text:
Problems In High School Chemistry/PhChem/thermo1/problem2

The Setup
'''Six reversible thermodynamic processes are carried out on one mole of ideal gas in succession to complete a cycle. The processes are two alternate isothermal and adiabatic expansions followed by an isothermal compression and an adiabatic compression to reach to the initial state. The volume changes twofold in the isothermal expansions. Also, the isothermal processes take place at temperatures T1, T2, T3 respectively. The adiabatic exponent of the gas is y.'''

Question 1
After the cycle is completed, what is the change in the internal energy of the ideal gas?

No. No need to freak out. The internal energy of the ideal gas depends only on the temperature. After the cycle is completed, the gas returns to its original state – the initial pressure, volume and temperature. That is, after the whole cycle, the temperature does not change and hence, the change in the internal energy ∆E is zero.

This is the consequence of internal energy being a state function.

Question 2
Draw a rough sketch of the whole cycle on a PV graph, clearly showing the six processes.

Is this a difficult question? No. We do know what the graphs of the two processes are shaped like.

The task left, then, is to draw six curves – three of a definite steepness and three of some other definite steepness – one by one such that they form a closed loop. Consider drawing it yourself, and then take a look at the answer below. While sketching, we needed to keep only one point in mind, what graph would be steeper?

Note : The vertices have been labelled for later use. The direction is ABCDEF initiating at A and terminating at F

Since we know the answer to that question, it is relatively easier for us to draw the curve now. Refer to the point on graphs of adiabatic and isothermal processes

Question 3
'''What is the work done by the gas in every cycle? What is the total work done by the gas?'''

This becomes a fairly easy problem. The reason is that the work done by the gas in the adiabatic process is nothing but -nCv∆T. From the graph, we find that ∆T in each case is T2 - T1, T3 - T2 and T1 - T3 respectively. Cv is R/y-1. So, the adiabatic processes are dealt with.

Work in isothermal processes
The task reduces to finding the work done in the isothermal processes. Make a mental note that the isothermal processes perform a work –nCvln(V2/V1). Do we know each of the value substitutions? Yes. We know n, Cv, the temperatures at which the isothermal processes take place, and the volume ratio = 2 for the expansions. The only unknown is the volume ratio to be substituted inside ln in the isothermal compression. What is this ratio? And how are we to find it?

Finding the required volume ratio
Recall that for an unknown, we need to create an equation. And most of the times, an equation is created because some variables are restricted to some values by a certain law.

Just remember that the initial and final volumes and temperatures (and all intermediate states) in an adiabatic process are constrained to satisfy T1V1y-1 = T2V2y-1. This is the constraint we were talking about.

Let us mark the vertices of this curve as A, B, C, D, E, F respectively, A being the initial point of the T1 isotherm. Then, what we are to find is the ratio VE/ VF.

Here are the three equations: -
 * VB/VC = (T2/T1)^[1/(y-1)]
 * VD/VE = (T3/T2)^[1/(y-1)]
 * VF/VA = (T1/T3)^[1/(y-1)]

Multiplying all three equations, we get the required ratio to be 4. (The RHS after multiplication will reduce to 1, always make a mental note of such cyclic expressions. On the LHS, you will encounter two known ratios an substitute their value as 2.)

Final Answer

 * WAB = -nRT1ln2
 * WBC = -n[R/(y-1)](T2 - T1)
 * WCD = -nRT2ln2
 * WDE = -n[R/(y-1)](T3 - T2)
 * WEF = -nRT3ln0.25 (Because this is a compression)
 * WFA = -n[R/(y-1)](T1 - T3)

Since Cv was not known, we had to express it in the terms of the known adiabatic exponent y. The value of n is one mole, but it has been reported to keep harmony with dimensional formulae.

Synopsis

 * Found the work done in adiabatic prcess as –nCv∆T
 * Found the work done in isothermal process as -nRT ln(V2/V1)
 * Found the ratio V2/V1 for the isothermal compression using the condition of reversible adiabatic processes to generate three equations, and multiplying them.

Question 4
Find the heat exchange of the ideal gas in each step.

This is a mechanical step. All you have to do is use the first law of thermodynamics.

Final Answer

 * QAB = nRT1ln2
 * QBC = 0
 * QCD = nRT2ln2
 * QDE = 0
 * QEF = nRT3ln0.25 = -2nrtT3ln2
 * QFA = 0

Question 5
What is the efficiency of the process?

Now, the efficiency of the process has to be thought of as the ratio of total output and total input. In thermodynamic processes, only the net work done (∫PextdV over all the processes, not the IUPAC w) qualifies as output. We will NOT consider heat rejected by the system as output.

The input, on the other hand, is not the net heat exchange. It is rather the heat given to the system. The heat rejected by the system does not occur anywhere in the numerator or the denominator.

Then, the output is nR(T1 + T2 - 2T3)ln2. The input is nothing but QAB + QCD = nR(T1 + T2)ln2.

We did not count QEF because it was the heat rejected by the system.

The final answer is the ratio $$$$


text:
User talk:69.203.200.35

Welcome!
Welcome to Wikibooks, a 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:
 * The use of a username of your choice
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 * The use of your own personal watchlist to which you can add articles that interest you
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

Pioneering
BTW, I removed Pioneering from the list of completed honors, as it does not yet have answers to all the requirements. I also redirected the page you (?) had created so that it now points to the work that has already been done on that honor (there was an extra space in the name, which made it a different chapter than the existing one).

Also, thanks for your contributions to the Geology - Advanced honor. I really like what you did for it. --Jomegat 10:58, 22 September 2007 (UTC)

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

title: User talk:69.203.200.35


text:
Past LSAT Explained/PrepTest 44/Main Idea

Question Wording Which one of the following most accurately expresses the main point of the passage?

|44/Main Idea


text:
User talk:Shwaikh

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 12:36, 22 September 2007 (UTC)

title: User talk:Shwaikh


text:
Past LSAT Explained/PrepTest 44/Purpose

Question stems are
 * The primary purpose of the passage is to

Phrases used to denote this question choices

The LSAC released a ten year study commissioned by the American Bar Association which shows a strong correlation between the LSAT score and first year law school GPA. Another study done by Wikiversity School of Law confirms the notion that the LSAT is the best predictor of law school performance available.
 * argue that, prove that

The LSAT is a standardized test designed to measure the cognitive skills necessary for law school education.
 * claim, discuss, explain, illustrate, show how, suggest

A few schools such as Yale do not rank the first year law students. The atmosphere tends to be more congenial and cooperative than some others such as Georgetown. The schools that have a class rank can be quite competitive and much more stressful to the students. One student describes his law school experience as "cut throat". One thing that the both types of law school share is that they all require a high LSAT score and solid GPA.
 * compare and contrast

The law school admission process can be summarized as follows. One year before the application deadline you need to sign up for the LSAT. Give yourself at least a few months before taking the test to adequately prepare for the test. When you receive the test score, start filling out the application.
 * outline

There are ways that you can become a lawyer without taking the LSAT. Concord Law School, run by Kaplan, is an online law school in California that does not require an LSAT score for admission. You can get a law degree in a foreign country and then get a LLM degree which qualifies you for writing the bar exam in New York.
 * provide examples, demonstrate

LSAC notes that though LSAT scores are one of the most reliable and useful tool in selecting students for law school admission, sole reliance on the number can be detrimental. No test is perfect and has a margin of error. LSAC therefore stresses the admission council to consider other factors along with the LSAT scores to make an informed decision.
 * trace the effect
 * caution that use

Mr. Wiki calls for discontinuation of the LSAT since it not only exacerbates racial inequality but also gender inequality. He believes that only by introducing an unbiased and fair exam can the American legal system be free of the excess of litigious culture.
 * advocate reform

 * evaluate the view

 * review the treatment

 * survey the views

 * explore the origin

 * analyze

 * predict

 * correct

 * anticipate

LSAT stands for law school admission test, a reasoning test developed and administered by Law School Admission Council, a non-profit organization, formerly know as Law Services.
 * define what

 * locate the source/cause

 * identify

 * criticize

title: Past LSAT Explained/PrepTest 44/Purpose


text:
User talk:Jshir003

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 12:40, 22 September 2007 (UTC)

title: User talk:Jshir003


text:
Past LSAT Explained/PrepTest 44/Directions

Reading Comprehension Directions: Each passage in this section is followed by a group of questions to be answered on the basis of what is stated or implied in the passage. For some of the questions, more than one of the choices could conceivably answer the question. However, you are to choose the best answer; that is, the response that most accurately and completely answers the question, and blacken the corresponding space on your answer sheet.

|44/Directions


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Past LSAT Explained/PrepTest 44/Flaw

Which one of the following most accurately describes a flaw in the reasoning above?

It gives only a single example It fails to consider that It does not consider the possibility It presumes, without providing warrant It presumes, without providing justification It does not differentiate between

|44/Flaw

title: Past LSAT Explained/PrepTest 44/Flaw


text:
User talk:Askewmind

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 01:00, 24 September 2007 (UTC)

title: User talk:Askewmind


text:
User talk:67.186.14.90

French martini has been restored and moved into the Cookbook. – Mike.lifeguard  | talk 14:00, 22 September 2007 (UTC)

title: User talk:67.186.14.90


text:
User talk:Mike.lifeguard/Archive 4

Ethnomedicine, AWB requests
Hi Mike. Could you have a look at Ethnomedicine and see what you think? I think the "Home Remedies" chapter could probably be split off to be another book (merging with Home Remedies, or perhaps partially broken off into herbalism books as well? There is actually some ok content there, but the format is terrible.

