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LaTeX/Macros

Documents produced with the commands you have learned up to this point will look acceptable to a large audience. While they are not fancy-looking, they obey all the established rules of good typesetting, which will make them easy to read and pleasant to look at. However, there are situations where LaTeX does not provide a command or environment that matches your needs, or the output produced by some existing command may not meet your requirements.

In this chapter, we will try to give some hints on how to teach LaTeX new tricks and how to make it produce output that looks different from what is provided by default.

LaTeX is a fairly high-level language compared to Plain TeX and thus is more limited. The next chapter will focus on Plain TeX and will explain advanced techniques for programming.

New commands
To add your own commands, use the

command. Basically, the command requires two arguments: the name of the command you want to create (preceded by a backslash), and the definition of the command. Note that the command name can but need not be enclosed in braces, as you like. The num argument in square brackets is optional and specifies the number of arguments the new command takes (up to 9 are possible). If missing it defaults to 0, i.e. no argument allowed.

The following two examples should help you to get the idea. The first example defines a new command called \wbal that will print “The Wikibook about LaTeX”. Such a command could come in handy if you had to write the title of this book over and over again.

The next example illustrates how to define a new command that takes one argument. The tag gets replaced by the argument you specify. If you wanted to use more than one argument, use and so on, these arguments are added in an extra set of brackets.

Name your new command and not  as digits cannot be used to name macros — invalid characters will error out at compile-time.

LaTeX will not allow you to create a new command that would overwrite an existing one. But there is a special command in case you explicitly want this:. It uses the same syntax as the command.

In certain cases you might also want to use the command. It works like, but if the command is already defined, LaTeX will silently ignore the new command.

With LaTex2e, it is also possible to add a default parameter to a command with the following syntax:

If the default parameter of is present, then the first of the number of arguments specified by  is optional with a default value of ; if absent, then all of the arguments are required.

 * Note: When the command is used with an explicit first parameter it is given enclosed with brackets (here "").

Here is a common example: if you are writing a book about Mathematics and you have to use vectors, you have to decide how they will look. There are several different standards, used in many books. If a is a vector, some people like to add an arrow over it ($$\vec{a}$$), other people write it underlined ( a ); another common version is to write it bold (a). Let us assume you want to write your vectors with an arrow over them; then add the following line in your mystyle.sty.

and write your vectors inside the new command. You can call it as you wish, but you'd better choose a short name because you will probably write it very often. Then, if you change your mind and you want your vectors to look differently you just have to change the definition of your. Use this approach whenever you can: this will save you a lot of time and increase the consistency of your document.

DeclareRobustCommand
Some commands are fragile, that is they fail in some environments. If a macro works in body text but not in (for example) a figure caption, it's worth trying to replace the declaration with  in the preamble. This is especially true for macros which, when expanded, produce text that is written to a .aux file.

New command to work in both paragraph and math mode

Suppose you want to declare some variable which you want to use in paragraph as well as in math mode. It can be achieved with the help of  command in Latex2e as follows Space after  the \newcommand

It is a common problem to having nonconforming spacing after a newly defined command.

Consider : "The momentum is calculated using p= mv." Note there is no space after the formula.

On the other hand "The formula p=mv calculates the momentum.",  have space after the formula.

For this spacing problem one may use xspace package which will automatically decide if there should be any space after it or not.

New environments
Just as with the command, there is a command to create your own environments. The command uses the following syntax:

Again can have an optional argument. When the command (which starts the environment) is encountered, the material specified in the  argument is processed before the text in the environment gets processed. The material in the argument gets processed when the  command (which ends the environment) is encountered.

The optional and  arguments are used the same way as in the  command. LaTeX makes sure that you do not define an environment that already exists. If you ever want to change an existing environment, you can use the command. It uses the same syntax as the command.

The example below illustrates the usage of the command:

Extra space
When creating a new environment you may easily get bitten by extra spaces creeping in, which can potentially have fatal effects. One example is when you want to create a title environment which suppresses its own indentation as well as the one on the following paragraph. The command in the begin block of the environment will make it ignore any space after executing the begin block. The end block is a bit more tricky as special processing occurs at the end of an environment. With the LaTeX will issue an after the special ‘end’ processing has occurred.

Also, if you're still having problems with extra space being appended at the end of your environment when using the \input for external source, make sure there is no space between the beginning, sourcing, and end of the environment, such as:

or

Declare commands within new environment
New commands can be declared within newenvironment. Commands declared within the newenvironment refer to their arguments by doubling the # character. In the following example, a new environment is declared along with a nested command:

If, by mistake, the arguments passed to the \topics macro are defined with a single # character, the following error message will be thrown:

! Illegal parameter number in definition of \topics.

