text:
User talk:68.158.204.240

Welcome to Wikibooks, collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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We hope that you choose to become a Wikibooks and create an account. We hope you enjoy your time here on Wikibooks as a Wikibookian! -- LV (Dark Mark) 21:14, 11 January 2006 (UTC)

title: User talk:68.158.204.240


text:
User talk:Chris Mason

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Templates can save your time
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 21:15, 11 January 2006 (UTC)

Rename Request
Hello,. I've received your rename request. Here is what I need from you:

Once you have satisfied these requirements, send me a message and I can rename you. If you have any questions, or if you need any help, you can ask me on my user talk page, or you can ask the community at WB:CHAT or WB:AN. --Whiteknight (Page) (Talk) 21:29, 28 May 2008 (UTC)

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

title: User talk:Chris Mason


text:
ILife

What is iLife?
Often cited as a reason to use a Mac over a Windows PC, iLife is a suite of six digital media applications that let you organize photos, music, and videos; create home movies, songs, and podcasts; and publish your projects to the internet and DVDs. Although it isn't included with Mac OS X, it is included with every new Mac that Apple ships, and is available separately for $79.

About this Wikibook
Although iLife is considered very easy to use compared to the competition, using its six applications can prove difficult at times. New users may find they need help before they can use iLife by themselves. In addition, power users may wish to learn about some of iLife 06's new features.

In the past, the preferred way of learning how to use iLife was a traditional book. Unfortunately, these books can be expensive, especially when in color, which is important for a book pertaining to editing movies and photos. Many users simply try to learn iLife by themselves, often missing out on important features and time-saving tricks.

With the advent of the wikibook, you can learn iLife online for free. Don't worry, there are no hidden charges for using this site.

Wikibooks are great because anyone can edit them. See a confusing explanation of how to do something? Once you figure out a better way to explain, come back and fix it for everyone else. In a real book, you can't help other readers understand something the author explained poorly.

In addition, unlike traditional bound books, Wikibooks are always up-to-date. This is especially important for iTunes, the music-managing app in iLife, that is updated frequently over the course of the year. Features are added, new iPods debut, and the interface improves.

Keep in mind that this book assumes you already know how to use Mac OS X as a whole. If you don't, please read our companion wikibook, Mac OS X Tiger.

This wikibook also covers Front Row, which while not part of iLife, is heavily dependent on it.

Structure
This wikibook is divided into six "parts", one for each application. Each part is divided into chapters. There is also an appendix on Front Row.

Nesting
Arrows > Like > These are used to show menus. For instance, "Open the menu labeled File. In that menu is an item labeled Save As. Click Save As " could be abbreviated to "File > Save As...".

Likewise, these > arrows are also used for file locations. "Macintosh HD > Applications > Utilities" is shorthand for "Open the Macintosh HD folder. Inside is a folder labeled Applications. Inside that is another folder labeled Utilities. Open that."

Right Click
Another convention in this Wikibook is the use of "right click". Mac OS X supports both one-button and two-button mice. On a two-button mouse, when told to "right click", simply press the right mouse button. But if using a one-button mouse, hold down the "control" key on your keyboard while you click.

Info Boxes
A computer book mainstay, info boxes have called attention to important items for ages. This wikibook is no exception, offering four different flavors.

Contents

 * 1) /iTunes/
 * iTunes is an app for acquiring digital music from CDs or the internet and then outputting it to CDs or an iPod. The latest version also handles videos.
 * 1) /iPhoto/
 * iPhoto sucks up pictures from a digital camera, lets you sort them into groups, edit them, and then output them as prints or gifts.
 * 1) /iMovie HD/
 * iMovie lets you import footage from a digital camcorder and then edit it with titles, transitions, and special effects.
 * 1) /iDVD/
 * iDVD lets you take media from iPhoto or iMovie and burn it to blank DVDs with professional menus.
 * 1) GarageBand
 * GarageBand lets you create your own songs, either out of musical building blocks called loops or with a digital piano keyboard. It also lets you create your own podcasts (online radio shows).
 * 1) iWeb
 * iWeb lets you create a simple personal website and fill it with your photos, music, movies, podcasts. It also lets you create a blog.
 * 1) Appendices
 * A: Using Front Row
 * While technically not part of iLife, this feature on all Macs that came with an Apple Remote lets you enjoy your media from your sofa.
 * B: The Keyboard Shortcut Cheat Sheet
 * A quick guide to time-saving keyboard shortcuts that can improve your workflow.
 * 1) /Glossary/
 * Find a term you don't know? You might find it in the glossary.

title: ILife


text:
Talk:ILife

=Introduction= Welcome to the Discussion page for the Mac OS X Tiger Wikibook! This page is divided into two main sections: the first is a guidelines section for outlining how to write this wikibook, and the second is a discussion section for discussing the guidelines and the wikibook itself.

=Guidelines=

Who is this book Designed for?
This book is designed for users with users with moderate computer experience. Assume that they know everything about the Tiger desktop and the Finder, and they know the general purpose of everything in the Mac OS X (e.g. they understand the concept of "System Preferences", even if they don't actually know what all of the controls do).

Detail
Make sure this wikibook covers every detail of iLife: don't over-simplify.

Priorities
Applications should be written about in this order:
 * 1) iTunes
 * 2) iPhoto
 * 3) iMovie
 * 4) GarageBand
 * 5) iDVD
 * 6) iWeb

Chapter Labels
Chapters are labeled according to how far along they are:
 * Empty - The chapter has not yet been created.
 * Sparse - The chapter has gaping holes and desperately needs more content.
 * Developing - The chapter is coming along, but is still not good enough.
 * Developed - The chapter needs more content and polish.
 * Almost Complete - The chapter needs a final layer of polish, and needs screenshots added.
 * Complete - The chapter is done. While you may edit it, please leave it largely the same.

Labels should be in [brackets].

In addition, an "Out of Date" label should be used on chapters that contain information pertaining to an older version of a piece of software. This label should be in {braces}

No Advertising!
It's legitimate and helpful to mention an application (freeware, shareware, open source, commercial, or otherwise), brand of hardware, or website, but this wikibook shouldn't be a platform for advertising, nor should any tutorial contained in it ever rely on a non-Apple product.

Book, Not Encyclopedia
Remember that this is a book, not an encyclopedia. Keep a casual tone. This book is supposed to be the iLife user's best friend, not a dry encyclopedia of information.

Screenshots
Put in color screenshots, product images, and diagrams in important places. Use them when necessary, but never frivolously, so the pages can load over a dial-up connection. Also make sure the screenshots do not show any "haxies", themes, etc. Screenshots should be taken only in Mac OS X Tiger. Keep the screens uncluttered and familiar to the average user (for instance, use bundled Apple wallpaper, don't over-customise toolbars, and don't show any alternative icons). Also, when talking about a window or a menu, the screenshot should not include anything else.

Screenshots should be centered except when absolutely necessary, always appear as thumbnails, and be labeled in this format: "Fig 1. Here is a caption, which is relativly dry and does not contain instructions."

Tables
Tables should be used whenever appropriate.

 * Table width should be set to 600px
 * The border should be set to 0
 * Cell Padding should be set to 3
 * Cells should be either 4D804D (dark green) or B5E3B5 (light green)
 * Tables should be labeled in this fashion "Table 1. This is a simple caption."

Info Boxes
Use Info Boxes whenever they make sense. Use the following templates:

=Discussion= Use this section to discuss the above guidelines.

Remember that English language Wikibooks are read by English speakers the world over, not just in America. For many, English might also not be their first language. Refrain therefore from "americanizations" and watch your spelling. There's nothing more confusing (or annoying in some cases) for Europeans than to see text full of unnecessary zzzzzz's!

title: Talk:ILife


text:
ILife/iTunes

Music has taken many forms since the invention of the gramophone in 1887. First there were vinyl records, then cassette tapes, then CDs. Fast forward to now. The era of music stored on CDs is coming to a close, and "digital music" (music stored in files on your computer's hard drive) is rapidly replacing it. To manage your collection of digital music, you use a specialized music-managing application. And Apple's iTunes is widely considered to be the best available.

iTunes lets you:
 * Organize the music files on your Mac.
 * Turn your current CD collection into digital files.
 * Burn custom mix CDs.
 * Manage your iPod.
 * Legally download a variety of media (music, video, and more) from the internet.

Contents

 * 1) The iTunes Interface
 * Learn how to use iTunes' basic features.
 * 1) Getting Music In
 * Convert CDs to digital files.
 * 1) Organizing Media
 * Learn how to organize music and videos.
 * 1) Podcasts
 * Learn about Podcasting, the future of radio.
 * 1) The iTunes Store
 * Download media from the iTunes Store.
 * 1) The iPod
 * Transfer your media to an iPod.
 * 1) iTunes Tricks
 * Handy tips, tricks, and tools to help you enjoy iTunes.
 * 1) /Burning CDs from iTunes/

title: ILife/iTunes


text:
Budget Watch Collecting/Horological Theory

Fancy sounding name, right? This section is meant to get into the engineering and theory of timekeeping, without getting deep into the math.