I'll also be looking for someone to do some AWB stuff in a month or so, mostly changing the category structure of A Wikimanual of Gardening to make it work better with DynamicPageList. -- SB_Johnny | PA! 22:21, 17 September 2007 (UTC)

 * Merging the Home Remedies into Home Remedies is a great idea; it should also be restructured to fit better in that book. I don't like the alphabetical idea - what do you think of trying to follow the Home Remedies organization? One chapter for infections, then headaches etc., then skin problems, then minor injuries, then bites and stings, then... (I won't know till I go through Ethnomedicine/Home Remedies). I imagine that some stuff will be suitable only for Ethnomedicine (I'm thinking of Alagau, but there's definitely more). Some stuff might be copied elsewhere, but I wouldn't remove it from Ethnomedicine altogether if it's legitimately ethnomedicine (ie. acetaminophen doesn't count).
 * I'm happy to do anything with AWB that I'm able to; you'll notice that I did 4 or 5 passes on Category:First Aid to get it right. Most of that was a misunderstanding of how and the dynamic page lists interacted though. As long as I know what needs to be done, I'll give it a shot.  – Mike.lifeguard  | talk 00:02, 18 September 2007 (UTC)

 * Actually, I think each heading on the Ethnomedicine/Home Remedies page should just be made into an independent module within one or another book... just hard to say which one (I was confused by acetameniphen there too, but it might be nice to have more pages about over-the-counters that are categorized by what they're used for (pain, inflammation, fever reduction, etc.).
 * I'm not entirely certain what the subject template is for actually :). The AWB stuff I'm thinking of is pretty straightforward text-replacement running off of categories, so should be fairly easy (I can't run AWB on MAC OSX, otherwise I'd do it myself). -- SB_Johnny | PA! 02:08, 18 September 2007 (UTC)

 * Why don't I just split the thing into subpages for each heading. Then we can decide page by page what to move where.
 * "Fairly easy" sounds good. Whenever you're ready. – Mike.lifeguard  | talk 02:13, 18 September 2007 (UTC)

Images
Mike,

All of my images that I uploaded I created myself, with the sole exception on a tiny handful of old photographs that I got from public domain sources.

I had previously informed others of this when asked about their status.

ALL of my images I created myself, and donated them to Wikibooks under the GNU FDL license, and any other license that anyone wants to use them under.

It seems that the image that you were asking about a couple of weeks ago has been deleted. If there is a way to un-delete it, please do so, because it was an excellent image that I spent time creating, and more importantly, is (was) serving a good purpose to many people.

Thank you,

Karl Wick 00:43, 18 September 2007 (UTC)

 * I don't think it's possible to recover deleted images. If memory serves, they must be uploaded again. Please recall that the deletions were within project policy; you're required to tag uploads with appropriate license information - a notice on your user page is insufficient. I will look into the matter of undeleting images so you can tag them properly, but I can't promise the results you want.  – Mike.lifeguard  | talk 00:50, 18 September 2007 (UTC)

 * I tried looking at Karl Wick's deleted contributions, the last images deleted were in March and were deleted because there was better versions on commons available. You can undelete images and even see what the image was before undeleting it. --dark lama  01:21, 18 September 2007 (UTC)
 * I think that must not be right. I just found one deleted last month.

13:49, September 16, 2007 Urbane (Talk | contribs | block) deleted "Image:Ochemicon.png"  (Nld for >7 days) (Restore)
 * @ Karl: The image you asked about has been undeleted. If there are others you want back, please ask with a redlink and rationale. Many of your images weren't being used when they were deleted, IIRC. – Mike.lifeguard  | talk 01:34, 18 September 2007 (UTC)

 * Odd, I was using the deleted contributions special page and March was the last time something was showing as having been deleted. --dark lama  01:40, 18 September 2007 (UTC)

 * Yes it is. I couldn't think of any reason it wouldn't show up. Can you? – Mike.lifeguard  | talk 01:41, 18 September 2007 (UTC)

 * I can't think of anything other then perhaps the deleted contributions log is cached or someone else had added contents to the page. Also I think your looking at "tag with appropriate license information" in too narrowly and not assuming good faith. License templates either weren't in common use at one time or simply didn't exist. If you come across image or user pages mentioning licenses in other forms besides the templates which you can verify was written by the uploader/user in question, please try to assume good faith and instead of tagging them for deletion use the correct template. I do that and add licenses for images I didn't upload, but which I know the correct license for, such as screenshots of the interface of open source software I use. Its also less work to use the correct license if you know which one it is. I just think your response to Karl was making a bigger deal out of something then it was, which could easily be fixed. --dark lama  00:53, 19 September 2007 (UTC)

tab reset

I am assuming good faith. I'm quite sure he means to license these images under PD GFDL. That said, the notice on his userpage is a new addition, and isn't sufficient according to current policy. If there's anything he wants back, he's welcome to it since I know that he means to license (and tag) them appropriately. How could the solution possibly be simpler? Please also keep in mind that I didn't delete these images; I just gave him notice that they weren't tagged. Have a good night. – Mike.lifeguard  | talk 02:00, 19 September 2007 (UTC)

 * Perhaps I mistook some of your comments when I read them as a threatening warning that you would soon delete Karl's images again if Karl doesn't include the license templates on the images in a timely manner, even while knowing what license the images were being released under. Things like "a notice on your user page is insufficient" and "If there are others you want back, please ask with a redlink and rationale" had me thinking there was some lack of good faith and that you have or would perhaps delete all images indiscriminately without regard to other means of stating what license images are being released under. I wasn't concern with what was or wasn't on his page, nor with whether or not it was you who had deleted them before, so I didn't even look. I am/was only concerned with how you decide what media/images need to be deleted. Also Wikibooks doesn't currently have a policy concerning media/image deletion that I know of, to be able to say username notices are not sufficient. So what current policy are you speaking about? Surely the fact Karl has said that their work is released under the GFDL and any other license anyone wants to use is enough of a rationale to undelete? --dark lama  02:57, 19 September 2007 (UTC)

 * Well I'm not going on a Karl-Wick-image-deletion rampage any time soon. As for policy, "According to the speedy deletion guidelines, images in this category may be deleted if they have been listed in the category for at least 7 days." (Category:Images with unknown copyright status) and "All images must have a valid image copyright tag." (Image use policy) seem to be clear enough. That said, since he wants to license them under GFDL, he can ask me for any image he wants undeleted and I'll do it. Since the original deletions were done according to project policy (and not by me, so I'd be reverting another admin's actions), I'm asking that Karl give me a reason for undeletion. I don't think that's too much to ask. – Mike.lifeguard  | talk 04:41, 19 September 2007 (UTC)

 * Image use policy is only a proposed policy draft, there is also Media. Whiteknight started the first proposal and IIRC seems to agree with me that its more fit for a help page. I don't know the history of the category, to say much, but I have no idea why it says that and what in the speedy deletion criteria for the deletion policy it could be referring to, since there is no specific mention of image deletions at all in the deletion policy that I could find. As far as not reverting another admin, thats your choice, you can always ask the person who deleted the images first if you want. For myself, I wouldn't consider it a big deal to revert them, since you've been provided with more information which they very likely didn't have, but admittedly I wouldn't go out of my way to restore all images. Someone would need to request for there undeletion, to show that there is still a need for the images. Perhaps thats enough of a reason for you as well? --dark  lama  10:19, 19 September 2007 (UTC)

 * I don't think it's a big deal to undelete them now that the licensing issue is clear. That's exactly why I'm asking for someone to request their undeletion and to show that there is still a need for the images. – Mike.lifeguard  | talk 16:30, 19 September 2007 (UTC)

VfD
If you can, try to check if the editors (if registered) of VfD targets have a "Welcome message" most of them are probably clueless (like ), this will result in Wikibookians being able to understand the VfD action not as an aggressive move or even a direct comment on the their work. This takes more time but will result on more people staying with the project to contribute in other works or more productively. --Panic 06:44, 19 September 2007 (UTC)
 * Sorry; what's this in relation to? – Mike.lifeguard  | talk 14:57, 20 September 2007 (UTC)
 * Just a comment on VfD in general, that could improve relations to users, in particular due to "Teaching Assistant in France Survival Guide/Directory" case, the use had not been welcomed to Wikibooks and it seemed sincere in his laking of understanding about the VfD. I haven't never marked any work to VfD personally (I have pointed out some) but I will try and add a review to the policy on my todolist, so to include more steps not to ostracize users (because they lack knowledge and/or misunderstand the action).  --Panic 16:14, 20 September 2007 (UTC)
 * While I agree, in principle, with this idea, I have to say that for this module in particular that it's not feasible to give each contributor a warning or explanation. For that module, there were many contributors, most were IPs, and those that have accounts are often one-time contributors. Giving each one a personal message simply isn't feasible. It may help to create a template for the purpose of informing a few main editors, but certainly not each and every one, especially for a module such as that.
 * In the past, I have tried to notify a few main authors if they're easily identifiable, and have been active recently. In response to this thread, I'm going to create a template specifically for that purpose. As well, please note that has a link to the nomination on WB:VFD, which users can easily follow (as  did) to discuss the proposed deletion. In this case, the system worked exactly as it was intended to. I'll try to improve it with that template message, though. – Mike.lifeguard  | talk 22:48, 20 September 2007 (UTC)

You've won...

 * OOOOO! I like the new pic. – Mike.lifeguard  | talk 13:55, 21 September 2007 (UTC)

Image confusion
Hi mike,

Thanks for replying to my question on darklamas talk page. Im a little confused and i wondered if you could help me. When i looked at the category:Images with unknown copyright status earlier i was sure that it contained around 300 + images, when i looked a moment ago it said that it contained only 119 or so images. How can this be. There are no large scale deletions in the logs in the past hour or two that i can see. What has happened? Is this a caching problem at my end or something different?

Urbane  (Talk)   (Contributions)  18:31, 21 September 2007 (UTC)

 * DL added some magicks to so that they'd be added to Category:Candidates for speedy deletion after 7 days. The effect is apparently retroactive, but took a bit for the server to make the changes. Your missing images are listed instead in the SD category. – Mike.lifeguard  | talk 18:34, 21 September 2007 (UTC)

 * Thanks. I was just about to write back saying that i'd found them when you responded. I don't know why i didn't think to look there after replying to the message about it on darklama's talk page. Feeling a little bit daft now... I'm sure i'm slowly going crazy. Well, at least it shows that the template works as intended, darklama did a good job of it. Thanks again. Urbane   (Talk)   (Contributions)  18:40, 21 September 2007 (UTC)

Copyright problem with Image:Ppt03.gif
That's your upload. Please don't give me or any other user invalid warnings. Instead, fix the licensing issues with your uploads or they will be deleted per policy. Thanks. – Mike.lifeguard  | talk 20:24, 21 September 2007 (UTC)

This image is free to distribute under an academic web site. —Preceding unsigned comment added by Celesguy (discuss • contribs)

 * Unfortunately, that's not good enough. Images uploaded here must be redistributable for any reason, including (for example) commercial purposes. There can be no restriction to educational or personal use. Please read Media for more information. As well, a link to the image will be sufficient; I don't need the template. Thanks! – Mike.lifeguard  | talk 20:30, 21 September 2007 (UTC)

Fair Use Image
How do I explain why an image is fair use? the image postman.jpg was used in press releases coinciding with his obituary. My understanding was that press release photos are fair use. Pleas let me know what I need to do.

