashtables, it will be expected lookup (O(1)), but also what the complexity of hashing a key is (O(k) where k is the key). MShonle 19:49, 11 August 2005 (UTC)


text:
Radiation Oncology/Chemotherapy combinations

This page is for listing chemotherapy combinations, e.g. CHOP.
 * Note: pages may link directly to a particular chemo combination

 * ABVD - Hodgkin's Disease
 * adriamycin (doxorubicin)
 * bleomycin
 * vinblastine
 * dacarbazine

 * ABVE-PC / DBVE-PC - pediatric HD
 * adriamycin (doxorubicin)
 * bleomycin
 * vincristine
 * etoposide
 * prednisone
 * cyclophosphamide

 * ACVBP
 * adriamycin (doxorubicin)
 * cyclophosphamide
 * vindesine
 * bleomycin
 * prednisone

 * AMF - pancreas
 * adriamycin (doxorubicin)
 * mitomycin C
 * fluorouracil (5-FU)

 * AVPC - pediatric HL
 * adriamycin (doxorubicin)
 * vincristine
 * prednisone
 * cyclophosphamide

 * BEACOPP - Hodgkin's
 * bleomycin
 * etoposide
 * adriamycin (doxorubicin)
 * cyclophosphamide
 * oncovin (vincristine)
 * procarbazine
 * prednisone

 * BEAM - Myeloma
 * BCNU (carmustine)
 * etoposide
 * ara-C
 * melphalan

 * BEC - H&N
 * bleomycin
 * epirubicin
 * cisplatinum

 * BEP - Germ cell tumors, testicular
 * bleomycin
 * etoposide
 * cisplatin

 * CEPP
 * cyclophosphamide
 * etoposide
 * procarbazine
 * prednisone

 * CEOP
 * cyclophosphamide
 * etoposide
 * oncovin (vincristine)
 * prednisone

 * CHOP (CHOP-14 is given over 2 weeks, CHOP-21 is given over 3 weeks)
 * cyclophosphamide
 * hydroxydaunomycin (doxorubicin)
 * oncovin (vincristine)
 * prednisone

 * CNOP
 * cyclophosphamide
 * mitoxantrone
 * oncovin (vincristine)
 * prednisone

 * CODOX-M - Burkitt's lymphoma
 * cyclophosphamide
 * oncovin (vincristine)
 * doxorubicin
 * methotrexate

 * CVP - lymphoma
 * cyclophosphamide
 * vincristine
 * prednisone

 * DBVE - pediatric HL
 * Doxorubicin
 * Bleomycin
 * Vincristine
 * Etoposide

 * DBVE-PC / ABVE-PC - pediatric HL
 * Doxorubicin
 * Bleomycin
 * Vincristine
 * Etoposide
 * Prednisone
 * Cyclophosphamide

 * DECA
 * dexamethasone
 * etoposide
 * cytarabine

 * EAP - gastric
 * etoposide
 * adriamycin
 * cisplatin

 * ECF - gastric
 * epirubicin
 * cisplatin
 * 5-FU

 * ELFE - gastric
 * epirubicin
 * leucovorin
 * 5-FU
 * etoposide

 * EP - Germ cell tumors, testicular
 * etoposide
 * cisplatin

 * EPOCH - lymphoma
 * etoposide
 * prednisone
 * vincristine ("Oncovin")
 * cyclophosphamide
 * doxorubicin ("H")

 * ESHAP
 * etoposide
 * solu-medrol(Methylprednisolone)
 * high-dose Ara-C
 * cisplatinum

 * FAM - gastric
 * 5-FU/leucovorin
 * adriamycin
 * mitomycin C

 * FAMTX - gastric
 * 5-FU/leucovorin
 * adriamycin
 * methotrexate

 * FCR - lymphoma
 * fludarabine
 * cyclophosphamide
 * rituximab

 * FEMTX - gastric
 * 5-FU/leucovorin
 * epirubicin
 * methotrexate

 * FOLFIRI
 * FOL – folinic acid (leucovorin)
 * F – fluorouracil (5-FU)
 * IRI – irinotecan (Camptosar)

 * FOLFOX
 * FOL– Folinic acid (leucovorin) - sometimes called FA
 * F – Fluorouracil 5FU
 * OX – oxaliplatin

 * FR - lymphoma
 * fludarabine
 * rituximab

 * Hyper-CVAD - intensified CHOP + more
 * Course A:
 * cyclophosphamide
 * vincristine
 * doxorubicin
 * decadron
 * Course B:
 * methotrexate
 * leucovorin
 * cytarabine

 * ICE
 * ifosfamide
 * carboplatin
 * etoposide

 * IVAC - Burkitt's lymphoma
 * ifosfamide
 * VP-16 (etoposide)
 * ara-C (cytarabine)
 * mesna