Budget Watch Collecting/Jewels

Budget Watch Collecting/Shock Protection

Budget Watch Collecting/How a Watch Works

Budget Watch Collecting/Automatic Winding


text:
User talk:Romihaitza

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Templates can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck!

Hmm... it feels odd to be welcoming you. Oh well, Cheers. -- LV (Dark Mark) 22:16, 11 January 2006 (UTC)

title: User talk:Romihaitza


text:
Haskell/GUI

Haskell has at least four toolkits for programming a graphical interface:
 * wxHaskell - provides a Haskell interface to the cross-platform wxWidgets toolkit which supports Windows, OS X, and Gtk+ on GNU/Linux, among others.
 * Gtk2Hs - provides a Haskell interface to the GTK+ library
 * hoc (documentation at sourceforge) - provides a Haskell to Objective-C binding which allows users to access to the Cocoa library on MacOS X
 * qtHaskell - provides a set of Haskell bindings for the Qt Widget Library

In this tutorial, we will focus on the wxHaskell toolkit.

Getting and running wxHaskell
To install wxHaskell, look for your version of instructions at: GNU/Linux Mac Windows

or the wxHaskell download page and follow the installation instructions provided on the wxHaskell download page. Don't forget to register wxHaskell with GHC, or else it won't run (automatically registered with Cabal). To compile source.hs (which happens to use wxHaskell code), open a command line and type:

ghc -package wx source.hs -o bin

Code for GHCi is similar:

ghci -package wx

You can then load the files from within the GHCi interface. To test if everything works, go to $wxHaskellDir/samples/wx ($wxHaskellDir is the directory where you installed it) and load (or compile) HelloWorld.hs. It should show a window with title "Hello World!", a menu bar with File and About, and a status bar at the bottom, that says "Welcome to wxHaskell".

If it doesn't work, you might try to copy the contents of the $wxHaskellDir/lib directory to the ghc install directory.

Shortcut for Debian and Ubuntu
If your operating system is Debian or Ubuntu, you can simply run these commands from the terminal:

sudo apt-get install g++ sudo apt-get install libglu-dev sudo apt-get install libwxgtk2.8-dev

Hello World
Here's the basic Haskell "Hello World" program:

It will compile just fine, but how do we actually do GUI work with this? First, you must import the wxHaskell library. has some more stuff, but we won't need that now.

To start a GUI, use. In this case,  is the name of a function which we'll use to build the interface. It must have an IO type. Let's see what we have:

To make a frame, we use  which has the type. It takes a list of "frame properties" and returns the corresponding frame. We'll look deeper into properties later, but a property is typically a combination of an attribute and a value. What we're interested in now is the title. This is in the  attribute and has type. The most important thing here, is that it's a  attribute. Here's how we code it:

The operator  takes an attribute and a value and combines both into a property. Note that  returns an. The  function has the type. You can change the type of  to , but it might be better just to add. Now we have our own GUI consisting of a frame with title "Hello World!". Its source:

The result should look like the screenshot. (It might look slightly different on Linux or MacOS X, on which wxhaskell also runs)

A text label
A simple frame doesn't do much. In this section, we're going to add some more elements. Let's start simple with a label. wxHaskell has a, but that's a layout thing. We won't be doing layout until next section. What we're looking for is a. It's in. The  function takes a   as argument along with a list of properties. Do we have a window? Yup! Look at. There, we see that a  is merely a type-synonym of a special sort of window. We'll change the code in  so it looks like this:

Again,  is an attribute of a   object, so this works. Try it!

A button
Now for a little more interaction. A button. We're not going to add functionality to it until the section about events, but already something visible will happen when you click on it.

A  is a control, just like. Look it up in.

Again, we need a window and a list of properties. We'll use the frame again. is also an attribute of a button:

Load it into GHCi (or compile it with GHC) and... hey!? What's that? The button's been covered up by the label! We're going to fix that next.

Layout
The reason that the label and the button overlap, is that we haven't set a layout for our frame yet. Layouts are created using the functions found in the documentation of. Note that you don't have to import  to use layouts.

The documentation says we can turn a member of the widget class into a layout by using the  function. Also, windows are a member of the widget class. But, wait a minute... we only have one window, and that's the frame! Nope... we have more, look at  and click on any occurrence of the word Control. You'll be taken to, and it is there we see that a Control is also a type synonym of a special type of window. We'll need to change the code a bit, but here it is.

Now we can use  and   to create a layout of the staticText and the button. is an attribute of the frame, so we'll set it here:

The  function will be covered in the section below about attributes. Try the code, what's wrong? This only displays the staticText, not the button. We need a way to combine the two. We will use layout combinators for that. and  look nice. They take an integer and a list of layouts. We can easily make a list of layouts of the button and the staticText. The integer is the spacing between the elements of the list. Let's try something:

Play around with the integer and see what happens. Also, change  into. Try to change the order of the elements in the list to get a feeling of how it works. For fun, try to add  several more times in the list. What happens?

Here are a few exercises to spark your imagination. Remember to use the documentation!

After having completed the exercises, the end result should look like this: You could have used different spacing for  and   or have the options of the radiobox displayed horizontally.

Attributes
After all this, you might be wondering: "Where did that  function suddenly come from?" and "How would I know if  is an attribute of something?". Both answers lie in the attribute system of wxHaskell.

Setting and modifying attributes
In a wxHaskell program, you can set the properties of the widgets in two ways:
 * 1) during creation:
 * 2) using the   function:

The  function takes two arguments: something of type   along with properties of. In wxHaskell, these will be the widgets and the properties of these widgets. Some properties can only be set during creation, such as the  of a , but you can set most others in any IO-function in your program — as long as you have a reference to it (the   in  ).

Apart from setting properties, you can also get them. This is done with the  function. Here's a silly example:

Look at the type signature of. It's. is a  attribute, so we have an   which we can bind to. The last line edits the text of the frame. Yep, destructive updates are possible in wxHaskell. We can overwrite the properties using  anytime with. This inspires us to write a modify function:

First it gets the value, then it sets it again after applying the function. Surely we're not the first one to think of that...

Look at this operator:. You can use it in  because it takes an attribute and a function. The result is a property in which the original value is modified by the function. That means we can write:

This is a great place to use anonymous functions with the lambda-notation.

There are two more operators we can use to set or modify properties:  and. They do almost the same as  and   except a function of type   is expected, where   is the widget type, and   is the original "value" type (  in case of   and   in case of  ). We won't be using them now, as we've only encountered attributes of non-IO types, and the widget needed in the function is generally only useful in IO-blocks.

How to find attributes
Now the second question. Where do we go to determine that  is an attribute of all those things? Go to the documentation…

Let's see what attributes a button has: Go to. Click the link that says "Button". You'll see that a  is a type synonym of a special kind of , and a list of functions that can be used to create a button. After each function, there's a list of "Instances". For the normal  function, we see Commanding -- Textual, Literate, Dimensions, Colored, Visible, Child, Able, Tipped, Identity, Styled, Reactive, Paint. That's the list of classes of which a button is an instance. Read through the ../Classes and types/ chapter. It means that there are some class-specific functions available for the button. , for example, adds the  and   functions. If a widget is an instance of the  class, it means that it has a   attribute!

Note that while  hasn't got a list of instances, it's still a , and that's a synonym for some kind of. When looking at the  class, it says that   is an instance of it. That's an error on the side of the documentation!

Let's take a look at the attributes of a frame. They can be found in. Another error in the documentation here: It says  instantiates. This was true in an older version of wxHaskell. It should say. Apart from that, we have,  ,  ,  ,   and a few more. We're already seen  and. Anything that is an instance of  has a   attribute.

adds (among others) the  attribute. It's an attribute of the  type, which can be made with. Please note that the  attribute can also change the size. If you want to use  you should set it after the.

adds the  and   attributes.

adds the Boolean  attribute. This can be used to enable or disable certain form elements, which is often displayed as a greyed-out option.

There are lots of other attributes, read through the documentation for each class.

Events
There are a few classes that deserve special attention. They are the  class and the   class. As you can see in the documentation of these classes, they don't add attributes (of the form ), but events. The  class adds the   event. We'll use a button to demonstrate event handling.

Here's a simple GUI with a button and a staticText:

We want to change the staticText when you press the button. We'll need the  function:

The type of :. is of type, so we need an IO-function. This function is called the Event handler. Here's what we get:

Insert text about event filters here

title: Haskell/GUI


text:
Haskell/Modules

Modules are the primary means of organizing Haskell code. We met them in passing when using  statements to put library functions into scope. Beyond allowing us to make better use of libraries, knowledge of modules will help us to shape our own programs and create standalone programs which can be executed independently of GHCi (incidentally, that is the topic of the very next chapter, ../Standalone programs/).