Thanks

Cpullman 21:51, 21 September 2007 (UTC)
 * On the image page, just type below the fair use tag the reasoning. If you refer to Media, it should give you clear direction on what information is required. Thanks! – Mike.lifeguard  | talk 21:56, 21 September 2007 (UTC)

I have taken this down and replaced it with a link.

Thank you Cpullman 21:06, 24 September 2007 (UTC)

AWB, again, but not exactly
Hi Mike. I'm going to be ready for some AWB work probably by this evening, but it's actually on Wikiversity, not Wikibooks.

What it involved is replacing category tags with templates. Probably the first run will go like this:

 * 1) set the bot to run on all pages in v:Category:BCP/Simple leaves
 * 2) replace all instances of with

Sound doable? If you're not confident about programming the bot to run off a category like that, I can wait until Herbythyme gets back from vacation :). The AWB runs on wikibooks will be similar: i.e. switching categories to templates. -- SB_Johnny | PA! 15:35, 22 September 2007 (UTC)

 * No, that'll be fine. Just let me know when it's ready to go. I'll be at work tonight, but I can do it after that, or maybe tomorrow. – Mike.lifeguard  | talk 15:36, 22 September 2007 (UTC)

BTW: don't do this yet!!! ... I need to complete a manual run on Bloom Clock/Herbaceous plants with white flowers seen in September in Southeastern Pennsylvania first so I can make sure the trick works. (The trick is making the template do certain funny inclusion stuff... there's a lot of funny inclusion stuff on the bloom clock :) ). -- SB_Johnny | PA! 15:38, 22 September 2007 (UTC)

 * Sure thing. Just give me a go-ahead when you're sure it's ready. – Mike.lifeguard  | talk 15:39, 22 September 2007 (UTC)

OK, ready now (was on daddy duty yesterday evening, sorry about that). It's actually 4 replacements:

 * 1) set the bot to run on all pages in v:Category:BCP/Simple leaves
 * 2) replace all instances of with
 * 3) set the bot to run on all pages in v:Category:BCP/Pinnately compound leaves
 * 4) replace all instances of with
 * 5) set the bot to run on all pages in v:Category:BCP/Palmately compound leaves
 * 6) replace all instances of with
 * 7) set the bot to run on all pages in v:Category:BCP/trifoliate leaves
 * 8) replace all instances of with

If you want to check on it, the templates currently add pages to v:Category:BCP/Leaf arrangement included. Once you're done I'll switch them back to add the category you just removed (see the "usage" on the templates if you're wondering... the goal is to track which pages in a particular DPL run don't have information about leaf complexity). -- SB_Johnny | PA! 14:52, 23 September 2007 (UTC)

 * ✅ - Hope everything turned out properly. – Mike.lifeguard  | talk 19:12, 23 September 2007 (UTC)

 * Awesome... thanks! I'll have to wait for the job cue to run the full DPLs, but looks like the template is doing it's thing :). BTW: are you watching your wikiversity talk page, or is it better to find you here? Sometime this winter (Northern winter, I mean), we might want to change a bunch of the regional templates in a similar fashion (this will be many hundreds of pages). If you don't mind, I'll try to get a flag for a bot account before that so the rc feeds and vandalism channel don't freak out :). -- SB_Johnny | PA! 23:08, 23 September 2007 (UTC)

 * I don't really watch any of my talk pages except this one. With en.wp you'd get lucky because I've taken up vandal-patrolling, but the others are almost-never used. I definitely don't mind doing AWB work, so feel free to call on me if needed! – Mike.lifeguard  | talk 23:49, 23 September 2007 (UTC)

Deleted Image
Hi Mike,

Was the image "Pot-Hook-With-Hand.jpg" the same style as the others in the Adventist Youth Honors Answer Book/Recreation/Camping Skills II chapter? If so, I can personally attest that they were drawn by user Jazzmanian at my request. If it is the same style, let me know, and I'll send him an email asking him to add a license. He'll need it undeleted to do that though. Thanks. --Jomegat 18:24, 22 September 2007 (UTC)
 * ✅ pending addition of license information. – Mike.lifeguard  | talk 20:10, 22 September 2007 (UTC)

 * Thanks Mike - I sent him an email. --Jomegat 20:28, 22 September 2007 (UTC)

 * Jazzmanian added PD-Self to the image, so I removed the info box and the nld. I believe all is well.  --Jomegat 17:11, 24 September 2007 (UTC)

Sprouts
Thank you Mike Lifeguard and I'll try to make an outline this week for Growing Edible Sprouts! :-) --Sproutable 02:00, 23 September 2007 (UTC)

Copyright problem with Image:Computer Lab.JPG
Here is the location of the image. It is free for distribution.

http://www.iac.iastate.edu/summercamp/Computer%20Lab.JPG

The page in which this image is linked is this one: http://www.iac.iastate.edu/summercamp/news.html# —Preceding unsigned comment added by celesguy (discuss • contribs)
 * How do you know it is "free for distribution"? I looked through much of that site, and there is no mention of that. I did notice that there is no copyright warning, however, that doesn't mean that they have released it to the public domain or something. They're not required to notify anyone that they hold the copyright - it is automatic. If I've missed the license information, please point me in the right direction. Otherwise, it will be deleted per policy. – Mike.lifeguard  | talk 15:43, 23 September 2007 (UTC)
 * Why don't you consider using images from Commons? With just a quick search, I found several images that might be suitable replacements, and have no licensing issues: Image:TISB computer lab.JPG; Image:Computer lab showing desktop PCs warwick.jpg; Image:Moody Hall computer lab.jpg; Image:Computer lab in Chennai Mathematical Institute.JPG. I'm sure there are more, if none of those are what you're looking for. – Mike.lifeguard  | talk 15:52, 23 September 2007 (UTC)

Running a Bot at Wikiversity
Hi, Mike.lifeguard, I heard on IRC you are testing a Bot today. Good luck! v:User:mirwin

Re:Subject Pages
The whole tabs thing is User:Darklama's javascript project. The Subject:Programming page is one that he's been predominantly involved in as well, so you will probably want to talk to him about it. --Whiteknight (Page) (Talk) 15:43, 23 September 2007 (UTC)
 * Sure thing. I'll let him how. – Mike.lifeguard  | talk 15:46, 23 September 2007 (UTC)

Rename?
Hi Mike... I was just wondering if its possible to rename a page? I ask because this page is named incorrectly - there are no 'faeries' in Harry Potter (rather fairies). Is this a pointless exercise? Should the page just be deleted altogether? Thanks. Mike 18:48, 23 September 2007 (UTC)

 * Please ignore this. I will take care of this situation (and no renames will occur). -within focus 18:54, 23 September 2007 (UTC)

 * Thanks --- Mike 19:31, 23 September 2007 (UTC)

 * I'm wrong. A rename should and did occur, although no deletion is necessary. -within focus 20:40, 23 September 2007 (UTC)

A bit drastic
That was a bit drastic, Mike: Undo revision 977884 by Mike.lifeguard (Talk)) How's about a warning next time? please ... marz 02:07, 24 September 2007 (UTC)
 * Sorry, what's this regarding? – Mike.lifeguard  | talk 02:08, 24 September 2007 (UTC)
 * Ahh. Found it. That image was tagged as having no license information since Feb 16/07. That's well more than the week that you're supposed to get. – Mike.lifeguard  | talk 02:12, 24 September 2007 (UTC)
 * You're a fine administrator, Mike! I'm just a learner - still ... marz 16:37, 28 September 2007 (UTC)

Msg
Hi Mike:

I got a message from one of the people who uploaded probable copyvio images, not sure what you think about it, take a look at my talk page. The person's saying they will take it down after the page gets graded or something. Mattb112885 (talk to me) 04:42, 24 September 2007 (UTC)

Soc. and Cult. Fopundations of Edu.
Hello Mike,

I contributed to the Wikibook as a student last Spring and I am now an Instructor for the course. Sorry for the confusion and please let me know if I can clarify anything else. Have a great day!

Jamie —Preceding unsigned comment added by Jkauf007 (discuss • contribs)

 * I just wanted to ask that someone let the students know about some issues with images. I know there have been some problems in the past, and they're surfacing again. Students need to make sure that they're not taking random pictures off the internet to use in the project. As well, all image uploads need to be appropriately tagged with license information. Have them ask for help if they need it - that's why we're here (well, one of the reasons). As well, you might mention to them that Commons is a great place to get images - all are free to use, and are used in the exact same way as local images (ie [[Image:imagename.jpg|...]] . Media and Copyright and Image use policy are good places to get any other information you want to add, or places to send students if they have questions. As well, There is an entire page devoted specifically for requests for help etc. from new users - tell them to please please use it!
 * I hope that didn't come off as being mean; it's just very frustrating when people from a single project continually upload images with no license information, or even straight-up copyright violations. Thanks for your help! – Mike.lifeguard  | talk 23:16, 24 September 2007 (UTC)

Image licences
You mentioned on my talk page there were images without a licence, can you tell me which ones? As far as I'm aware they're all released into the public domain. You can change them to whatever thing you want I don't care as long as they aren't deleted. Thanks Damien Karras 00:00, 25 September 2007 (UTC)
 * Sorry - it looks like all your image uploads are properly tagged. Thanks! – Mike.lifeguard  | talk 00:14, 25 September 2007 (UTC)

no problem
I see you've removed the image, and I understand that's the best thing to do. I'm uploading original art now. Ckeit002 00:41, 25 September 2007 (UTC)
 * Great. Thanks! – Mike.lifeguard  | talk 14:29, 25 September 2007 (UTC)

Moving page
I think I should change the title of the biostatistics book to "Biostatistics with R". But I don't know how to moving pages. Three pages in total. Can you help me on this? Chainsawriot 03:07, 25 September 2007 (UTC)
 * At the top of each page, there is a move tab. Click that, enter the new page name (make sure you follow the naming policy), enter a reason (ie. "per WB:NP "), make sure that the "move associated talk page" box is checked, and hit "Move page". If you need anything else, just ask. – Mike.lifeguard  | talk 14:29, 25 September 2007 (UTC)

Ready for another run
Not as many pages this time, but it's still easier for you than I (hopefully):

 * 1) Set bot to track v:Category:BCP/Basal leaves only, and replace  with
 * 2) Set bot to track v:Category:BCP/Opposite leaves, and replace  with
 * 3) Set bot to track v:Category:BCP/Alternate leaves, and replace  with
 * 4) Set bot to track v:Category:BCP/Whorled leaves, and replace  with

The templates are set to tracking category only, again v:Category:BCP/Leaf arrangement included

BTW, would you mind making a second account for this on wikiversity so we can flag as a bot account? -- SB_Johnny | PA! 11:59, 26 September 2007 (UTC)