Environment contents as a macro argument
Some commands (for example,, , and ) expect the text to be modified to be passed as an argument, and thus cannot be placed in the "header" or "footer" of an environment definition. In some cases, a workaround is a corresponding environment, such as for. When no corresponding environment exists, an alternative is the  package, which places the environment contents inside the local macro. In the following example, the  environment bolds its contents:

Extending the number of arguments
The packages will let you define key/value options for commands.

The package is quite complete and documentation is exhaustive. We recommend that package developers read it.

Let's provide a simple example :

Arithmetic
LaTeX can manipulate numbers.

The package provides the common infix notation.

For high-precision computations, you can use the package.

Conditionals
LaTeX can use conditionals thanks to the package.

FYI: For newer projects e-TeX is recommended, available in LaTeX from etoolbox. See section 3.6 of their manual.

Following a short example, a bool that switches its state every time it is used.

Loops
The extension provides the  command.

If you are only using  and not drawing graphics, you may instead use the   package directly.

Alternatively you can check out the package.

Strings
provides a lot of features. From CTAN:
 * testing a string’s contents
 * extracting substrings
 * substitution of substrings
 * string length
 * position of a substring
 * number of recurrences of a substring

Examples:

LaTeX Hooks
LaTeX provides two hooks:
 * will let you specify a set of commands that will be executed when is met.
 * does the same for.

This gives you some more flexibility for macros. It can be useful to override settings that get executed after the preamble. These hooks can be called several times. The commands will be executed in the order they were set.

For instance, let's replace the page numbers with oldstylenums:

There are also hooks for classes and packages. See Creating Packages.

Command-line LaTeX
If you work on a Unix-like OS, you might be using Makefiles or any kind of script to build your LaTeX projects. In that connection it might be interesting to produce different versions of the same document by calling LaTeX with command-line parameters. If you add the following structure to your document:

Now you can call LaTeX like this: latex '\providecommand{\blackandwhite}{true}\input{test.tex}'

First the command gets defined and then the actual file is read with input. By setting to false the color version of the document would be produced.

title: LaTeX/Macros


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Advanced Interactive Media/Lab Hours

Lab Hours
Current Interactive Classroom hours are posted below. It is possible to adapt this schedule to Ai Class demand with at least one week advanced warning. Student workers will make every effort to adjust open hours to meet current needs. Contact the teacher if limited lab time is a problem for your creative group.

Monday Tuesday Wednesday Thursday Friday Saturday
 * 7:50am–4:30pm
 * 7:00pm–8:30pm
 * 11:25am–1:30pm
 * 3:30pm–4:30pm
 * 7:00pm–8:30pm
 * 8:25am–10:25am
 * 12:00pm–4:30pm
 * 7:00pm–8:30pm
 * 11:25am–1:30pm
 * 3:30pm–4:30pm
 * 7:00pm–8:30pm
 * 8:25am–10:25am
 * 12:00pm–4:30pm
 * 3:00pm–6:30pm

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

title: Advanced Interactive Media/Lab Hours


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Cookbook:Stargazy Pie

| Cuisine of the UK

Stargazy pie is a rich fish pie from Cornwall in the United Kingdom.

Ingredients

 * As many fresh Herrings, Pilchards or Mackerel to fill your pie dish
 * Sufficient pastry to cover your dish
 * Fresh chopped parsley
 * Salt
 * Pepper
 * Up to 6 eggs or ½ pint (300 ml) of cream or top-of-the-milk
 * Fine breadcrumbs
 * Fat bacon rashers (green or smoked to your preference)
 * 2 tbsp tarragon vinegar
 * Butter

Procedure

 * 1) Scale, clean, and bone the fish, separating and retaining their heads.
 * 2) Season inside each with salt, pepper, and parsley. Roll neatly.
 * 3) Butter pie dish, and sprinkle a thick layer of breadcrumbs on.
 * 4) Lay in some of the fish, then alternate breadcrumbs and fish until dish is full. Cover with bacon rashers.
 * 5) Beat eggs with vinegar, pour into pie, or use cream. Cover with pastry.
 * 6) Arrange fish heads on pastry, so as they are looking up (to the stars).
 * 7) Bake in a hot oven.
 * 8) Serve with a sprig of parsley in mouth of each fish.