Modules
Haskell modules are a useful way to group a set of related functionalities into a single package and manage different functions that may have the same names. The module definition is the first thing that goes in your Haskell file.

A basic module definition looks like:

Note that
 * 1) the name of the module begins with a capital letter;
 * 2) each file contains only one module.

The name of the file is the name of the module plus the .hs file extension. Any dots '.' in the module name are changed for directories. So the module YourModule would be in the file YourModule.hs while a module Foo.Bar would be in the file Foo/Bar.hs or Foo\Bar.hs. Since the module name must begin with a capital letter, the file name must also start with a capital letter.

Importing
Modules can themselves import functions from other modules. That is, in between the module declaration and the rest of your code, you may include some import declarations such as

Imported datatypes are specified by their name, followed by a list of imported constructors in parenthesis. For example:

What if you import some modules that have overlapping definitions? Or if you import a module but want to overwrite a function yourself? There are three ways to handle these cases: Qualified imports, hiding definitions, and renaming imports.

Qualified imports
Say MyModule and MyOtherModule both have a definition for remove_e, which removes all instances of e from a string. However, MyModule only removes lower-case e's, and MyOtherModule removes both upper and lower case. In this case the following code is ambiguous:

It isn't clear which <tt>remove_e</tt> is meant! To avoid this, use the qualified keyword:

In the latter code snippet, no function named <tt>remove_e</tt> is available at all. When we do qualified imports, all the imported values include the module names as a prefix. Incidentally, you can also use the same prefixes even if you did a regular import (in our example, <tt>MyModule.remove_e</tt> works even if the "qualified" keyword isn't included).

Hiding definitions
Now suppose we want to import both <tt>MyModule</tt> and <tt>MyOtherModule</tt>, but we know for sure we want to remove all e's, not just the lower cased ones. It will become really tedious to add <tt>MyOtherModule</tt> before every call to <tt>remove_e</tt>. Can't we just exclude the <tt>remove_e</tt> from <tt>MyModule</tt>?

This works because of the word hiding on the import line. Whatever follows the "hiding" keyword will not be imported. Hide multiple items by listing them with parentheses and comma-separation:

Note that algebraic datatypes and type synonyms cannot be hidden. These are always imported. If you have a datatype defined in multiple imported modules, you must use qualified names.

Renaming imports
This is not really a technique to allow for overwriting, but it is often used along with the qualified flag. Imagine:

Especially when using qualified, this gets irritating. We can improve things by using the as keyword:

This allows us to use <tt>Shorty</tt> instead of <tt>MyModuleWithAVeryLongModuleName</tt> as prefix for the imported functions. This renaming works with both qualified and regular importing.

As long as there are no conflicting items, we can import multiple modules and rename them the same:

In this case, both the functions in <tt>MyModule</tt> and the functions in <tt>MyCompletelyDifferentModule</tt> can be prefixed with My.

Combining renaming with limited import
Sometimes it is convenient to use the import directive twice for the same module. A typical scenario is as follows:

This give access to all of the Data.Set module via the alias "Set", and also lets you access a few selected functions (empty, insert, and the constructor) without using the "Set" prefix.

Exporting
In the examples at the start of this article, the words "import everything exported from MyModule" were used. This raises a question. How can we decide which functions are exported and which stay "internal"? Here's how:

In this case, only <tt>remove_e</tt> and <tt>add_two</tt> are exported. While <tt>add_two</tt> is allowed to make use of <tt>add_one</tt>, functions in modules that import <tt>MyModule</tt> cannot use <tt>add_one</tt> directly, as it isn't exported.

Datatype export specifications are written similarly to import. You name the type, and follow with the list of constructors in parenthesis:

In this case, the module declaration could be rewritten "MyModule2 (Tree(..))", declaring that all constructors are exported.

Maintaining an export list is good practice not only because it reduces namespace pollution but also because it enables certain compile-time optimizations which are unavailable otherwise.

title: Haskell/Modules


text:
User talk:Jackhynes

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Templates can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 22:50, 11 January 2006 (UTC)

title: User talk:Jackhynes


text:
User talk:Vozz~enwikibooks

Image:CPU with pins.jpg
Do you need this image? You can find lots of such under a free license at commons:Category:Microprocessors. Fair use images should be avoided if possible. --Derbeth talk 23:16, 11 January 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:53, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:38, 19 April 2015 (UTC)

title: User talk:Vozz~enwikibooks


text:
User talk:69.243.210.85

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:69.243.210.85


text:
Java Programming/Defining Classes

Fundamentals
Every class in Java can be composed of the following elements:
 * fields, member variables or instance variables — Fields are variables that hold data specific to each object. For example, an employee might have an ID number. There is one field for each object of a class.
 * member methods or instance methods — Member methods perform operations on an object. For example, an employee might have a method to issue his paycheck or to access his name.
 * static fields or class fields — Static fields are common to any object of the same class. For example, a static field within the Employee class could keep track of the last ID number issued. Each static field exists only once in the class, regardless of how many objects are created for that class.
 * static methods or class methods — Static methods are methods that do not affect a specific object.
 * inner classes — Sometimes it is useful to contain a class within another one if it is useless outside of the class or should not be accessed outside the class.
 * Constructors — A special method that generates a new object.
 * Parameterized types — Since 1.5, parameterized types can be assigned to a class during definition. The parameterized types will be substituted with the types specified at the class's instantiation. It is done by the compiler. It is similar to the C language macro '#define' statement, where a preprocessor evaluates the macros.

The following Java code would produce this output:

Constructors
A constructor is called to initialize an object immediately after the object has been allocated:

Typically, a constructor is invoked using the keyword:

The constructor syntax is close to the method syntax. However, the constructor has the same name as the name of the class (with the same case) and the constructor has no return type. The second point is the most important difference as a method can also have the same name as the class, which is not recommended:

The returned object is always a valid, meaningful object, as opposed to relying on a separate initialization method. A constructor cannot be, , , , nor. However, a constructor, like methods, can be overloaded and take parameters.

By convention, a constructor that accepts an object of its own type as a parameter and copies the data members is called a copy constructor. One interesting feature of constructors is that if and only if you do not specify a constructor in your class, the compiler will create one for you. This default constructor, if written out would look like:

The  command calls the constructor of the superclass. If there is no explicit call to  or , then the default superclass constructor   is called before the body of the constructor is executed. That said, there are instances where you need to add in the call manually. For example, if you write even one constructor, no matter what parameters it takes, the compiler will not add a default constructor. The code listing 4.8 results in a runtime error:

This is something to keep in mind when extending existing classes. Either make a default constructor, or make sure every class that inherits your class uses the correct constructor.

Initializers
Initializers are blocks of code that are executed at the same time as initializers for fields.

Static initializers
Static initializers are blocks of code that are executed at the same time as initializers for static fields. Static field initializers and static initializers are executed in the order declared. The static initialization is executed after the class is loaded.

Instance initializers
Instance initializers are blocks of code that are executed at the same time as initializers for instance (non- ) fields. Instance field initializers and instance initializers are executed in the order declared. Both instance initializers and instance field initializers are executed during the invocation of a constructor. The initializers are executed immediately after the superclass constructor and before the body of the constructor.

title: Java Programming/Defining Classes


text:
User talk:Fephisto

Yo, leave a message. Fephisto 02:54, 12 January 2006 (UTC)

Calculus
A little category set aside for Calculus class questions. Fephisto 22:59, 9 July 2006 (UTC)

 * School of Mathematics:Calculus looks fine. In what sense is it "a practical approach"? I want to make a module for people who are interested in biology. The module will deal with exponential growth and decay and will be built around examples from biological systems. It will be an introduction to calculus for biology students but can also provide some specific examples for Calculus/More Differentation Rules. --JWSurf 00:20, 10 July 2006 (UTC)
 * "some other sort of synthesis action" <-- One of the powers of wiki technology is that wiki webpages can be highly inter-connected. Some of the topics I want to include in the Cell Biology part of Wikiversity involve complex biological processes where amplification and feedback are important and it is useful to apply mathematics. I want to be able to link from biology pages to useful parts of math books. I think it is helpful for people who are interested in biology to provide them with specific examples of how to use the math rather than just drop them into an abstract presentation of the math. --JWSurf 19:53, 10 July 2006 (UTC)

Residue Theory
A little category set off if you came to talk about the Residue Theory book. --Fephisto 19:59, 17 April 2006 (UTC)

 * I'm glad we finally have a book about this subject. I do alot of work on the EE bookshelf, and when i need to try and explain residues for my books, I personally don't know all the mathematical rigour. Good luck. --Whiteknight (talk) (current) 18:29, 18 April 2006 (UTC)

Linear Algebra with Differential Equations
A little category set off if you came to talk about the Linear Algebra with Differential Equations book. --Fephisto 19:59, 17 April 2006 (UTC)

Wikiversity
"what's going on with Wikiversity" ..... A good Wikiversity starter page. You might also find this page of interest. --JWSurf 16:08, 20 April 2006 (UTC)

"tutor-style non-factory method. I know this doesn't match up with learning community, but I should be able to try it, see if it works out, encourage more support for Wikiversity" <-- Yes, you can try anything that you want to try. What subject area are you planning to be working in? --JWSurf 21:44, 20 April 2006 (UTC)

 * Do you think you will be able to make use of material at Calculus? --JWSurf 00:29, 26 April 2006 (UTC)

Policy review
Policy is not the most exciting subject at Wikibooks but we do have some major unresolved issues.