 * Request for bot flag is here. Do you want me to do the edits now, or wait for the flag? – Mike.lifeguard  | talk 16:30, 26 September 2007 (UTC)

 * Nah, it's just a formality. Please go ahead and do the AWB run... the flag really makes no difference to anyone but the RC patrollers, which is a pretty small group :). -- SB_Johnny | PA! 19:29, 26 September 2007 (UTC)

✅ – Mike.lifeguard  | talk 19:45, 26 September 2007 (UTC)

 * Thanks again :). That's probably the last run for a month or so at least. -- SB_Johnny | PA! 06:50, 27 September 2007 (UTC)

Image Tags
If an image is compiled from a purchased software program stock photos, how do I tag it? —The preceding unsigned comment was added by Lczernia (talk • contribs).
 * I think stock photos are generally copyrighted. If that's true, then the image will have to be deleted. Instead, try searching for properly-licensed images on Commons. You can use any image you find there as if it were local - no change in syntax is required. – Mike.lifeguard  | talk 16:32, 26 September 2007 (UTC)

tab problem
Interesting catch on the tab problem for usernames such as "Mike's". Did you happen to notice if this problem also existed before this edit? --JWSurf 20:38, 26 September 2007 (UTC)

I've fixed the problem. --dark lama  21:52, 26 September 2007 (UTC)

Soc and Cult Foundations of Education
Hello Mike,

Thanks for the warning. I forwarded your comment to the students and hopefully we have fixed the issue. Please let us know if you find any other problems. I have told the students to contact you with questions. We are sorry for the consistent picture problems each semester. We are working on a permanent solution. Have a great weekend!

Jkauf007 16:48, 28 September 2007 (UTC)

 * Thanks for your help. I'm going to try to get a few of the regulars to put together a better manual for school projects, to deal with stuff like this specifically. – Mike.lifeguard  | talk 16:50, 28 September 2007 (UTC)

Please check your mail....
Please check your mail at Wikiversity. Please do NOT use this address for your mail from Wikiversity since this page is hidden from the watch pages of Wikiversity. It is inappropriate for you to hide your activity at Wikiversity by requiring your mail to be sent to this location. ~ Robert Elliott 01:39, 29 September 2007 (UTC)
 * I don't require you to do anything. You're more than welcome to leave me messages at en.wv. I'm simply giving fair warning that I'm not active there, and that if you want a more prompt response, you'll do better leaving me a message here. This would be a case in point. – Mike.lifeguard  | talk 01:56, 29 September 2007 (UTC)

New "image rights" question at Wikiversity
Please look at a new "image rights" question at Wikiversity Colloquium - "Image license - Human likeness" about the use of screen shots from a school motion picture to identify the characters in movie for a lesson at Wikiversity about the movie. The pictures will be used with the permission of the movie's instructor (John Marsh at Community College of Southern Nevada) who does not want the pictures used for any commercial purpose but will allow Wikiversity to use the photos (screen shots) from the movie for educational purposes. What is the correct license for this? Robert Elliott 01:44, 30 September 2007 (UTC)
 * Any license specifying non-commercial use only is GFDL-incompatible. Fair use would be your only alternative. For licensing questions, your best bet will always be to ask at Commons - they deal only with images, so they really know their stuff. – Mike.lifeguard  | talk 14:44, 30 September 2007 (UTC)

Re: Image Problems
I updated the license on that photo that you mentioned, but it still says it is missing the license information. However, when I go to the unlicensed tab in my user page, it doesn't show up. Not sure what's happening there. And is this the appropriate way to respond to a message someone has left me, or should I respond under their comment in my own talk? I'm new to the whole wiki process. Thanks. Moohasha 11:56, 2 October 2007 (UTC)

 * It looks like all you did was upload another version of the image with the edit summary "updating license info". That doesn't actually do anything - to update the info, go to the image page, hit edit this page at the top, and replace the no license template with the license template you want to release the image under. License tags can be found here.
 * The no license template looks something like this:

 * If you need further help, just ask again here. – Mike.lifeguard  | talk 14:41, 2 October 2007 (UTC)

 * Okay, I get it now. The first time I updated it I didn't just upload a new version, I selected a licensing option from the drop down menu.  Does this not have the same effect as what you're saying to do?  If not, what is the purpose of the licensing menu when uploading an image? Moohasha 16:43, 2 October 2007 (UTC)

 * I was under the impression that the drop-down would automatically add the selected license template. It may be that it only works for the initial upload? I'll post something at WB:AN; I think someone fiddled with that drop-down a while back. To be safe, you should manually change the template from no license to whichever it's supposed to be. – Mike.lifeguard  | talk 17:46, 2 October 2007 (UTC)
 * PS the image looks perfect now. – Mike.lifeguard  | talk 17:48, 2 October 2007 (UTC)

Apology on XForms Image
Sorry about that. I believe I have put in the right license this time. Thanks for all your help. - Dan --Dmccreary 14:12, 2 October 2007 (UTC)

title: User talk:Mike.lifeguard/Archive 4


text: User talk:BartekChom

title: User talk:BartekChom


text:
User talk:89.243.42.196

Thanks for reverting vandalism! – Mike.lifeguard  | talk 16:02, 22 September 2007 (UTC)

title: User talk:89.243.42.196


text:
Category:User ase

This category sorts American Sign Language users by order of fluency ( [ 1 = native], [ 2 = nearly native], [ 3 = advanced], [ 4 = intermediate], [ 5 = elementary] ).

title: Category:User ase


text:
User:Aarse001

Multiple Strategies for Meaningful Learning
By: Amy Arseneau

Introduction
When you walk into a classroom you encounter many students. It is essential to keep in mind that each of these students is unique, and has a distinctive learning style. There are three broad categories of learners: visual, auditory, and kinesthetic/tactile; all of these learners ascertain optimum knowledge in separate ways. Howard Gardner once said, “Children are best served by having opportunities to gain and demonstrate their understanding in a variety of ways.” Incorporating an assortment of teaching and learning strategies can have a noticeable affect on student engagement and achievement. When educators apply the use of varied teaching strategies, they are supporting a belief in individual learning styles and preferences, and they are more apt to engage students in the successful acquisition of knowledge. Teachers can use multiple strategies as a means of connecting with each group of students by teaching children through means of art, music, cooking, and centers and games.

Art
"I do not want ART for a few any more than education for a few, or freedom for a few." --William Morris

In Victoria Jacobs writing, Teaching Core Curriculum Content through the Arts, she states, “Arts in elementary schools have often been separated from the core curriculum and instead, offered as enrichment activities that are considered beneficial but not essential” (Jacobs, 1999, p. 2). The officials of the schools she refers to, in addition to other critics, pose the question, “Why should we have art in our schools?” One response to this question is that when the arts are well taught, they are able to engage the minds and hearts of young people by giving them the means to know and enjoy their world and help them to be literate in an increasingly visual world. Art encourages self-directed learning, and provides new challenges to students who are already considered successful. The ability to create, interpret, and integrate visual messages is an essential component of literacy. Reports from the National Art Education Association (NAEA) showed that “Students in art study score higher on both their Verbal and Math SAT tests than those who are not enrolled in arts courses” (Guenter 2005). Art education helps children make sense of their world by providing them with motivational tools to reach a new level of understanding of their education, and make connections to the world of ideas. Teaching art enables students to achieve their highest level of learning.

Music
"Music is the electrical soil in which the spirit lives, thinks and invents." --Ludwig van Beethoven

Music is another essential component of the curriculum which, by many, is often over-looked and thought of as irrelevant to education. MENC 2002 shows that skills learned through the discipline of music are able to transfer to study skills, communication skills, and cognitive skills, which are useful in every part of any curriculum. Catchy tunes and phrases provide children with an easy way to recite and remember facts. For example, a kindergarten teacher at Greenbrier Primary School in Chesapeake, Virginia writes songs about the famous historical figures and the knowledge that kindergarteners are expected to have about them for the VA SOLs. She testifies that through her twenty-five years of teaching experience, her students are better able to retain the information that they had been taught when they put it in the form of a song. Not only does music make learning more fun, and facts easier to recall, but another significant feature of music is that it strengthens the right side of the brain. This is an important characteristic because studies have shown that the more parts of the brain that are used, the better the user’s synapses develop (Connell 2007). Several studies provide evidence that children who participate in music programs show improved spatial-temporal skills, enhanced academic performance, and better social skills (Prescott 2005). Teachers know from the expressions on their students' faces that music promotes wonder and provides benefits far beyond what can be assessed by research. Students enjoy, gain nourishment, and build confidence through participation in music. A professor in the department of Psychobiology at the University of California, Irvine, Norman Weinberger, Ph.D., says that music “appears to really bring out the best in students, capitalizing on their natural curiosity and allowing it to flourish in a varied, stimulating environment” (Prescott 2005).

Cooking
"Cookery has become a noble art, a noble science." --Robert Burton

Although many restrictions have been placed on the allowance of food in the classroom, it is still permissible to cook with fresh, store bought ingredients and obtained office approval. Cooking can be incorporated into various lessons for each of the core subject areas. For example, produce can be sliced in a demonstration about fractions, or it can also be used to study social studies and geography by investigating topics such as: where it originated, where it is grown now, what people first ate it, and how. More involved cooking demonstrations give students the change to explore the science of chemical changes as they see how foods change when heated, frozen, or mixed (Giancoli 2007). The importance of following directions and doing things in a sequential order play a big role in cooking, and the value of organization is also demonstrated. Having students participate in cooking aids in the development of their fine motor coordination, and uses decision-making and problem-solving skills when something unexpected happens. Students also enhance their vocabulary while they are working in the classroom kitchen. They learn new units of measurement, as well as the names of foods, ingredients, and kitchen utensils. Lessons about basic nutrients, heat safety, and proper sanitation can also be linked into the curriculum (Giancoli 2007).