Notes, tips, and variations

 * From St. Agnes W.I. in Cornish Recipes, Ancient & Modern, 22nd Edition, The Cornwall Federation of Women's Institutes 1965. First collected & published by Edith Martin, Tregavethan, Truro, 1929, for The Cornwall F.of W. I.

title: Cookbook:Stargazy Pie


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User talk:69.209.28.103

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Mattb112885 (talk) 23:06, 7 March 2007 (UTC)

title: User talk:69.209.28.103


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IB Biology Practical Investigations/The Chemistry of Life

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

Chemical Elements and Water

Carbohydrates, Lipids and Proteins
 * /Chemsketch - modeling biological molecules/

Enzymes

DNA Structure and Replication
 * Simple DNA Extraction

Protein Synthesis: Transcription and Translation
 * /Protein Synthesis Running Dictation/

Cell Respiration

Photosynthesis

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

 * /Virtual Elodea Lab 1/ (DCP)

 * Candy War: Smarties vs M&Ms (All criteria)

RECOMMMENDED TEXTS: CHEMISTRY OF LIFE

 * Further Investigations in Biology (Vol 1): Cells and Biochemistry. Billiet, P. et al. IBID Press, 2002. ISBN 1 876659 068

 * Instant Notes: Chemistry for Biologists. Fisher, J and Arnold, JRP. BIOS Scientific, 2000. ISBN 1 85996 241 6

RECOMMENDED WEBSITES

OTHER RECOMMENDED RESOURCES


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IB Biology Practical Investigations/Genetics

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

Chromosomes, Genes, Alleles and Mutations
 * Karyotyping Activity

Meiosis

Monohybrid and Dihybrid Crosses

Genetic Engineering and Biotechnology
 * /DNA Microarray Virtual Lab/
 * DNA Profiling RFLP Activity

Gene Linkage and Polygenic Inheritance
 * /Lorenzo's Oil/

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

CRITERIA FOR FIRST EXAMS MAY 2009

Design
 * / /

Data Collection and Processing
 * / /

Conclusion and Evaluation
 * / /

RECOMMMENDED TEXTS: GENETICS

 * A Portfolio of Investigations in Biology. Gibson, J. IBID Press, 2001. ISBN 1 876659 009

 * Genome. Ridley, M. Fourth Estate, 1999. ISBN 1 85702 834 1

 * Essential Cell Biology. Alberts, Bray et al. Garland Publishing, 1998. ISBN 0 8153 2971 7

 * The Selfish Gene. Dawkins, R. Oxford University Press, 1976. ISBN 0 1992 9115 2

RECOMMENDED WEBSITES

OTHER RECOMMENDED RESOURCES


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IB Biology Practical Investigations/Ecology and Evolution

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

Classification, Populations and Communities

Statistics

Energy Flow and Nutrient Cycles

Human Impacts and Conservation

Species and Evolution

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

CRITERIA FOR FIRST EXAMS MAY 2009

Design
 * / /

Data Collection and Processing
 * / /

Conclusion and Evaluation
 * / /

RECOMMMENDED TEXTS: ECOLOGY AND EVOLUTION

RECOMMENDED WEBSITES

OTHER RECOMMENDED RESOURCES


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IB Biology Practical Investigations/Human Health and Physiology

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hourse recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

Digestion
 * /Model Digestive System/

Reproduction
 * /Menstrual Cycle Animation/

Defense Against Infectious Disease
 * /Mock HIV test and Virtual ELISA test/
 * HIV Simulation

subtopic

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

CRITERIA FOR FIRST EXAMS MAY 2009

Design
 * / /

Data Collection and Processing
 * / /

Conclusion and Evaluation
 * / /

RECOMMMENDED TEXTS: HUMAN HEALTH AND PHYSIOLOGY

RECOMMENDED WEBSITES

OTHER RECOMMENDED RESOURCES


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IB Biology Practical Investigations/Plant Science

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hourse recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

Plant Structure and Growth

Transport in Angiospermophtes

Reproduction in Angiospermophytes

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

CRITERIA FOR FIRST EXAMS MAY 2009

Design
 * / /

Data Collection and Processing
 * / /

Conclusion and Evaluation
 * / /

RECOMMENDED TEXTS: PLANT SCIENCE

 * Practical Biology for Advanced Level : Roberts, King & Reiss. Nelson ISBN 0-17-544005-0
 * Further Investigations in Biology (Vol 3): Plants. Billiet, P. et al. IBID Press, 2001. ISBN 1 876659 53 X

RECOMMENDED WEBSITES

OTHER RECOMMENDED RESOURCES


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Advanced Interactive Media/Interactive Team/Current Deadlines

The final project is due before we leave for NAB on Sunday, April 15. The set goal is Friday, April 13, but is highly dependent on the availability of the content.