The most important issue, in my opinion, is Dispute resolution which starts by declaring that:

"Currently there is no official organized process to resolve disputes between users"

The suggested remedy for this is: Ad hoc administration committee which puts into place the absolute minimum in terms of an enforcement apparatus.

The second most important is No personal attacks where a vote has recommended the policy be enforced but it still languishes as "proposed".

The third policy that is needed and which will prevent edit disputes from getting out of hand is Editing disputes policy.

Other policies that need consideration are at: Policies and guidelines.

Please spare a minute or two to peruse these issues and add a comment and/or a vote. RobinH 12:48, 28 April 2006 (UTC)

Wikiversity
Hi Fephisto, and thanks for your questions about Wikiversity. I'm so sorry it's taken me this long to reply - I've just logged in to Wikibooks after a stint doing other things (including travelling)..

On what's going on with Wikiversity, I think the best pages are over on Meta. There's the Wikiversity subcommittee which is trying to put together a proposal to the board to get it set up as an official sister project - though this is not meant to stop anyone else get involved with this process (or even join the subcommittee). I don't see this as too far off in the future - we are just trying to figure out things like whether it will host courses at first and if so what types of courses, amongst other questions. On that page as well as the current proposal there are a list to the most relevant links - but yes, there is a lot of text and an awful amount of discussion.

If you want to set up a class, it might be good to see (for now) whether it fits in with what the board last specified, ie. "no online courses". We're still trying to figure this out, but this is the safest route. Still, there are plenty of people who want to set up live, active classes, so you're free to experiment with what you feel best. Overall, I would say for now, focus on creating the content of the course, rather than inviting students to participate. And no, there's nothing like accreditation involved, don't worry - and I don't think this would be productive for now anyway (though it may be an option for the future).

Thanks for your interest and all the best with your Wikiversity project(s). Let me know how it goes, and please don't hesitate to ask any further questions here or on Meta (where I'm more active). Cheers. Cormaggio 18:05, 29 April 2006 (UTC)

welcome to Wikireason
Hi Fephisto. Welcome to Wikireason! Thanks for your contributions--I provided a couple of responses to what you wrote about globalization. As stated at the forum entrance, we're still working out organizational issues and producing documentation to help newcomers. We would love to hear any feedback or questions that you have about the site. I look forward to your future contributions. It's best to reach me at my wikireason page--I was surprized to find that I even have an account here! AdamRetchless 23:57, 4 May 2006 (UTC)

Calculus
Hi Fephisto - apologies for not replying sooner (I saw your message, just didn't have anything particular to say at the time). It occurs to me to ask (regarding your offer to teach Calculus), what/where were you thinking of teaching? Also, how? Wikiversity will need to have materials to teach with - particularly if it is to move from Wikibooks - as I think it should. So, where are the materials for this course? Is it simply directing people to the book Calculus? One one hand, I'm asking this because I'm curious; on the other, I'm eager to actually have some material to show people that this is a Wikiversity, not simply a library. I suppose another way of saying this is: teach me calculus! Cormaggio 15:58, 13 July 2006 (UTC)

 * Thanks for the reply (btw, I've moved it to the bottom of my talk page, where it's easier to find). I suppose I was asking: "where are the materials by which you're thinking of teaching Calculus?". And you're saying that they are in the Wikibooks mentioned on that page, and that you're going to then teach people about Calculus using those books, and according to their needs - right? Sounds fine. It's just that, with the process to separate Wikiversity and Wikibooks, there will need to be some content on Wikiversity itself in order to teach or learn about this subject. The current proposal for Wikiversity is a place where specific learning materials (eg. a segment of information and a related learning activity) will be hosted so that someone could come along and start learning by themselves, or a teacher could come along and print off that exercise (and possibly a lesson plan to go with it) to use in their class that afternoon. However, the interesting part is where people come to learn themselves and find that there are people there (like yourself) that could help them to learn further. You yourself could then not just direct that person to further reading on Wikibooks or Wikipedia (which I would expect there would be within the Wikiversity material anyway), but also ask further provocative questions, set tasks as you see fit, ie do what you were thinking of doing anyway. But if these projects are to separate (and I, amongst others, am working towards this), then we will need to prompt or facilitate learning somehow through the material we have in Wikiversity.

 * This might all be a bit confusing to you - in fact, it occurs to me to ask you about what you say on your page ("I hope Wikiversity doesn't go away") - does this mean you hope the projects don't separate? Are you aware of the context of all this? See the links to the current proposal I gave you before, if not. In any case, I'd really like to hear your views on the matter. Thanks. Cormaggio 11:48, 14 July 2006 (UTC)

 * Ok, thanks for clearing those points up. Maybe you could point me to some Wikiversity-specific material if/when you develop it, and hopefully we'll have a new project soon that we can start afresh with. Cormaggio 16:12, 14 July 2006 (UTC)

 Hi Fephisto - I was wondering what you plan on doing for the Calculus Lessons and how I may join as a student. I already answered all the questions on the PRE-CALCULUS page. The only answer that I think you would be curious about would be to the comments question. I believe that if you are going to do lectures, it would be benificial for them to be in a downloadable. Preferably in an audio format such as mp3 or wav, or a PDF if typed.

Thank you --Superwiki 03:52, 23 July 2006 (UTC)

 * 1) I'm just going to go over very basic 1st, 2nd, and 3rd semester Calculus as in University undergraduate Mathematics. If by pre-calculus you take this as too simplistic, then this is probably not for you; however, if you said pre-calculus by meaning that you covered the pre-calculus section in the pre-test then go ahead and e-mail those answers to me and I can start making things from seeing where you stand.

 * 1) My original plan was just to have a planned lecture and go over it at a certain time so you could ask questions if you wanted to along the way.

 * 1) Other than that, if you have any other questions, go ahead and reply. Fephisto 01:43, 24 July 2006 (UTC)

Regarding your query
Sorry to be so late responding. I have been waiting a couple of years for Wikiversity to get a goahead and so not checking messages much. Regarding your calculus class. The Board was very concerned the term class might give people the wrong idea about what a wiki environment is capable of and so directed us not to use the term in the Wikiversity proposal. Everything is very much up in the air regarding how to effectively use the wiki medium for learning. My advice to you is to experiment a bit. If you have applicable credentials or education feel free to advertise them on a synopsis along with a proposed approach. If anyone gets militant approach NO COURSES invite them to go elsewhere and leave your group or materials alone. Try to structure your material so that people feel welcome to simply work through them and leave comments or improvements behind. As I see it the really tricky part is how to integrate those questions/comments/improvements back into concise material while still giving credit where credit is due.

Perhaps a useful method will be to start a credits page with an obvious link on the main course page and use footnotes pointing to the credits page from elsewhere. That way you are giving credit while removing distracting questions or comments. Another approach might be to establish a link from a specific area where expansions can be made. A potential subloop in material where anyone felt a question or comment or request for clarification was useful. This is still very new to all of us so please feel free to innovate. I will try to drop. I need some review if I am going to be useful to engineering students anyway. Thanks for joining us here at Wikiversity!!! Lazyquasar 08:51, 16 August 2006 (UTC)

Calculus course
Hi Fephisto - thanks for the update. Well, sorry that you didn't get all the participants you would have liked, but I'm not sure how many people would have seen it in the first place (this is regarding the participant base in Wikibooks:Wikiversity overall, not directed at anything of your own doing..)

In any case, I'm not sure if you heard, but Wikiversity is now a separate project - see v:Wikiversity:Main Page. We've been transwikiing some content from Wikibooks - I think your lectures (eg. Calculus/Building up to the Riemann-Darboux Definition would be useful to have there. I'm hoping to have material in place on Wikiversity so people can come and go as they please, rather than have to wait for a tutor to come along or initiate a timetable. You can request that this page be imported here (please don't simply copy and paste). Thanks. Cormaggio 10:38, 22 August 2006 (UTC)

Statistical Mechanics (Thermal Physics)
I believe the A-level Physics book doesn't have enough depth into the true rigourisation this subject has and will be starting a book in Statistical Mechanics, for those who want to work with me, or have questions, leave me a line here.