Centers and Games
"Games have a far greater educational influence than most people are aware of." --Robert Coats

Group interaction has proven to be very useful for students of all ages. One form of group interaction for elementary students is obtained by working in centers, which offer motivation and flexibility to meet the diverse needs of today's students (Van Deusen-MacLeod 2000). Centers teach many valuable concepts, some are social aspects and others are more traditional educational values. Through centers, students are able to practice cooperation and learn to take turns. They are able to discuss with each other and develop more elaborate language. These opportunities for social collaboration allow student participation on a variety of level and integrate success into each child’s experience (Van Deusen-MacLeod 2000). Children also gain the possibility of making choices about their learning. Some of the educational benefits of centers include development of classification skills and number concepts, as well as problem-solving abilities. Students also learn to make generalizations about the properties of various objects, organize and conceptualize the world, and follow a mental plan. They also further develop gross motor skills and hand-eye coordination. Centers also provide a great opportunity for integrating technology into the classroom. While working in centers, students develop a positive self-concept as well as a positive attitude toward learning. The classroom structure provided by centers allows teachers to assess students regularly while they are engaged in meaningful and purposeful activities. Teacher observation of center behaviors provides significant information regarding each student's level of independence, interdependence, and cooperative skills. (Van Deusen-MacLeod 2000). Educational games also serve as a productive method for teaching students. Games can be used as a means of introducing material and gaining students’ interest, for more in-depth exploration of a subject, or as a review of content. Games sharpen students’ skills and encourage them to learn more, while making learning a fun experience. Popular game shows such as Jeopardy!, Who Wants to be a Millionaire?, and 1 vs. 100, serve as popular models for review games in the classroom and can be related to all subjects. Studies show that students who are involved in the learning process have more fun and better retain information than ones who are not.

Conclusion
Exposing students to abstract learning by various forms of interaction will teach the them logic and reasoning, and will help them to grasp what might not be represented on the surface. This is why teachers should multiples strategies in order to produce meaningful learning results through use of art, music, cooking, and centers and games. The arts make a tremendous impact of the developments growth of every child. Cooking can promote a better understanding of science, and inforces the importance of following directions. Centers and games help children's social skills and also provide a fun method for discovery and learning. Each of these interactive, hands-on forms of educating encourages students to further engage themselves in the learning process, and helps them to retain greater knowledge. It is crucial that teachers use an assortment of instructional activities in order to entice all students and excite them about their education.

Essay:
Imagine that you are a second grade school teacher. Johnny Appleseed Day is coming up. Give an example of a lesson you could prepare which incorporates the multiple strategies for meaningful learning into your curriculum, and explain why they are important.

Sample Answer: There are many ways exciting ways for a second grade teacher to incorporate multiple learning strategies into the lesson in order to make it meaningful to the students. The first step that I’m going to take in my classroom will be to introduce the children to John Chapman, better known as “Johnny Appleseed” and share how he came to earn his nickname. Throughout the day, we will be making applesauce as a way of getting students involved and helping them to feel more connected to the lesson. As we are preparing the ingredients, I’ll familiarize students with the units of measurement that we use for cooking. I plan to do a short fractions lesson with the students while I’m carefully cutting the apples. Then children will be able to periodically watch as the applesauce cooks and they will write in a science journal about the changes that they observe. The applesauce takes a couple of hours to cook, so in the mean time, students will work in groups of three to create a short story about life with Johnny Appleseed. They will brainstorm about their story and then they will each write one page, trade their papers so that they are editing a new one, and then exchange papers again so that they can draw a picture; at this point everyone in the group should have a part in each of the three pages of the short story. Once the class completes the assignment, each group will present to the class. This group activity promotes collaboration, cooperation, and communication, so the students will be able to further develop their social skills. Toward the end of the day when the applesauce is ready, they will be able to enjoy their treat while participating in a class discussion to review what they’ve learned.

Application Questions
1.) Mrs. Gavilavitsky’s second grade class is studying Ancient Egypt at the end of the week.  Which of the following should Mrs. Gavilavitsky do in order to utilize one of the strategies for meaningful learning as discussed in this article?	a. She should have students individually read the social studies textbook chapter on Ancient Egypt.	b. She should lecture the class on material about Ancient Egypt and then move on to the next lesson. 	c. She should teach the students about hieroglyphics, and other characteristics of the writing system of the Ancient Egyptians, and then helping them to create and decorate a door hanger with their names written in hieroglyphs.	d. She should bring in Lucky Charms for the students so that they will enjoy the class.

2.) Pepper Brooks, as well as some of the other students in his fourth grade math class, has been struggling with learning fractions.  Which of the follow demonstrations could Pepper’s teach perform that might help her students to visualize fractions?	a. His teacher could bring in fruits and divide them into halves, fourths, eighths, etc. and have students do math problems with the pieces.  At the end of the lesson they could all enjoy a healthy snack.	b. His teacher should tell the students that fractions are simple, and if they are having trouble that just means that they are not trying hard enough.	c. His teacher could present research about the proportion of students who struggle with fractions.	d. His teacher could give the students additional fraction worksheets for extra practice.

3.) Cotton McKnight is a new student in Mr. O’Houlihan’s class.  He is nervous about his first day of classes because he is very shy.  Luckily for him, Mr. O’Houlihan frequently has students work in centers.  How might this method of teaching be helpful to a student like Cotton?	a. This method promotes group interaction.	b. Students have the opportunity to discuss with each other.	c. Students work together to achieve a common goal.	d. All of the above.

4.) Mr. LaFleur is preparing a review game for his eighth grade students.  Which of the following would be a good model to use?	a. Jeopardy!	b. Who Wants to be a Millionaire?	c. 1 vs. 100	d. All of the Above

5.) Ms. Veatch’s first grade students are having trouble remembering all of the historical figures that they have learned this year.  How might Ms. Veatch provide an easy way for them to recall facts?	a. She could chose a familiar tune, such as “Twinkle-Twinkle Little Star” and change the lyrics to address an individual historical figures.  Then proceed to choose other tunes for additional figures.	b. She could have students write a two page report on each individual explaining his or her importance in history.	c. She could instruct her students to read stories based on the lives of historical people.	d. She could tell students to watch movies such as Walt Disney’s Pocahontas in order to learn more.

Answers:
1.)	C 2.)	A 3.)	D 4.)	D 5.)	A

title: User:Aarse001


text:
User talk:Cgboeree

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 16:39, 22 September 2007 (UTC)

Thanks for uploading a replacement for Image:bird-fly.jpg. However, please do not blank pages - it is considered vandalism. If you want a page deleted, simply put a tag at the top of the page, and an admin will take care of it. Happy editing! – Mike.lifeguard  | talk 16:39, 22 September 2007 (UTC)

 * Many thanks! Cgboeree 16:42, 22 September 2007 (UTC)

title: User talk:Cgboeree


text:
User talk:Sedwa028

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Urbane  (Talk)   (Contributions)  20:46, 22 September 2007 (UTC)

Copyright problem with Image:Race.jpg
Urbane  (Talk)   (Contributions)  20:48, 22 September 2007 (UTC)

Image:Comic.gif is a copyright violation
This image appears to be a copyright violation. If you have some licensing arrangement with the copyright owner, please let us know by replacing the tag with the appropriate license tag. If you need help to do this, please ask on my talk page, or on the staff lounge. – Mike.lifeguard  | talk 16:58, 23 September 2007 (UTC)

title: User talk:Sedwa028


text:
Nordic History

Welcome to the Nordic History wikibook. Feel free to contribute to this book.

Chapters

 * 1) /The Stone Age/
 * 2) /The Nordic Bronze Age/
 * 3) /The Pre-Roman Iron Age/
 * 4) /The Roman Iron Age/
 * 5) /Germanic Iron Age/
 * 6) /The Viking Age/
 * 7) /Christianization/

title: Nordic History


text:
Nordic History/The Stone Age

As the ice receded reindeer grazed on the plains of Denmark and southernmost Sweden, while along the coast of western Sweden, marine resources were exploited. This was the land of the Ahrensburg culture, tribes who hunted over territories 100 000 km² vast and lived in teepees on the tundra. On this land there was little forest but arctic white birch and rowan, but the taiga slowly appeared.

Mesolithic
In the 7th millennium BC, when the reindeer and their hunters had moved for northern Scandinavia, forests had been established in the land. A culture called the Maglemosian culture lived in Denmark and southern Sweden, and north of them, in Norway and along the coast of western Sweden, the Fosna-Hensbacka culture, who lived mostly along the shores of the thriving forests. Utilizing fire, boats and stone tools enabled these Stone Age inhabitants to survive life in northern Europe. The northern hunter/gatherers followed the herds and the salmon runs, moving south during the winters, moving north again during the summers. These early peoples followed cultural traditions similar to those practiced throughout other regions in the far north – areas including modern Finland, Russia, and across the Bering Strait into the northernmost strip of North America (containing portions of today's Alaska and Canada). During the 6th millennium BC, southern Scandinavia was clad in lush forests of temperate broadleaf and mixed forests. In these forests roamed animals such as aurochs, wisent, moose and red deer. Now, tribes that we call the Kongemose culture lived off these animals. Like their predecessors, they also hunted seals and fished in the rich waters. North of the Kongemose people, lived other hunter-gatherers in most of southern Norway and Sweden, called the Nøstvet and Lihult cultures, descendants of the Fosna and Hensbacka cultures. These cultures still hunted, in the end of the 6th millennium BC when the Kongemose culture was replaced by the Ertebølle culture in the south.

Neolithic
During the 5th millennium BC, the Ertebølle people learned pottery from neighboring tribes in the south, who had begun to cultivate the land and keep animals. Soon, they too started to cultivate the land and, ca 4000 BC, they became part of the megalithic Funnelbeaker culture. During the 4th millennium BC, these Funnelbeaker tribes expanded into Sweden up to Uppland. The Nøstvet and Lihult tribes learnt new technology from the advancing farmers, but not agriculture, and became the Pitted Ware cultures, towards the end of the 4th millennium BC. These Pitted Ware tribes halted the advance of the farmers and pushed them south into south-western Sweden, but some say that the farmers were not killed or chased away, but that they voluntarily joined the Pitted Ware culture and became part of them. At least one settlement appears to be mixed, the Alvastra pile-dwelling.

It is not known what language these early Scandinavians spoke, but towards the end of the 3rd millennium BC, they were overrun by new tribes who many scholars think spoke Proto-Indo-European, the Battle-Axe culture. This new people advanced up to Uppland and the Oslofjord, and they probably provided the language that was the ancestor of the modern Scandinavian languages. These new tribes were individualistic with the battle axe as a status symbol. They were cattle herders, and with them most of southern Scandinavia entered the Neolithic. However, soon a new invention would arrive, that would usher in a time of cultural advance in Scandinavia, the Bronze Age.

title: Nordic History/The Stone Age


text:
LPI Linux Certification/Configure Fundamental BIOS Settings

Detailed Objective
Weight: 1

 * Description: Candidates should be able to configure fundamental system hardware by making the correct settings in the system BIOS in x86 based hardware.

 * Key knowledge area(s):
 * Enable and disable integrated peripherals.
 * Configure systems with or without external peripherals such as keyboards.
 * Correctly set IRQ,DMA and I/O addresses for all BIOS administrated ports and settings for error handling.