Assignments for the templates are as follows.

Joe Zimmerman and Matt Burleson - Touch Screen Kiosk Template

Andrew Saliga - Oval Entrance Screen

Brandon Fiedler - Video Screen Template

Ryan Combs - Cylinder Screen Slide Show


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Advanced Interactive Media/Problems Encountered and Solved During the Creation of This Class Project

Some of the first things I heard from students about the process of creating an interactive, immersive, multimedia project were frustrations such as:

1. "I'm not sure what I'm supposed to be doing to get my part of the project finished. I know I'm on the ________ team but it's not clear what we're supposed to be doing right now". 2. "How is this different from other projects we've done in the MultiMedia Institute so far. Is this going to be like creating one of our video pieces, or light making my own web site?" 3. "I have to wait until the Design Team gets their work done before I can get started" - or "I have to wait until the Project Director gives us the navigation outline before I can do my part" - or "I have to wait until the Interactive Team tells us what software they're going to use before I can get started".

It makes sense that students who have never created an interactive team project before are unsure what they are to do to help their particular team accomplish their work. Interactive design is deceiving in that the processes are very similar to those used to make a video documentary or any other piece of conventional, linear media. It's confusing because rules for conventional media are not enough to finish an interactive product.

For example, video components must be planned, shot and edited for either presentation format. Interactive clips must, however, make sense when played out of sequence or all by themselves. Transitions to and from many other non-linear components must be created and, in most cases, video clips will be very short and numerous.

The sequential order for interactive development usually looks like this: 1. Define the end user, time line and budget in detail. 2. Describe and understand all possible environments where the project might be accessed (at a living room desktop computer, integrated with live actors, from a lap top, in a classroom, etc.) 3. Decide what format of media (pictures, video, PDFs, text, VRs, URL links, etc.) will communicate your story the best. 4. Describe (storyboard) for each type of media. 5. Collect media and translate, compress, reformat it into a form that can be read by the final authoring tool (in this case, Adobe's Director software). 6. Create at least one prototype for each kind of media and test it on an end-user's playback device (computer, DVD player, etc.). 7. Author the project, keeping in mind to give users what they expect as well as something they didn't expect that makes the product memorable ("sticky") and effective. 8. Test the product. 9. Debug. 10. Duplicate, if necessary, and distribute.

With this much information it is possible for every team member to tackle their part of the project while giving direction to other development teams.


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User:Jtvisona~enwikibooks

Electrician Computer Science Mathematics

WB:WFW

title: User:Jtvisona~enwikibooks


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CCNA Certification/Application Layer

=Application Layer= The application layer is the seventh level of the seven-layer OSI model. It interfaces directly to and performs common application services for the application processes; it also issues requests to the presentation layer.

The common application layer services provide semantic conversion between associated application processes. Note: Examples of common application services of general interest include the virtual file, virtual terminal, and job transfer and manipulation protocols.

The application layer of the four layer and five layer TCP/IP models corresponds to the application layer, the presentation layer and session layer in the seven layer OSI model.

Dynamic Host Configuration Protocol
DHCP is a protocol used by networked host (clients) to obtain IP addresses and other parameters such as the default gateway, subnet mask, and IP address of DNS servers from a DHCP server. It facilitates access to a network because these settings would otherwise have to be made manually for the client to participate in the network.

The DHCP server ensures that all IP addresses are unique, e.g., no IP address is assigned to a second client while the first client's assignment is valid (its lease has not expired). Thus IP address pool management is done by the server and not by a human network administrator.

DHCP functionally became a successor to the older BOOTP protocol, whose leases were given for infinite time and did not support options. Due to the backward-compatibility of DHCP, very few networks continue to use pure BOOTP.

IP address allocation
Depending on implementation, the DHCP server has three methods of allocating IP addresses:
 * manual allocation, where the DHCP server performs the allocation based on a table with MAC address - IP address pairs manually filled by the server administrator. Only requesting clients with a MAC address listed in this table get the IP address according to the table.
 * automatic allocation, where the DHCP server permanently assigns to a requesting client a free IP address from a range given by the administrator.
 * dynamic allocation, the only method which provides dynamic re-use of IP addresses. A network administrator assigns a range of IP addresses to DHCP, and each client computer on the LAN has its TCP/IP software configured to request an IP address from the DHCP server when that client computer's network interface card starts up. The request-and-grant process uses a lease concept with a controllable time period. This eases the network installation procedure on the client computer side considerably.