Partial Differential Equations
As far as I'm concerned, this needs a heavy inclusion (for more general techniques, adding some info abotu eigenfunctions, some fourier series uses, etc.) and rewrite, I'm going to try adding to this one too. Partial Differential Equations.

Fephisto 03:31, 24 October 2006 (UTC)

Statistics
I was kind of angered that when I last read Statistics there was no reasoning for the methods provided therein. However, it seems as if it has been collaberated since I last saw it, so I might not need to put what I've learned in the subject in it. Fephisto 03:34, 24 October 2006 (UTC)

Ring Theory, Algebra
We can put these individual subjects wherever we would like. For instance, we could create 2 "versions" of the linear algebra book, one that relies on concepts developed in Abstract Algebra and Ring Theory (for advanced readers), and one that only explores the "highschool" version of linear algebra from the standpoint of solving linear systems of equations.

I don't really care how the books are organized per se, but what I do know is that the way they were organized previously was terrible. Anything will be an improvement over what it was. --Whiteknight (talk) (projects) 13:06, 24 October 2006 (UTC)

Great job!
Statistical Mechanics/Density of States is a great module. Thanks for contributing this to Wikibooks. Tannersf 22:49, 7 December 2006 (UTC)

Wikibooks Newsletter, Volume 1
(Wikibooks gazette home | Discuss | Bulletin board | Subscription list)

This is a short newsletter that is being distributed to all active wikibookians. You are getting this message because you are recognized as an established contributor to the project. This newsletter will be distributed on a regular basis to help share news, information, and tips. It comes from a bot account, User:The Staff. User:The Staff is currently operated by a team of wikibooks admins, the complete list of which is available on the user page of the bot. If you would like to not receive this newletter anymore, please remove your name from the list at Active wikibookians.

The work you do at Wikibooks is greatly appreciated. However there are plenty of other opportunities for you to get involved and help us to create a thriving Wikibooks community. We are sure that there are things we can do to help you and your understanding of Wikibooks and similarly there are certainly things you could do to help Wikibooks become a better place.

We would like to ask all wikibookians to add the Bulletin Board to your watchlists. The Bulletin Board is a fast and easy way for wikibookians to communicate important news and events to the entire community. If you have important news to share with the community, you can feel free to add your own entry to that page.

If you have general questions or comments about Wikibooks, you are welcome to post a message on The Staff Lounge, a free discussion area. Your input would also be welcomed in the Votes for Deletion and Requests for Adminship discussion pages. These pages are all active discussion areas that help to shape the Wikibooks community as a whole.

Sometimes it is easy to forget that the Wikibooks community is much larger and more diverse then the people who work in a single book, or on a single bookshelf. Hopefully, together we can all make Wikibooks a better place, and a more valuable educational resource.

The Staff 04:16, 19 December 2006 (UTC)

I hope you are still active
Hi there Fephisto, I am a vagrant from en.wikipedia and have found the calculus book to be a rather shabby affair. Any chance that we could get a team together to clean things up a little bit? Cheers --Cronholm144 09:14, 18 June 2007 (UTC)

Calculus
Hmm... I think that general clean-up is needed. I left messages at the multi-variable page and on some of the others in the book. One thing I found was that whoever wrote the more differentiation formulas page used Euler's formula to derive the trig derivatives. I think that is completely unacceptable. Anyway, I will leave my comment on each talk page of the book and then I will start editing. Pitch in whenever and where ever you are able. Hopefully we can make some progress. Cheers--Cronholm144 19:07, 18 June 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:09, 17 March 2015 (UTC)

title: User talk:Fephisto


text:
Van Dwelling/Conversion Diaries/1990 GMC Vandura 2500

My van is a 1990 GMC Vandura 2500. It has a 5.7L (350) FUEL INJECTED V8. The caps are for the noobs out there that need to be schooled: electronic fuel injection or bust if you get a van.

I won't go into too much detail on the how, but the why is definitely a must. First, electricity is not the necessity we sometimes make it out to be. In order for you to have a good electrical setup that doesn't require a lot of driving to charge your batteries, you need to spend about 1,000 dollars...at least. I'd suggest you get off that idea. Right now my van meets all my needs, including food storage and preparation. Wal-Mart has all the toilet you need in a convenient 24 hour package, but I frequently suffer from diarrhea, so I'm getting a toilet in there too.

1. Sleeping: Just a twin mattress, but I suggest you build your own bedframe as I did. the 16 inches of vertical storage space underneath it is invaluable.

2. Food: Coleman camp stove/grill. The grill comes in handy when you don't want to clean a pan. It traps the grease. Don't cook heavily seasoned meat in your van though. It smells for days. Chicken leaves the least odor, unless you're a garlic fiend. These stoves claim to run 1.1 hour with both the grill and stove on high off of one 16.4 oz propane canister. You will never need to turn both on high or either on high individually, as this thing gets HOT! This translates into you getting about 10 meals out of 1 canister. Easy. Also, unless you want to die in a fire or of carbon monoxide poisoning, I suggest you get an ABC fire extinguisher and either a vent or cook with both front windows open and your curtain drawn. I've found also that just about any 5 day cooler (mine is a 60 US quart Igloo cooler) will keep your food cold enough.

3. Hygiene: Babywipes and mouthwash. I have a sink in my van that I cut into a dresser with the drawers removed.

Also, check out the yahoo group VanDwellers2


text:
File talk:W3d rdup tut 07.jpg

Forgot to mark licence when originally posting this tutorial screen capture. Hopefully this edit will resolve the issue and keep the image online. --Pauljs75 07:08, 12 January 2006 (UTC)

title: File talk:W3d rdup tut 07.jpg


text: User talk:210.18.112.50

title: User talk:210.18.112.50


text:
User talk:Mitchell K Dwyer

Page Creation
This is the initial text typed solely for the creation of my talk page! Mitchell K Dwyer 09:43, 12 January 2006 (UTC)

title: User talk:Mitchell K Dwyer


text:
User:Mitchell K Dwyer

Because there's not enough to do at Wikipedia, here's my launch into the Wikibooks community. More about me as time permits.

title: User:Mitchell K Dwyer


text: User talk:195.24.40.158

title: User talk:195.24.40.158


text:
Indonesian/Lessons/Formal speech

^ Indonesian ^ | << Lesson 17: Where are you going?  | Lesson 18: Me and You |   << Lesson 19: Bahasa Oke

More Pronouns
For a laid back country such as Indonesia, the people can seem surprisingly status conscious to the new arrival. One of the ways in which this social order is established and maintained is through the language one uses in conversation.

Unlike some other languages in the archipelago (notably Sundanese and Javanese) modern Indonesian does not have well defined language levels which indicate the status of each party in conversation, although there are certainly words one would not use in a discussion with one's boss, one's friend's parent and so on.

As a general rule, it is easier and safer to err on the side of politeness and always use saya for a first person pronoun and Bapak or Ibu for a second person pronoun, but to do so would exclude you from most everyday speech.

Master the phrases below and be prepared to receive compliments aplenty.

Titles
In Indonesian instead of referring to the person you are talking to as you and yourself as I/me, people often use their name, or term of address. Using someone's title instead of a second person pronoun (you, your etc.) is normally considered the most polite way of addressing someone, as long as you don't use the incorrect title... Referring to yourself by name sounds a little childish if you are the person with lower social standing, and patronising if the reverse is true. In most cases unless speaking with small children, or unless you are a small child, it's safer to stick with saya.

Second Person
As a general rule, Indonesians tend to use a person's title or their given name (often in conjunction with their title) in place of a true second person pronoun in spoken language. This sounds less childish (as the younger person) or patronising (as the older person) than doing so with the first person pronoun and is probably your safest bet in most instances.

Enseignement de l'indonésien/Leçons/Discours formel

title: Indonesian/Lessons/Formal speech


text:
Linux Guide/Getting Help

How to get help properly
This guide is going to give you a good start in the world of Linux, but I'm sure you will have questions along the way. Don't be afraid to ask questions but be sure to ask them right.

 * 1) Try searching around for the answer first.
 * You can imagine that help forums get asked the same questions many times over so see if someone else has run into the same problem as you. You'll save time and effort for both yourself, and whoever you might ask.
 * 1) Go ahead and ask your question.
 * Especially on IRC, you should not ask to ask your question ("Does anyone here know about linux?") -- just ask.
 * 1) Try to be concise and comprehensive with background information.
 * You’re more likely to get an answer if people don't have to read large chunks of possibly irrelevant information they could have deduced from hearing your problem or asked at a later date.

If you're getting help on IRC, read a tutorial like or  if you aren't familiar with getting help on IRC.

help
Help for built-in commands are available from the help command. For example help logout Provides help on the logout command. Help just prints a few lines of text to the console. You may need to be in a shell for this to work.