 * The following is a partial list of the used files, terms and utilities:
 * /proc/ioports
 * /proc/interrupts
 * /proc/dma
 * /proc/pci

Introduction
The BIOS (Basic Input / Output System) can be thought of as a suite of small programs that operate between the operating system and the hardware on any given computer. It provides a number of services that enable the computer to boot any given operating system. The BIOS can also provide or present other services to the operating system depending on the operating system and / or the type of hardware installed. It is also wise to note that a modern-day computer may have multiple BIOS chips interfacing the various different hardware components that combine to build the whole computer. These include Disk Array Controllers, Graphic Cards, Sound Cards, and possibly a few others. Firstly let's look at the services the BIOS provides regardless of which operating system is installed: these being the POST (Power On Self Test), Hardware Management, Security and Date & Time.

Intel and other manufacturers have developed another standard called EFI (Extensible Firmware Interface), which performs a similar function to BIOS, but does the job in a different manner. EFI is far more flexible and powerful than BIOS, but it has not enjoyed as much commercial success. Exploration of EFI is beyond the scope of this document for now.

POST - Power On Self Test

 * The POST process involves a small diagnostic program that checks system hardware such as RAM or motherboard components. If a particular piece of hardware is present, a basic test is performed to check for faults. More advanced tests such as a long memory test may be performed, but normally these features need to be manually enabled in the BIOS.
 * If the POST process finds errors it will usually sound beeps on the motherboard speaker and / or show some visual message via LEDs on the motherboard and / or messages on the screen. This is known as an "Irregular POST Condition".
 * The number (and in some cases the pattern) of the beeps, lights, or messages will aid you in diagnosing the problem; however, different motherboard models (even those from the same manufacturer) have different implementations of these signals, so it is always wise to have a printed reference manual for each model you support or internet access on another machine for a quick look-up.

Hardware Management

 * During the POST process, the BIOS allows you great flexibility to customize certain aspects of the system via settings stored in CMOS (Complementary Metal Oxide Semiconductor) memory. CMOS memory is volatile memory, but your motherboard has a backup battery to preserve any customized system configurations that you have made. This battery will eventually die. If you find that your computer is not retaining BIOS settings from one power cycle to another, the usual reason is that you need to replace this battery.
 * Useful BIOS settings often edited by users and system administrators may include:
 * Boot device priority
 * Enable / disable motherboard features like integrated video, LAN, or sound
 * Setting preferred memory addresses or IRQ vectors for PCI (or older) cards
 * On older motherboards these configurations were done by positioning certain jumpers or dip switches to the hardware manufacturer's specifications. Modern CMOS menus have replaced nearly all of these devices, with the exception of setting SCSI ID or resetting a BIOS password. There are still some "old school" motherboards in operation, so always keep the possibility of jumpers in mind.

Security

 * Most BIOSs allow the user to set a password. The computer will require this password to be input before completing the boot process. Often this BIOS password adds inconvenience without any real security: information on how to get around these passwords is freely available on the internet. If the user forgets this password, the computer will not proceed to load an operating system. It's not hard to see why BIOS Passwords are rarely invoked at the business level.
 * Many modern computers have the ability to detect configuration changes such as memory size changes and even if the case has been removed. The BIOS will often report these changes and prompt the user to press a key (usually the F1 key) to continue if this change is acceptable. Users may be required to hit another key to enter the BIOS configuration screens to change parameters depending on the particular BIOS manufacturer.

Date and Time

 * Setting the time and date are options within any modern BIOS. This is a "real-time" clock that runs constantly, powered by the same battery that preserves the CMOS settings. It's not very accurate, even compared to a wrist-watch, but it's better to have this poor clock than to require users to enter the time manually at every reboot. (That's how it was done in the early days of computers.)
 * Linux (like other operating systems) maintains its own clock in software by counting interrupts generated by an oscillator circuit in your computer. This clock only functions while the operating system is running.
 * The BIOS provides the date and time to the operating system upon booting. After the operating system has gathered this information, the BIOS clock and the Operating System clock continue to run independently. This means that the BIOS clock will soon differ from the operating system clock, even if it is only in milliseconds.
 * Linux has a command called hwclock which can be used to synchronize the operating system clock with the BIOS. Once synchronized, they will drift apart again, however. (This is due to the Hardware nature of the BIOS clock and the Software nature of the OS clock.)
 * Further on in the course, you will start to look at ntp and how important it is to maintain a consistent "Network Time". Knowing that the BIOS and operating system maintain separate clocks will aid you in setting out a solution.
 * The BIOS does not handle time zone or daylight savings time adjustments. These are handled by the operating system. For this reason, some administrators may choose to set their BIOS clocks to UTC rather than the local time.

Disk Drives
Most computers use Hard Disk Drives to hold an operating system and users' data. Some newer computers use Solid State Disk Drives instead. Though the physical devices vary greatly, there is little difference from the standpoint of configuring Linux or other operating systems.

Attachment Interfaces
Firstly let's address the confusion that often comes around from disk drive terminology such as IDE/ATA (Integrated Drive Electronics / Advanced Technology Attachment) and SATA (Serial Advanced Technology Attachment) and indeed PATA (Parallel Advanced Technology Attachment), which all use the ATA (Advanced Technology Attachment) standard to communicate with the device. The first part of the acronym can be thought of simplistically as a revision. Take for instance the revisions IDE, Fast IDE, EIDE, etc. These revisions changed the physical cables or ribbons that connect the disk drives to the computer, which enabled certain features, e.g. to address more disk space or speed up communications with the device. SATA was like a rewrite, once SATA came into being it was decided that all historical ATA devices that predated SATA (IDE, etc.) were to be grouped under the terminology PATA.

SCSI is another popular attachment interface that has undergone several generations of revision over the years: SCSI, SCSI-2, SCSI-3, U160, U320, and SAS. Click on the link at the head of this paragraph for more details, if desired. The SCSI family of attachment interfaces is not hardware-compatible with the ATA family, nor do they use the same software command set, so you cannot mix SCSI drives with ATA controllers or ATA drives with SCSI controllers. Because they use different commands, Linux will enumerate them with different labels. This will be handled in more detail when it becomes important later.

A Brief History
To get an understanding of modern hard drives, it helps to have some background. The BIOS traditionally uses INT13h as an interface to the hard drive. INT13h, from a historical standpoint, had certain limitations. On the other hand, the IDE/ATA interfaces also had restrictions. These restrictions are highlighted in the table below. Clearly you can see that because of the limitations of INT13h and IDE/ATA (which we have highlighted) under the above scenario, the largest drive your average computer could handle was 528MB. We call this specification CHS (cylinder-head-sector). You may recall that to calculate the total size of a hard drive use the following formula:
 * Cylinders * Heads * Sectors * 512 = Capacity

To get around this a new specification was implemented called ECHS (extended cylinder-head-sector), sometimes also referred to as "Large Mode". This introduced a translation layer between the BIOS and INT13h. The translation layer then allowed a computer to handle disk drives up to 8.4GB in size. We can see this with a modification to the table above, which we have set out below and highlighted the relevant row. To see how the translation works, let's take a 2.5GB hard drive with 4960 cylinders, 16 heads, and 63 sectors. The translation program looks at the number of cylinders and makes a "best fit" with the INT13h limitation of 1,024 cylinders. The translation program does this by division, normally. It divides the number of cylinders by one of the following numbers: 2,4,6,8 and in some cases 16. In our case, 4960 / 8 = 620, which does not break the limitation of INT13h. Now the translation program multiplies the number of heads by 8, so 16 * 8 = 128. In this way, the translation program maintains the INT13h standard and provides a way in which the computer can see the whole disk. We can see this by calculating the disk space at both points previous translation and after.
 * Native 4960 * 16 * 63 * 512 = 2.5GB
 * Translation 620 * 128 * 63 * 512 = 2.5GB

The Table above needs a little more clarification. You will note that the maximum number of heads for the ECHS (translation layer) is 128, which is incompatible with the IDE/ATA Layer, which specifies a limit of 16. We get away with this because the translation layer is only concerned with INT13h and is not in any way related to the IDE/ATA layer. The next table will show how this model really looks. Needless to say, hard drives got a lot bigger than 8.4GB, so some other way was needed, as the cylinder-head-sector method was no longer a viable option. This is covered in the next section where we bring you right up to date.

LBA
LBA (Logical Block Addressing) is the most common scheme in use today to get past the 528MB limit imposed on an IDE/ATA disk drive. With LBA each block has a unique identification number that starts at 0 and then 1,2,3,4,5... In order for this mechanism to work it must be supported by the BIOS, the operating system, and the IDE drive. A common misconception with LBA is that it is the LBA itself that gets around the 528MB limit when in fact LBA uses translation. When you enable LBA mode in a BIOS you are in effect enabling translation. The translation can be the same as ECHS as discussed above, or another algorithm can be used by a 3rd party. It is way beyond the scope of this course to look at these algorithms. But the point of 3rd party algorithms should be made. More and more with modern operating systems the BIOS is taking a back seat when "talking" to the drive, and modern operating systems now perform this function with their own interpretation of the ATA specification preferring to bypass the BIOS altogether.

IRQ
There are 16 IRQs (Interupt ReQuest) channels on x86 architecture. Of those only a few are freely available. The table below lists the IRQs that cannot be used in red and the IRQs that could be reassigned (providing that certain hardware does not exist in your system) in orange, and those that you are free to assign as you please in white.

In essence IRQs are used to halt the computer from processing any further information and immediately service the request from the interrupt. That being the device that is assigned to the interrupt. The table above explains what the IRQ architecture looked like under PIC (Programmable Interrupt Controller), however it does hide the issue of priorities. The priorities of the IRQ structure are given by 0-1-2-8-9-10-11-12-13-14-15-3-4-5-6-7. The reason 8-15 have a higher priority is that they hook into IRQ 2, in fact IRQ 2 can be said to be IRQ 9. What we have looked at here is somewhat historical. Under the above scenario adding new hardware quickly became an art and a pain! The advent of PCI and USB enabled a greater range of addresses and also the ability to just plug things in and go.

DMA
DMA (Direct Memory Access) is a feature of the modern computer to enable devices to bypass the CPU when needing to write or read information to or from another device, the purpose of this is to take the load off the CPU and utilize the DMA controller and RAM to move blocks of data from one area to another. Although the CPU is never completely eliminated in a DMA transfer, its role is purely to initiate the process rather than manage it.