This decision is generally unapparent to clients.

Some DHCP server implementations can update the DNS name associated with the client hosts to reflect the new IP address. They make use of the DNS update protocol established with RFC 2136.

Configuring the IOS DHCP Server
Using the IP DHCP database command, configure a DHCP database store. Alternately, use the no IP DHCP conflict logging command to disable logging of DHCP conflicts. Use the ip dhcp excluded-address command to configure any IP addresses which fall within the DHCP pool address range but which should not be allocated to clients. Firstly, create a DHCP Poll with the IP DHCP pool name command. Next, when in the DHCP pool mode, use the network command to add network ranges to the DHCP pool. Use the dns-server command to set the IP addresses of the default DNS servers. Use the default-router command to set the default route of DHCP clients. Use the service DHCP command to enable the DHCP Server.
 * Setup a DHCP Database Agent
 * Setup Excluded IP addresses
 * Configure the address pool
 * Configure the default DNS server
 * Configure the default route
 * Enable the DHCP Server

DHCP and firewalls
Firewalls usually have to permit DHCP traffic explicitly. Specification of the DHCP client-server protocol describes several cases when packets must have the source address of 0x00000000 or the destination address of 0xffffffff. Anti-spoofing policy rules and tight inclusive firewalls often stop such packets. Multi-homed DHCP servers require special consideration and further complicate configuration.

To allow DHCP, network administrators need to allow several types of packets through the server-side firewall. All DHCP packets travel as UDP datagrams; all client-sent packets have source port 68 and destination port 67; all server-sent packets have source port 67 and destination port 68. For example, a server-side firewall should allow the following types of packets: where dhcp-ip represents any address configured on a DHCP server host and dhcp-pool stands for the pool from which a DHCP server assigns addresses to clients
 * Incoming packets from 0.0.0.0 or dhcp-pool to dhcp-ip
 * Incoming packets from any address to 255.255.255.255
 * Outgoing packets from dhcp-ip to dhcp-pool or 255.255.255.255

Example in Cisco IOS Extended ACL
The following entries are valid on a Cisco 3560 switch with enabled DHCP service. The ACL is applied to a routed interface, 10.32.73.129, on input. The subnet is 10.32.73.128/26. 10 permit udp host 0.0.0.0 eq bootpc host 10.32.73.129 eq bootps 20 permit udp 10.32.73.128 0.0.0.63 eq bootpc host 10.32.73.129 eq bootps 30 permit udp any eq bootpc host 255.255.255.255 eq bootps

Technical details

DHCP uses the same two IANA assigned ports as BOOTP: 67/udp for the server side, and 68/udp for the client side.

DHCP operations fall into four basic phases. These phases are IP lease request, IP lease offer, IP lease selection, and IP lease acknowledgement.

DHCP discovery
The client broadcasts on the local physical subnet to find available servers. Network administrators can configure a local router to forward DHCP packets to a DHCP server on a different subnet. This client-implementation creates a UDP packet with the broadcast destination of 255.255.255.255 or subnet broadcast address.

A client can also request its last-known IP address (in the example below, 192.168.1.100). If the client is still in a network where this IP is valid, the server might grant the request. Otherwise, it depends whether the server is set up as authoritative or not. An authoritative server will deny the request, making the client ask for a new IP immediately. A non-authoritative server simply ignores the request, leading to an implementation dependent time out for the client to give up on the request and ask for a new IP.

DHCP offers
When a DHCP server receives an IP lease request from a client, it extends an IP lease offer. This is done by reserving an IP address for the client and sending a DHCPOFFER message across the network to the client. This message contains the client's MAC address, followed by the IP address that the server is offering, the subnet mask, the lease duration, and the IP address of the DHCP server making the offer.

The server determines the configuration, based on the client's hardware address as specified in the CHADDR field. Here the server, 192.168.1.1, specifies the IP address in the YIADDR field.

DHCP requests
The client selects a configuration out of the DHCP "Offer" packets it has received and broadcasts it on the local subnet. Again, this client requests the 192.168.1.100 address that the server specified. In case the client has received multiple offers it specifies the server from which it has accepted the offer.