Note that even common commands like cp and mv are not built-in. In addition, most built-in commands have man and info pages (see below) - so it is generally more useful to look in man or info first.

If you have no idea about what command you should use, but you have a vague idea about some keywords that may be related to the topic you want (e.g., you want to print something), you can use the apropos command, like this: apropos print that will display a lot of things related to print.

man
See also: Guide to Unix

Man pages are a flexible format of help page: they can be viewed in the console, and can be viewed as HTML in a web browser. For example, to view the man page for cp, type man cp If you don't know the name of the command, you can search by using -k man -k "copy"

Man is split into sections If a page with the same name is in more than one section, the correct one can be accessed by specifying the section number: man 1 cp alternatively, specify -a to walk through all the sections man -a cp
 * 1) Executable programs or shell commands
 * 2) System calls (functions provided by the kernel)
 * 3) Library calls (functions within program libraries)
 * 4) Special files (usually found in /dev)
 * 5) File formats and conventions eg /etc/passwd
 * 6) Games
 * 7) Miscellaneous  (including  macro  packages and conventions), e.g. man(7), groff(7)
 * 8) System administration commands (usually only for root)
 * 9) Kernel routines [Non standard]

Man pages can also be viewed in web browsers. Some web browsers, such as Konqueror allow you to use man: like a protocol - for example, typing man:cp into the location bar shows the man page for cp. More generally, however, the man command can generate an HTML file, and then display it in a browser by using the -H command with the browser of your choice - in this example, firefox: man cp -Hfirefox

info
See also: Guide to Unix

Info pages are another type of help page. Pages here are sometimes duplicates of man pages - and sometimes are more complete. To view an info page, type info cp

Yelp
Yelp is a graphical program to display help documentation on GNOME systems. Run the command 'yelp' to begin.

Web pages

 * Generic:
 * linuxhelp.net
 * linuxquestions.org & their wiki
 * The Ultimate Linux Newbie Guide
 * commandlinefu.com

 * Ubuntu-specific:
 * help.ubuntu.com
 * ubuntuforums.org
 * debuntu.org
 * embraceubuntu.com
 * UbuntuGuide
 * KubuntuGuide

Mailing lists
Most distributions will provide several public mailing lists for support issues. For example, lists.ubuntu.com shows a plethora of mailing lists for specific types of support. ubuntu-users is probably your best option if you use Ubuntu.

IRC

 * ##linux on freenode
 * #linux on oftc.net
 * irc: on freenode

Find more

LUGs
Linux Users' Groups are a great resource for getting help. They're typically local organizations, or perhaps specific to a university. They may have a website with helpful information, or a mailing list or IRC channel where you can get personal assistance. Depending on the area served by the LUG, you might be able to meet face-to-face with fellow users who may offer to help you.

title: Linux Guide/Getting Help


text:
Talk:General Relativity/What is a tensor?

cool :) i like this page. Boud 12:19, 12 January 2006 (UTC)

I also like this page. I'm trying to teach myself relativity using an actual textbook. I'd like to help make the wikitextbook on relativity accessable. Itzamna 27 Jan 2009

helpful. i am reading penrose 'the road to reality' and his explanation of tensors is very abstract (although a fascinating book overall). i have searched the web for an easier intro to tensors. this page is a good start as it uses real examples. further explanation especially around the super and subscript notation used with tensors would be good. (ib 6 Feb 09)

T as a matrix
Hi, Could you specify please, what is denoted as x, y, z and v in the first formula? (The matrix of T)

Coordinate free paradigm
One can play around with the words. We talk about "abstract vectors" to remove ourselves from the specific representations of the vector, because we are so used to think of vectors as n-tuples of numbers, members of $$\mathbb{R}^n$$. That was the old way. So the new way is the "abstract" one. But in another perspective, the new way is actually more concrete. Young students raised in the new way of thinking may not at all know what you mean when you say that the vector exists as something abstract.

The coordinate-free way of thinking about vectors and linear operators just pretends there is a vector space V that is not at all the same as $$\mathbb{R}^n$$. In this thinking, any member of V is a physical entity with a physical direction and a magnitude with physical dimension (length, force, etc). The n-tuple of components is just an element of $$\mathbb{R}^n$$, not an element of V. This physical nature of v is why it does not seem particularly abstract.

Also the equations are equations of physical entities, not component equations. We have F = Tw where F is a member of the (tangent) space of forces, $$\mathcal{F}$$, w is a member of the space of wind speeds, $$\mathcal{W}$$, and T is a member of $$\mathcal{L}(\mathcal{W};\mathcal{F})$$, the space of linear operators $$\mathcal{W}\to\mathcal{F}$$.

I suggest that the text emphasizes the closeness to the physics, not the "abstractness". The "abstract" vectors and the "abstract" tensors or multilinear operators are (closer to) the real things that exist in the physical world independent of the observer that may choose a coordinate system and a representation.

It appears that some of the difficulty derives from a lack of a proper language to express things clearly. We talk about the "vector (x,y,z)" when we actually mean the vector $$x\vec{i}+y\vec{j}+z\vec{k}$$ where $$\vec{i}$$ etc, are physical basis vectors. Now, (x,y,z) is more succinct, and $$(x^{\mu})$$ even more so. But in introductory material we could use some way of making explicit that we mean a vector in the tangent space (or whichever space), not in $$\mathbb{R}^n$$. Perhaps we could introduce a name $$\sigma$$ of the coordinate system and write e.g. $$(x, y, z)_\sigma$$, to make it that element of V whose components are x,y,z relative to the coordinate basis. Do the same with the matrices that represent the linear operators. When you get to the index gymnastics, say that you are dropping the chart/basis annotation where unambiguous, to avoid clutter.

Cacadril (talk) 00:26, 31 March 2010 (UTC)


text:
Talk:General Relativity/Introduction

DavidCary's formula is wrong:

$$ds^2 = dz^2 + (2 r \sin\frac{\theta}{2})^2$$

If this is for a cylinder, with the standard definitions of z, r, θ, then the metric is:

$$ds^2 = dz^2 + r^2 d\theta^2$$

The cylinder is intrinsically flat. Hmm, this has to be reorganised - the cylinder is flat like the plane. The sphere is different. i'm rewording a bit.

i'm removing: The full formula for arbitrary (r, φ, θ) will be worked out later. because we are interested primarily in differentials. i don't see any point in distracting the reader by talking about path integrals at this point... Boud 12:38, 12 January 2006 (UTC)

GR
Why this abbreviation at the start of the article when you don't use it?

title: Talk:General Relativity/Introduction


text:
Talk:General Relativity/Contravariant and Covariant Indices

 * Vector Spaces and Basis Vectors - This section is a bit heavy on mathematical jargon. Perhaps someone can rewrite it so that it is a bit more accessible to the mathematically challenged (like me).

How's this? Boud 13:51, 12 January 2006 (UTC)

Someone changed it after you. It's pretty inaccessible right now. 1.28.09

Contravariant and Covariant Vectors
The covariant and contravariant example makes no sense. With w, if you increase displacement, temperature goes up. With v, if you increase time, displacement goes up. The author is either not being clear, or this is vandalism.

The author references two figures at the end of the Contravariant and Covariant Vectors section, however, the figures are not available.

Rabadi 05:54, 7 April 2006 (UTC)

Can one think of Contravariant Tensors as an example of proportionality relationship while the covariant Tensors are inversly proportional. Like $$X^{a}$$ is proportional to something while $$X_{a}$$ is inversly proportional to the same thing, personally i don't know because i am trying to learn about the stuff myself.

harryortho 16:49, 22/12/06 (GMT)

On the next section i wondered is it like having matrices $$v = v$$ and $$w = v^{*}$$which is a conjugate matrix, like $$1x2.2x1$$ and when you multiply them together they end up makeing a number with no units, except in Tensors there is another tensor without units like before the inverse times the original equals 1 but in a Tensor kind of way? is there any sense here?

harryortho 17:04, 22/12/06 (GMT)

Confusion
Last line "Finally, if we define $$\mathbf{e}_\alpha (\mathbf{\omega}^\beta) = \delta_\alpha^\beta$$, we see that $$\mathbf{v} (\mathbf{\omega}) = \mathbf{\omega} (\mathbf{v})$$."

What is meant by that? Should it be $$\mathbf{v}(\mathbf{\sigma}) = \mathbf{\sigma} (\mathbf{v})$$? Also, isn't the multiplication commutative by definition? If it is not too important, can we omit it? --Hirak 99 11:42, 29 March 2007 (UTC)

 * Yes, it should have been $$\mathbf{v}(\mathbf{\sigma}) = \mathbf{\sigma} (\mathbf{v})$$; I corrected the error.

It can be omitted, I suppose, but for now, I'd like to leave it there. My reasoning is that, for beginners, commutativity may not be obvious or assumed.