I/O
I/O (Input / Output) refers to moving data among all devices, both external and internal, within a modern computer system. Some devices can perform both input and output functions. An example of this is a Network Card. Obviously keyboards, mouse, etc. are examples of input devices and monitors and printers are examples of output devices.

Putting it all together
When you turn the PC on, BIOS instructions are loaded into RAM from a permanently available ROM chip on the motherboard. These instructions, after performing a POST, may further inform the processor where the operating system is located and how to load it into RAM. In order to allow operating systems and applications to run on a PC, the BIOS provides a standard layer of services that the operating system can use to "talk" to the hardware. In turn, the operating system provides standard services to applications to perform their functions. It is important to understand that not all operating systems use all BIOS services: some use their own instructions to access the hardware. The direct method of accessing the hardware may improve performance.

The BIOS utilizes a number of technologies to perform the services we have addressed above. However, as with all things in the computer industry, technology is moving forward fast. The BIOS performs a crucial role within the system and new technology added to the motherboard will normally require BIOS cooperation so that the OS can utilize the new technology. By now you should have a good understanding of the BIOS and the role it performs with hardware. In the next section we look at Linux and how it interacts with the BIOS / Hardware. This will hopefully give you a system administrator's view of these relationships.

Introduction
From this point onward it becomes necessary to have access to a Linux PC. Although some theory is involved, we shall be interacting with Linux more and more. I advise that you attempt the commands as you come across them, testing your understanding as you go. Do be careful with some of the commands as an incorrect switch, or in some cases running a command from the wrong directory is not healthy. (One famous example is running rm -R * from / as root.) So if you are new to Linux, be careful: don't misuse the root account. Only use it when you have to. I personally advise a separate Linux installation for the course that contains no personal data. '''Understand that No author / contributor to this book is in any way responsible for any loss of data or damage to any hardware, however it is caused. Mistakes in typing can happen and this is an open book for anyone to edit regardless of their knowledge.'''

/proc
/proc is a pseudo-filesystem which is used as an interface to kernel data structures. Most of it is read-only, but some files allow kernel variables to be changed, particularly in /proc/sys. if you were to list the file system in /proc you would see something like this: user@host:~$ cd /proc user@host:/proc$ ls 1    4190  5071  5462  5859  6          dma          pagetypeinfo 128  4312  5103  5478  5867  6024       driver       partitions 1475 44    5162  5547  5868  6553       execdomains  sched_debug 1481 45    5164  5563  5871  6583       fb           scsi 1508 4589  5205  5574  5879  6593       filesystems  self 1524 4590  5224  5579  5880  6685       fs           slabinfo 1526 4594  5227  5655  5884  6694       interrupts   stat 165  4595  5289  5660  5890  6714       iomem        swaps 166  4597  5302  5661  5892  6716       ioports      sys 1784 4765  5315  5695  5901  6717       irq          sysrq-trigger 1786 4805  5318  5697  5902  6735       kallsyms     sysvipc 1787 4878  5328  5698  5903  7          kcore        timer_list 2    4932  5336  5816  5905  acpi       key-users    timer_stats 207  4934  5356  5820  5912  asound     kmsg         tty 2272 4956  5362  5821  5915  buddyinfo  loadavg      uptime 2273 4972  5363  5829  5918  bus        locks        version 2515 4986  5370  5832  5925  cgroups    meminfo      version_signature 2718 4999  5373  5842  5938  cmdline    misc         vmcore 3    5     5378  5851  5941  cpuinfo    modules      vmnet 3181 5021  5416  5854  5970  crypto     mounts       vmstat 4    5042  5419  5856  5973  devices    mtrr         zoneinfo 41   5043  5423  5858  5982  diskstats  net

The first thing that you will notice is the numbered directories these represent processes running on your system. Each numbered directory, has a common subset of directories that provide information about that process. The number representing the directory is consistent with the process number seen with the ps command. We cover processes in a later section. The directories and files we are interested in are the following: /proc/acpi       * Power Management /proc/bus/pci    * Note on some distributions this may be /proc/pci /proc/cpuinfo    * processor information /proc/devices /proc/dma /proc/interrupts /proc/iomem /proc/ioports /proc/irq /proc/meminfo

Getting kernel information
/proc is a pseudo-filesystem which is used as an interface to kernel data structures. Most of it is read-only, but some files allow kernel variables to be changed.

Examples of available directories are: [Number]: Process information running on the system. cmdline: The complete command line, cwd: The working directory, ...

/proc/uptime      Since when the system is up and running. /proc/sys/kernel  Kernel information. /proc/sys/net     Network information. /proc/partitions  Hard drive partitions information. /proc/scsi        SCSI information. /proc/mounts      Mounted file system information. /proc/devices     List the loaded drivers. /proc/bus         Bus information. /proc/version     Linux version.

/proc/acpi
acpi is the interface to monitor events and states.

Getting hard drive Information
In order to get disk information, use hdparm. More information is available at the hdparm man page

hdparm [options] [devices] Common options: -g: Get the disk geometry. -C: Display the power mode of the hard drive. active/idle: Normal operation, Standby: Low power  mode, or sleeping: Lowest power mode. -v: Display all  settings,  except  -i (same as -acdgkmnru for IDE, -gr for SCSI or -adgr for XT). This is also the default behaviour when no flags are specified.

Examples:

hdparm -g /dev/hda /dev/hda: geometry    = 3648/255/63, sectors = 58605120, start = 0

hdparm -C /dev/hda /dev/hda: drive state is: active/idle

And more... Bold text

Exercises

 * 1) What is the RAM size of your system?
 * 2) Which devices are sharing an interrupt line?
 * 3) Use the lspci utility with the right option to draw the PCI architecture of your system.
 * 4) * How many PCI buses and bridges are there?
 * 5) * Are there any PCI/ISA bridges?
 * 6) What is the lspci option to list all the Intel PCI devices?
 * 7) What is the command to set your IDE hard drive to read-only mode?
 * 8) What is the command to turn on/off the hard drive disk cache?
 * 9) What does the setpci utility do? (Not mentioned in the above article, but do a web search to understand what it does)
 * 10) What is the command to write a word in register N of a PCI device?


text:
LPI Linux Certification/Configure Modem & Sound Cards

Detailed Objective
Weight: 1

 * Description: Candidates should be able to configure modem and sound card settings.

 * Key knowledge area(s):
 * Ensure devices meet compatibility requirements (particularly that the modem is not an unsupported "win-modem").
 * Verify that correct resources are used by the cards.
 * Configure modem for outbound dial-up.
 * Set serial port speeds.

 * The following is a partial list of the used files, terms and utilities:
 * /proc/dma
 * /proc/interrupts
 * /proc/ioports
 * /proc/pci
 * lspci
 * lsusb

Modems
A modem is a device that lets you send digital data through a telephone line. The four types of modem are: Most new modems are Plug and Play and you have various ways to deal with it: To display the configuration of an ISA device, use pnpdump. This utility can dump information (IO ports, interrupts, and DMA channels) that the card uses. To configure any ISA devices, use isapnp. For more information check the man page of isapnp.conf file.
 * External: Connected through the serial port.
 * USB: Connected through USB.
 * Internal: ISA or PCI board.
 * Built-in: Part of the motherboard.
 * The serial driver does it all for you.
 * Use the isapnp program.
 * Let a PnP BIOS do the configuration.

Serial ports
An external modem can be configured with setserial.

setserial [options] device [parameters] The available serial ports are: /dev/ttyS0 (COM1), port 0x3f8, irq 4 /dev/ttyS1 (COM2), port 0x2f8, irq 3 /dev/ttyS2 (COM3), port 0x3e8, irq 4 /dev/ttyS3 (COM4), port 0x2e8, irq 3 Common options: -a: report all available information on a connected device. Common parameters: -port: Port number. -irq: IRQ number. -uart: Type of UART permitted (none, 8250, 16450,...). -autoconfig: Ask the kernel to determine the UART, IRQ number,... -baud_rate: Communication bandwidth. (Maximum: 115200 bytes/sec)

Example:

setserial -g /dev/ttyS*

Dial Out and In
In order to dial out with a modem, you can use the application setserial or minicom. A configuration file can be created with the -s option.

minicom -s

In order to be able to handle users dialing in, the system needs to be able to start a getty process to handle the dial-in session. The configuration must be done in the /etc/inittab file.

D1:45:respawn:/sbin/agetty -mt60 19200,9600 ttyS0 vt100 -m:         tells getty to try to extract the bps rate. 19200,9600: bps rate when it receives a BREAK character. t60:        timeout of 60 seconds. ttyS0:      Port on which the modem is connected. vt100:      Terminal type used in the TERM env variable.

Once /etc/inittab is modified, init needs to re-read it.

telinit -q

Exercises

 * Exercises results


text:
LPI Linux Certification/Setup Non IDE Devices

Detailed Objective
Weight: 1

Description: Candidates should be able to configure non-IDE devices such as SCSI, SATA, USB drives using the special BIOS as well as the necessary Linux tools.

 * Key knowledge area(s):
 * Differentiate between the various types of non-IDE devices.
 * Manipulate BIOS to detect used and available SCSI IDs.
 * Set the correct hardware ID for different devices, especially the boot device.
 * Configure BIOS settings to control the boot sequence when both non-IDE and IDE devices are present.

 * The following is a partial list of the used files, terms and utilities:
 * SCSI ID
 * /proc/scsi/
 * scsi_info

SCSI
The SCSI BIOS can be accessed at boot time with some special key sequences (Ctrl+A for most Adaptec host bus adapters, Ctrl+G, Ctrl+M, or other keys for other vendors) and allow you to set up some parameters. Bootable SCSI and more.

In order to get SCSI information, use scsi_info or hdparm.

Examples:

scsi_info /dev/sda hdparm -grv /dev/sda

obs: Tested with hdparm v6.1 (debian sarge kernel 2.6.8-3 arch 386)

Exercises

 * Exercises results


text:
LPI Linux Certification/Setup Different PC Expansion Cards

Detailed Objective
Weight: 3

 * Description: Candidates should be able to configure various cards for the various expansion slots.

 * Key knowledge area(s):
 * Know the differences between coldplug and hotplug devices.
 * Determine hardware recourses for devices.

 * The following is a partial list of the used files, terms and utilities:
 * The appropriate subdirectories of /proc
 * hotplug configuration files, terms and utilities
 * lspci
 * lsusb

Hotplug
With proper support from the operating system, some devices can be added and/or removed without shutting the system down, much like a CD-ROM or floppy disk can be mounted or unmounted. USB was designed to be hot-pluggable, but the operating system must still be prepared to deal with the possibility of devices appearing and disappearing.