 * MACOP-B - NHL
 * methotrexate
 * adriamycin (doxorubicin)
 * cyclophosphamide
 * oncovin (vincristine)
 * prednisone
 * bleomycin

 * MBVP - PCNSL
 * methotrexate (MTX)
 * carmustine (BCNU)
 * teniposide (Vumon)
 * methylprednisolone

 * MCF - Gastric
 * mitomycin
 * cisplatin
 * 5-FU

 * MCV - Bladder
 * methotrexate (MTX) - days 1,15,22; 30 mg/m2
 * cisplatin - days 2-4; 25 mg/m2
 * vinblastine - days 2,15,22; 3 mg/m2
 * Cycle: every 28 days
 * Ref: RTOG 97-06

 * MOF - Colorectal
 * semustine (Methyl-CCNU)
 * vincristine (Oncovin)
 * 5-FU
 * Ref: NSABP R-01

 * MOPP - pediatric HD
 * mechlorethamine
 * oncovin (vincristine)
 * procarbazine
 * prednisone

 * MPV - multiple myeloma
 * melphalan
 * prednisone
 * velcade

 * PCR - lymphoma
 * pentostatin
 * cyclophosphamide
 * rituximab

 * PCV - glioma
 * procarbazine - oral 75 mg/m2
 * lomustine (CCNU) - oral 130 mg/m2
 * vincristine - IV 1.4 mg/m2
 * Cycle: CCNU on day 1, P qd days 8-21, V days 8 and 29. Repeat every 6 weeks.

 * PELF - gastric
 * cisplatin
 * epirubicin
 * leucovorin
 * 5-FU

 * Pro-MACE-MOPP
 * prednisolone
 * methotrexate with leucovorin rescue
 * adriamycin (doxorubicin)
 * cyclophosphamide
 * etoposide
 * mechlorethamine (nitrogen mustard)
 * oncovin (vincristine)
 * procarbazine

 * R-CHOP
 * rituxan
 * cyclophosphamide
 * hydroxydaunomycin (doxorubicin)
 * oncovin (vincristine)
 * prednisone

 * R-ICE
 * Rituximab
 * ifosfamide
 * carboplatin
 * etoposide

 * R-MPV -- PCNSL
 * Rituximab
 * methotrexate
 * procarbazine
 * vincristine

 * Stanford 5 (accelerated MOPP/ABVE) - Hodgkin's Disease
 * bleomycin
 * doxorubicin
 * etoposide
 * mechlorethamine
 * prednisone
 * vinblastine
 * vincristine

 * TCH - breast cancer
 * Taxotere
 * Carboplatin
 * Herceptin

 * TPDCV - pediatric low grade glioma
 * 6-thioguanine
 * procarbazine
 * dibromodulcitol
 * CCNU
 * vincristine

 * VAD
 * Vincristine
 * Adriamycin (doxorubicin)
 * Dexamethasone

 * VACOP-B
 * VP-16 (etoposide)
 * adriamycin (doxorubicin)
 * cyclophosphamide
 * oncovin (vincristine)
 * prednisone
 * bleomycin

 * VAMP - pediatric HD
 * Vinblastine
 * Adriamycin (doxorubicin)
 * Methotrexate
 * Prednisone

 * VCA - H&N
 * vincristine
 * cyclophosphamide
 * adriamycin

 * VBM
 * V=vinblastine - Hodgkin's
 * vinblastine
 * bleomycin
 * methotrexate
 * V=vincristine - H&N
 * vincristine
 * bleomycin
 * methotrexate

 * VBP - GYN
 * vincristine
 * bleomycin
 * cisplatin

 * VMV-VAC - SCLC
 * vincristine
 * methotrexate
 * VP-16 (etoposide)
 * doxorubicin
 * cyclophosphamide

 * XELOX
 * Xeloda (capecitabine)
 * Oxaliplatin (Eloxatin)

need to add full info:
 * VAMP/COP
 * MOPP/ABVD
 * MOPP/ABV
 * CHOD/BVAM
 * EBVP
 * COPP (and COPP/ABVD)
 * ABV
 * AVD
 * AV
 * EVE

Chemocare.com Acronym list


text:
Becoming a Private Pilot

Table of Contents

 * /Getting Your Private Pilot License/
 * /Background/
 * /Standard Day/
 * /Systems and Aircraft Components/
 * /In the Cockpit Basics/
 * /Take Off/
 * /Landings/
 * /Steep Turns/
 * /Slow Flight/

Disclaimer
I take no responsibility for any of the data posted on this Wiki. This information may be a helpful training aid, but it cannot take the place of logged instructional time with an instructor. Thanks, and happy landings.

title: Becoming a Private Pilot