-blathem

Some comments
I was getting confused by the lack of bullet points, in one place, so I added them. Roll this back if you don't like it. I am just trying to understand this.

Also does,

''We can now evaluate any functional (covariant vector) applied to any vector (contravariant vector). If $$\mathbf{\sigma} \in V^*$$ and $$\mathbf{v} \in V$$, then by linearity $$\mathbf{\sigma} (\mathbf{v}) = \sigma_\alpha \mathbf{\omega}^\alpha (v^\beta \mathbf{e}_\beta) = \sigma_\alpha v^\beta \mathbf{\omega}^\alpha (\mathbf{e}_\beta) = \sigma_\alpha v^\beta \delta_\beta^\alpha = \sigma_\alpha v^\alpha$$. Finally, if we define $$\mathbf{e}_\alpha (\mathbf{\omega}^\beta) = \delta_\alpha^\beta$$, we see that $$\mathbf{v} (\mathbf{\sigma}) = \mathbf{\sigma} (\mathbf{v})$$.''

mean,

''We can now evaluate any functional (covariant vector) applied to any vector (contravariant vector). If $$\mathbf{\sigma} \in V^*$$ and $$\mathbf{v} \in V$$, then by linearity,''
 * $$\mathbf{\sigma} (\mathbf{v}) = \sigma_\alpha \mathbf{\omega}^\alpha (v^\beta \mathbf{e}_\beta) = \sigma_\alpha v^\beta \mathbf{\omega}^\alpha (\mathbf{e}_\beta) = \sigma_\alpha v^\beta \delta_\beta^\alpha = \sigma_\alpha v^\alpha$$

Also, if we define $$\mathbf{e}_\alpha (\mathbf{\omega}^\beta) = \delta_\alpha^\beta$$ then,
 * $$\mathbf{v} (\mathbf{\sigma}) = v^\alpha \mathbf{e}_\alpha(\sigma_\beta \mathbf{\omega}^\beta) = v^\alpha \sigma_\beta \mathbf{e}_\alpha ( \mathbf{\omega}^\beta) = v^\alpha \sigma_\beta \delta_\alpha^\beta = v^\alpha \sigma_\alpha$$

so,
 * $$\mathbf{v} (\mathbf{\sigma}) = \mathbf{\sigma} (\mathbf{v})$$.

In terms of the beginner the whole linear functional idea hasn't really been explained here, and the reference vector space doesn't help much because it introduces a whole lot of other issues, to confuse the beginner.

I am confused because it is not clear that $$\mathbf{\omega}$$ is a (contra variant) vector.
 * \mathbf{\omega} ... $$\mathbf{\omega}$$ does not look bold.
 * \mathbf{\sigma} ... $$\mathbf{\sigma}$$ does not look bold.
 * \mathbf{e} ... $$\mathbf{e}$$ does look bold.

I would have preferred if you had written $$\mathbf{f}$$ for $$\mathbf{\omega}$$. The look of the thing is that the $$\mathbf{e}$$ are basis vectors, but maybe $$\mathbf{\omega}$$ are something different. I guess they are basis vectors for the dual space that also act as linear functionals.

It seems the important bit is,
 * $$\mathbf{e}_\alpha (\mathbf{\omega}^\beta) = \delta_\alpha^\beta$$
 * $$\mathbf{\omega}_\alpha (\mathbf{e}^\beta) = \delta_\alpha^\beta$$

Can you define these together earlier? Or is one derivable from the other? I am just not sure about your precise argument. Sorry if I am being dense.

Thepigdog (discuss • contribs) 03:59, 3 June 2014 (UTC)


text:
Georgia Water/Statewide Plan/Technical Advisory Committees

TECHNICAL ADVISORY COMMITTEES

for

GEORGIA'S COMPREHENSIVE STATEWIDE WATER RESOURCES MANAGEMENT PLAN

Role of TACs
"The Technical Advisory Committees are topic-specific groups of technical experts assembled to provide technical input – as needed – in discussions of specific new policy tools." (The Carl Vinson Institute of Government will provide discussion papers on the range of options for the new water management policy tools.) These "advisory committees are for advisory purposes only" and are not decision-making in nature. "Their only role is to receive information and help evaluate that information and provide some understanding on whether or not proposals will work in target areas." "A technical advisory committee will be assembled to ascertain what technical questions on (a) topic must be asked and answered."

Membership
"The Technical Advisory Committees are topic-specific groups of technical experts assembled to provide technical input – as needed – in discussions of specific new policy tools. These technical advisors have extensive expertise and are actively participating and/or researching the topic being addressed.  TAC members represent diverse abilities and bring a broad range of scientific/technical experience and regional knowledge to EPD in this planning process."

Public Participation
"... in additional to the formal advisory bodies, there will also need to be a series of town hall type meetings throughout the state in the later stages of the planning process."

List of TACs
List of Technical Advisory Committees (from June 7, 2005, minutes of Georgia Water Council)

 * Water Conservation TAC (appointed September 2005  )
 * Water ReUse TAC (appointed September 2005 )
 * Water Use Efficiency TAC
 * Interbasin Transfers TAC
 * Septic Systems TAC
 * Instream Flow TAC (appointed Dec.2005)
 * Water Supply Reservoirs TAC
 * Aquifer Storage, Usage and Recovery TAC
 * Stormwater Management TAC


text:
A-level Mathematics/OCR/C3/Algebraic Functions

Notation
Here is the notation that is used when dealing with mapping questions.

$$\lbrace \ldots \rbrace$$ means a set of ...

E.g. $$\lbrace x : x \ge 2\rbrace$$ means a set of $$x$$ where $$x$$ is bigger than or equal to 2.

$$f: X \rightarrow Y$$ means the function f maps the set X is mapped into the set Y. Another way to write this is $$f\left(x\right)=x$$.

$$\mathbb{N}$$ - Natural Numbers – e.g. {1,2,3,. ..}

$$\mathbb{Z}$$ - Integers – e.g. {...−2,−1,0,1,2,. ..}

$$\mathbb{Q}$$ - Fractions (of rational numbers)

$$\mathbb{R}$$ - Real Numbers, including rational and irrational numbers but not complex numbers such as $$\sqrt{-1}$$

Irrational numbers have no general symbol – their notation is specific - e.g. {$$\pi\ e\ \sqrt{x}$$}

Definitions
Mapping: a rule connecting two sets of items.

Object/Input: an item in the starting set.

Image/Output: an item in the finishing set.

Domain: the set of all objects.

Co-domain: set of all possible finishing values.

Range: elements from the co-domain that are actually used.

Different Mappings
1) unique $$x$$ $$\rightarrow$$ unique $$y$$(1:1 or injective mapping)

2) several $$x$$ $$\rightarrow$$ unique $$y$$(many:one mapping)

3) unique $$x$$ $$\rightarrow$$ several $$y$$(one:many mapping)

4) several $$x$$ $$\rightarrow$$ several $$y$$(many:many mapping)

NB: A function can only be a 1:1 (injective) or many:one mapping.

Basic Properties
A function relates each of its inputs to exactly one output. If there are ever two outputs the formula it is not a function. For example $$y = x^2\,$$ is a function because every x has only one output, but $$y^2 = x \,$$ is not a function because every x can have two values, for example 4 = $$-2^2  $$ and $$2^2 $$ so x can be 2 or -2. Graphs of circles (and similar shapes) represent many:many mappings and so they are not functions. You can determine if a graph is a function by using the vertical line test. This test states that a graph is a function if and only if any vertical line drawn will intersect the graph only once. There are four ways to represent a function:

1)A Formula

2)A Graph

3)A Table

4)Verbally

Domain and Range
Every function has a domain and range. The domain is the set of the input values. The range is the set of the output values. Remember if there is a reflection or translation in the function, there will be a reflection or translation in either one or both the domain and range. In example:

The domain of $$f\left(x\right) = +\sqrt{x}$$ is $$\left[0,\infty\right)$$ and the range is $$\left[0,\infty\right)$$ but the domain of $$f\left(x\right) = -\sqrt{x + 6}$$ is $$\left[-6,\infty\right)$$ and the range is $$\left[0,-\infty\right)$$. See Reflection Rule 1 and Translation Rule 2.

Domain
The domain of a function is generally all $$\mathbb{R}$$ with these three notable exceptions: 1) If x is in the denominator, the point at which the denominator is zero is not in the domain, E.g

$$f(x) = \frac{x}{x - 1}\,$$ the domain will be all $$\mathbb{R}$$except for 1.

2) If the exponent is less than zero and an even quantity, the domain will be $$\left[0,\infty\right)$$, E.g

$$\sqrt{x}$$ the domain will be $$\left[0,\infty\right)$$ but $$\sqrt[3]{x}$$ will be all $$\mathbb{R}$$.