Some server motherboards support a hot-pluggable PCI slot standard, intended to reduce downtime by allowing administrators to replace failed components without shutting-down the entire server. A few server vendors even go as far as to allow swapping-out bad RAM while the system is running, but this is very rare and expensive. Both the hardware and the operating system must support hot-plugging components in order for the system to work. (There's a limited amount of repair that can be done on an airplane while flying at 10,000 feet.)

Coldplug
It is much less confusing to your computer if you shutdown the power before making any changes to hardware you are connecting.

PCI
All PCI cards are normally detected by the BIOS. At boot time the BIOS probes the PCI configuration space and detects all the different devices and bridges. To insure that the BIOS has detected all the PCI devices, use lspci. Check for bridges, special devices, and functions.

All ISA cards are also normally detected with the respected drivers. The utilities that allow you to manually configure any ISA cards are pnpdump, pnpisa and /etc/pnpisa.conf file. The pnpdump program allows you to dump information on all the detected ISA cards. The isapnp works with a configuration file /etc/pnpisa.conf that has the same syntax of the output of pnpdump and it allows you to customize any ISA card settings.

Exercises

 * Exercises results


text:
LPI Linux Certification/Configure Communication Devices

Detailed Objective
Weight: 1

 * Description
 * Candidates should be able to install and configure different internal and external communication devices like modems, ISDN adapters and DSL modems.

 * Key knowledge area(s):
 * Verification of compatibility requirements (such as the modem is not a "winmodem").
 * Correctly set IRQs, DMAs and I/O Ports of the cards to avoid conflicts between devices.
 * Load and configure suitable device drivers.
 * Set serial port speed.
 * Setup modem for outbound PPP connections.

 * The following is a partial list of the used files, terms and utilities:
 * /proc/dma
 * /proc/interrupts
 * /proc/ioports
 * setserial

I/O Ports
To list the I/O ports the system uses, print the /proc/ioports file.

$ cat /proc/ioports 0000-001f : dma1 0020-003f : pic1 0040-005f : timer 0060-006f : keyboard 0070-007f : rtc 0080-008f : dma page reg 00a0-00bf : pic2 00c0-00df : dma2 00f0-00ff : fpu 0170-0177 : PCI device 8086:248a 0170-0177 : ide1 01f0-01f7 : PCI device 8086:248a 01f0-01f7 : ide0 02f8-02ff : serial(auto) 0376-0376 : PCI device 8086:248a 0376-0376 : ide1 0378-037a : parport0 037b-037f : parport0 03c0-03df : vesafb 03f6-03f6 : PCI device 8086:248a 03f6-03f6 : ide0

Interrupts
To list all the interrupts used by all the devices, print the /proc/interrupts file.

$ cat /proc/interrupts CPU0 0:    397517          XT-PIC  timer 1:      7544          XT-PIC  keyboard 2:         0          XT-PIC  cascade 5:         0          XT-PIC  usb-uhci, usb-uhci 8:         2          XT-PIC  rtc 10:      2024          XT-PIC  eth0, usb-uhci, PCI device 104c:ac51, PCI device 104c:ac51, Intel ICH3 12:     19502          XT-PIC  PS/2 Mouse 14:     11445          XT-PIC  ide0 15:      2770          XT-PIC  ide1 NMI:         0 ERR:         0 An optimized system will not have any interrupt lines used by more than one heavily-used device.

Remember that every ISR from every device will be executed for each interrupt.

DMA
To list all the ISA DMA (Direct Memory Access) channels in-use, print out the /proc/dma file.

$ cat /proc/dma 4: cascade

PCI
To list all the devices on the pci buses, print out the /proc/pci file.

$ cat /proc/pci PCI devices found: Bus 0, device   0, function  0: Class 0600: PCI device 8086:3575 (rev 2). Prefetchable 32 bit memory at 0xe0000000 [0xefffffff]. Bus 0, device   1, function  0: Class 0604: PCI device 8086:3576 (rev 2). Master Capable. Latency=96. Min Gnt=12. Bus 0, device  29, function  0: Class 0c03: PCI device 8086:2482 (rev 1). IRQ 10. I/O at 0x1800 [0x181f]. Bus 0, device  29, function  1: Class 0c03: PCI device 8086:2484 (rev 1). IRQ 5. I/O at 0x1820 [0x183f]. Bus 0, device  29, function  2: Class 0c03: PCI device 8086:2487 (rev 1). IRQ 5. I/O at 0x1840 [0x185f]. Bus 0, device  30, function  0: Class 0604: PCI device 8086:2448 (rev 65). Master Capable. No bursts. Min Gnt=4.

Exercises

 * Exercises results


text:
LPI Linux Certification/Configure USB Devices

Detailed Objective
Weight: 1

 * Description
 * Candidates should be able to activate USB support, use and configure different USB devices.

 * Key knowledge area(s):
 * Identify and load the correct USB driver module.
 * Demonstrate knowledge of the USB layer architecture and the modules used in the different layers.

 * The following is a partial list of the used files, terms and utilities:
 * lspci
 * xHCI modules
 * lsusb
 * /etc/usbmgr/
 * usbmodules
 * /etc/hotplug
 * udev configuration files, utilities and documentation

Auto detection of new USB Devices
The program that gets executed when a new hardware is connected is hotplug.

hotplug name Common names are: pci: PCI devices. usb: USB devices.

The /etc/hotplug directory contains the script that must be executed each time a device gets inserted or removed.

* /etc/hotplug/pci.agent: To install the appropriate PCI driver. * /etc/hotplug/usb.agent: To install the appropriate USB driver.

The hotplug program is also started at boot time to initialize all the connected devices. /etc/init.d/hotplug

List USB Devices
To verify your devices have been detected, use lsusb.

lsusb [options]

Example:

$ lsusb -v Bus 001 Device 004: ID 04a9:3045 Canon Inc. PowerShot S100 Device Descriptor: bLength               18 bDescriptorType        1 bcdUSB              1.00 bDeviceClass         255 Vendor Specific Class bDeviceSubClass      255 Vendor Specific Subclass bDeviceProtocol      255 Vendor Specific Protocol bMaxPacketSize0       32 idVendor          0x04a9 Canon Inc.   idProduct          0x3045 PowerShot S100 ...

To display a graphical view of the connected USB devices, use usbview

USB Drivers
Every detected USB device will be mounted in the /proc/bus/usb filesystem and can be accessed with the appropriate application.

Each USB device will be viewed through a filename like /proc/bus/usb/001/005.

To check if the appropriate driver has been loaded for a USB devices, use usbmodules.

usbmodules [options]

Examples:

usbmodules –device /proc/bus/usb/001/001

usbcore

usbmodules –device /proc/bus/usb/001/005 –mapfile /etc/hotplug/usb.handman

The default modules to be loaded are /lib/modules//modules.usbmap.

The mapping is stored in the file /lib/modules//modules.usbmap.

All the drivers are stored in the directory /lib/modules//kernel/drivers/usb/.

USB Applications
Many applications exist for many different devices. It is sometimes time consuming to make them work. An application that can be used for a digital camera is gphoto2.

Common options:
 * --debug: See what is the problem when talking to the camera.
 * --print-usb-usermap: Store the output in /etc/hotplug/usb.usermap in order for the application to support your camera.
 * -P: Download pictures.

Example:

$ gphoto2 --summary Detected a 'Canon PowerShot S100'. Camera summary : Camera identification: Model : Canon PowerShot S100 Owner: Power status: on battery (power OK) Flash disk information: Drive D:   31'885'312 bytes total 27'668'480 bytes available

Exercises
USB:

 * 1) Check if you can detect a digital camera.
 * 2) View the camera device information.
 * 3) Take a picture and download it into a system with gphoto2.
 * 4) Configure your own device (HD, camera, mouse, keyboard,...)

 * Exercises results


text:
Talk:Chess Opening Theory/1. e4/1...c5

Smith-Morra Gambit Lines
I'm starting to flesh out this gambit's lines -- it will probably grow into a page of its own. ThreeE 22:48, 22 September 2007 (UTC)

Transcribed from a message board (full copyleft)
Some comments about Sicilians in general. Please forgive me if I pitch this too simplistically.

The main theme in the many Sicilian defences is that they tempt White to try for a win. In most variations, if White just wants a draw, there are some solid lines where a draw is almost inevitable.

However, White is, naturally, unwilling to give up the advantage of his birthright without some aggressive intent and is often prepared to enter into complications to try for a win.

The trick as Black is to give White enough hope without exposing one's own chin too much and getting knocked out.

It has previously been mentioned on this board that White often wins early, whilst Black's wins come later, through the force of the centre pawns.

In over-the-board (OTB) chess this is often the case. However, at correspondence (cc) level there is another issue which seldom appears in OTB games.

In games where White castles long and Black short White has a Q-side pawn majority which can be nurtured all the way into the end-game and prove decisive. This point was introduced to me by Kwid a couple of years back. Naturally, I tested it out and managed to demonstrate the idea in games against my computer, where the idea is hugely beyond the horizon of any current software (but not of Kwid).

It is considerations such as the above which affect my choice of openings. We have to avoid being killed early and in the end-game.

I have another theory about White's f1 Bishop. If the destiny of this Bishop is to exchange for a Knight on c4, then I try not to move it, if possible. To get to c4, then the Knight must have moved three times. Thinking along the same principle, I don't tend to fear Bb5 and BxKtc6, since now the Bishop has moved twice and the Knight once. The only caveat is keeping a careful eye on Black's pawn structure for the ending - see above.

Sentriclecub (talk) 13:41, 4 September 2008 (UTC)

Comment
Some of the content betrays a lack of understanding. For example, 2.f4 against the Sicilian is not a violent attacking move. It is just a mistake, although a subtle one. A training game Botvinnik–Petrosian (1952) started 1.e4 c5 2.f4 Nf6! and White saw that both 3.e5 Nd5 and 3.Nc3 d5 were at least equalising. The game continued 3.d3 d5 4.e5 Ng8 5.Nf3 Nc6 6.c3 Bg4 7.h3 Bxf3 8.Qxf3 e6. Petrosian went on to win that game. [#312 in The games of Tigran Petrosian, volume 1, Pergamon.]

This is why masters use the sequence 2.Nc3 before 3.f4 if they wish to play this line. Even so, it simply is not a 'violent attacking move'; its aims are more to do with what kind of position a particular player wishes to reach. 81.105.207.252 (discuss) 12:26, 8 February 2013 (UTC)

title: Talk:Chess Opening Theory/1. e4/1...c5