3) In a piecewise function the domain will be restricted by the definition, E.g

$$f(x) = \begin{cases} x, & if\ x\le 5 \\ x^2, & if\ 5<x<10 \end{cases}$$ The domain of $$x^2$$ will be (5,10).

Range
There is one simple rule to remember for range. All even functions have a range of $$[0, \infty)$$ and odd functions have a range of all $$\mathbb{R}$$.

Piecewise Functions
A piecewise function is a function that is given by different expressions on different intervals. The graph of $$f(x) = \begin{cases} x^2, & \mbox{if}\ x< 2 \\ - \left(x - 3\right)^2 +9, & \mbox{if}\ x\ge2 \end{cases}$$ is shown on the right. The open circle indicates that the point is not included on the graph and the closed circle indicates that the point is included on the graph. So $$f(2)$$ = 8 not 4.

One-One Function
A one-one function must have a unique output for every input. In example $$f(x) = x^2$$ will not be one-one because the inputs -2 and 2 will both produce the output 4, but $$f(x) = x^3$$ will be one-one because every input will produce a unique output, f(-2)= -8 and f(2)=8. You can determine if a graph is one-one by using the horizontal line test. This test states that a function is one-one if and only if any horizontal line drawn will intersect the graph only once.

Inverse Function
The inverse of the function will produce the input value for the output value of the function. A function must be one-one in order for the inverse of the function to exist. To illustrate this mathematically: $$f\left(x\right) = y$$ and $$f^{-1}\left(y\right)= x$$. Also the composition of the inverse and the function will produce x: $$ff^{-1}\left(x\right) = f^{-1}f\left(x\right) = x$$. An illustration involving apples and lemons can be found below. The original functions turns apples into lemons and the inverse function turns lemons into apples.

To find the inverse of a function.

1)Solve the equation in terms of x

2)Switch y with x.

3)Write in the notation $$f^{-1}\left(x\right)$$

In Example find the inverse of $$f\left(x\right) = \frac{x - 1}{x + 2}$$.

1) $$y = \frac{x - 1}{x + 2} \iff yx + 2y = x - 1 \iff yx - x = -2y -1 \iff x = \frac{-2y - 1}{y -1}\,$$

2)$$y = \frac{-2x - 1}{x -1}$$

3)$$f^{-1}\left(x\right) = \frac{-2x - 1}{x -1}$$

You can test this out now $$f\left(2\right) = \frac{1}{4}$$ and $$f^{-1}\left(\frac{1}{4}\right)=2$$.

Graphical Representation of One-One Functions
When we graph an inverse of a one-one function we simply have to switch the x and y co-ordinates:(x,y) becomes (y,x). The co-ordinate (5,7) will be (7,5) on the inverse graph. The graph will be a reflection through the line y=x. In the example on the right the red line is the graph of $$f\left(x\right) = x^3$$ and the green line is the graph of $$f^{-1}\left(x\right) = \sqrt[3]{x}$$.

Composition of Functions
The mathematical symbol for composition of a function is $$\circ$$. Alternatively a composition can be written as $$f\left[g\left(x\right)\right]$$ When you compose two functions you replace all instances of the variable with the second function. You can tell the order of the function by the order that the composition is written in $$F \circ G$$, means F is composed of G. If the domain or range is restricted in some way in the original function it will be restricted in the same way in the composite function.In example $$f\left(x\right) = 2x^2 + 5$$ and $$g\left(x\right) = \sqrt{5x}$$ find $$f \circ g$$. Then find the domain and range

1) Replace all instances of x in f with $$ \sqrt{5x}$$ giving $$f\left(x\right) = 2\sqrt{5x}^2 + 5$$.

2) Now simplify. $$f\circ g\left(x\right) = 10x + 5$$.

3) The domain will be $$x\ge 0$$ because g(x) can never have a negative x value, and the range will be $$fg \left(x\right)\ge 0$$ because g(x) can never be negative.


text:
Talk:USMLE Step 1 Review

I'm not sure what this book is about (which is a problem... wikibooks should either be for a general audience or explain why they're not), but is anyone watching this book? I can't tell if the page is being repeatedly vandalised or is just incredibly esoteric. -- SB_Johnny | talk 19:40, 31 August 2006 (UTC)

well at least i am watching it at the moment.First of all it is for doctors,and among them those who take USMLE exam of USA. so esoteric of course it is. —The preceding unsigned comment was added by 202.125.143.67 (talk • contribs).

 * So what does USMLE stand for? :) -- SB_Johnny | talk 00:27, 16 September 2006 (UTC)

 * USMLE is the US Medical Licensing Examination, which is actually a series of exams ("Steps") taken by medical students and physicians in the US. Step 1 is usually taken in the second year of medical school, before students begin clinical rotations; it is an eight-hour-long (!) test that covers all the medical, biological, biochemical and other pre-clinical study up to that point. The strange, occasionally foul mnemonics are a traditional device; they're useful for passing tests, but even more important for remembering things 'in the field'. The Wikipedia entry on cranial nerves includes several examples of these. --Randomfloop 11:28, 21 September 2006 (UTC)

Section(s) Truncated
The info after "Clinical - free association" seems to have been truncated around Fanconi. This is the last intact version I found: http://en.wikibooks.org/w/index.php?title=USMLE_Step_One_Review&oldid=446324 --Sarephina

Some broken and a link to surgery resource
Hello, I am not sure if i should be making the changes to this book , but their are some broken links , and a link to surgery resource , which is weird as surgery is not a part of USMLE step 1. Shall i got ahead and make the changes ?

title: Talk:USMLE Step 1 Review


text:
User:Dragonexpert19~enwikibooks

Hi! Dragonexpert19 here. I am on quite a few other Wikimedia sites, and decided to join here! Ruler of the Universe 18:10, 12 January 2006 (UTC)

title: User:Dragonexpert19~enwikibooks


text:
User talk:Dragonexpert19~enwikibooks

Hi! Dragonexpert19 here. I am on quite a few other Wikimedia sites, and decided to join here! Ruler of the Universe 18:11, 12 January 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Dragonexpert19. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dragonexpert19~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:11, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:54, 19 April 2015 (UTC)

title: User talk:Dragonexpert19~enwikibooks


text:
Italian/Vocabulary/Animals

 * l'anatra = ''the duck
 * l'asino = the donkey
 * la balena = the whale
 * il cammello = the camel
 * il cagnolino = the puppy
 * il cane = the dog
 * il canguro = the kangaroo
 * il cavallo = the horse
 * il cervo = the deer
 * il cigno = the swan
 * il coccodrillo = the crocodile
 * il coniglio = the rabbit
 * l'elefante = the elephant
 * la farfalla = the butterfly
 * la formica = the ant
 * la gallina = the hen
 * il gatto = the cat
 * il gattino = the kitten
 * il ghepardo = the cheetah
 * la giraffa = the giraffe
 * il leone = the lion
 * il lupo = the wolf
 * il maiale = the pig
 * la mosca = the fly
 * la mucca = the cow
 * l'orso (m) = the bear
 * la pecora = the sheep
 * il pesce = the fish
 * il pollo = the chicken
 * la rana = the frog
 * il rinoceronte = the rhino
 * il rospo = the toad
 * la scimmia = the monkey
 * lo scoiattolo = the squirrel
 * il serpente = the snake
 * lo squalo = the shark
 * lo struzzo = the ostrich
 * la tartaruga = the turtle
 * la tigre = the tiger
 * il topo = the mouse
 * il toro = the bull
 * il tricheco = the walrus
 * l'uccello = the bird
 * la mucca = the cow
 * la volpe = the fox
 * la zanzara = the mosquito
 * la zebra = the zebra
 * l'animale domestico = the pet

Italià/Vocabulari/Animals Italiano/Vocabulario/Animales

title: Italian/Vocabulary/Animals


text:
Talk:Puzzles/Lateral puzzles/8/Solution

I've come across this riddle several times in my life. But why have I never seen a single explanation of the "I can't operate on him" bit of the story? -- Smjg 18:36, 12 January 2006 (UTC)\

Discussion moved from Puzzles:Lateral puzzles:8:Solution:

Nobody seems to know a good explanation of the "I cannot operate on this boy" bit of the story.

 * It's not that the doctor physically cannot, but his child is the boy boilogically. His legal father died in the car, who the boy considered a better father.
 * It is not uncommon for doctors to refuse to treat family members as it may compromise professional objectivity. In emergencies, doctors may treat family members until another doctor becomes available.
 * Is it likely that this particular doctor meant "refuse to" when she said "can't"? Besides, I don't at the moment see how this doesn't qualify as an emergency.  Anyway, my point is that the common answer is incomplete - we certainly should provide an explanation of this part in a suitable form. -- Smjg 13:32, 2 July 2006 (UTC)

title: Talk:Puzzles/Lateral puzzles/8/Solution