DHCP acknowledgement
When the DHCP server receives the DHCPREQUEST message from the client, it initiates the final phase of the configuration process. This acknowledgement phase involves sending a DHCPACK packet to the client. This packet includes the lease duration and any other configuration information that the client might have requested. At this point, the TCP/IP configuration process is complete.

The server acknowledges the request and sends the acknowledgement to the client. The system as a whole expects the client to configure its network interface with the supplied options.

DHCP selection
When the client PC receives an IP lease offer, it must tell all the other DHCP servers that it has accepted an offer. To do this, the client broadcasts a DHCPREQUEST message containing the IP address of the server that made the offer. When the other DHCP servers receive this message, they withdraw any offers that they might have made to the client. They then return the address that they had reserved for the client back to the pool of valid addresses that they can offer to another computer. Any number of DHCP servers can respond to an IP lease request, but the client can only accept one offer per network interface card.

DHCP information
The client sends a request to the DHCP server: either to request more information than the server sent with the original DHCPACK; or to repeat data for a particular application - for example, browsers use DHCP Inform to obtain web proxy settings via WPAD. Such queries do not cause the DHCP server to refresh the IP expiry time in its database.

DHCP releasing
The client sends a request to the DHCP server to release the DHCP and the client unconfigures its IP address. As clients usually do not know when users may unplug them from the network, the protocol does not define the sending of DHCP Release as mandatory.

e-mail
Email is composed of two types of protocols: Server to Server and Client to Server.

Server to Server
Simple Mail Transfer Protocol (SMTP) is the de facto standard for e-mail transmissions across the Internet. Formally SMTP is defined in RFC 821 (STD 10) as amended by RFC 1123 (STD 3) chapter 5. The protocol used today is also known as ESMTP and defined in RFC 2821.

SMTP is a relatively simple, text-based protocol, where one or more recipients of a message are specified (and in most cases verified to exist) and then the message text is transferred. It is quite easy to test an SMTP server using the telnet program (see below).

SMTP uses TCP port 25. To determine the SMTP server for a given domain name, the MX (Mail eXchange) DNS record is typically used, falling back to a simple A record in the case of no MX (not all MTAs (Mail Transfer Agents) support fallback). Some current mail transfer agents will also use SRV records, a more general form of MX, though these are not widely adopted.

Client to Server
SMTP is a "push" protocol that does not allow one to "pull" messages from a remote server on demand. To do this a mail client must use POP3 or IMAP. Another SMTP server can trigger a delivery in SMTP using ETRN.

POP3 has made earlier versions of the protocol obsolete, POP (informally called POP1) and POP2. In contemporary usage, the less precise term POP almost always means POP3 in the context of e-mail protocols.

The design of POP3 and its procedures supports end-users with intermittent connections (such as dial-up connections), allowing these users to retrieve e-mail when connected and then to view and manipulate the retrieved messages without needing to stay connected. Although most clients have an option to leave mail on server, e-mail clients using POP3 generally connect, retrieve all messages, store them on the user's PC as new messages, delete them from the server, and then disconnect. In contrast, the newer, more capable Internet Message Access Protocol (IMAP) supports both connected and disconnected modes of operation. E-mail clients using IMAP generally leave messages on the server until the user explicitly deletes them. This and other facets of IMAP operation allow multiple clients to access the same mailbox. Most e-mail clients support either POP3 or IMAP to retrieve messages; however, fewer Internet Service Providers (ISPs) support IMAP. The fundamental difference between POP3 and IMAP4 is that POP3 offers access to a mail drop; the mail exists on the server until it is collected by the client. Even if the client leaves some or all messages on the server, the client's message store is considered authoritative. In contrast, IMAP4 offers access to the mail store; the client may store local copies of the messages, but these are considered to be a temporary cache; the server's store is authoritative.

Web
Hypertext Transfer Protocol (HTTP) is a method used to transfer or convey information on the World Wide Web. Its original purpose was to provide a way to publish and retrieve HTML pages.

Development of HTTP was coordinated by the W3C and the IETF, culminating in the publication of a series of RFCs, most notably RFC 2616 (1999), which defines HTTP/1.1, the version of HTTP in common use today.

HTTP is a request/response protocol between clients and servers. The originating client, such as a web browser, spider, or other end-user tool, is referred to as the user agent. The destination server, which stores or creates resources such as HTML files and images, is called the origin server. In between the user agent and origin server may be several intermediaries, such as proxies, gateways, and tunnels.

An HTTP client initiates a request by establishing a Transmission Control Protocol (TCP) connection to a particular port on a remote host (port 80 by default; see Wikipedia's list of port numbers). An HTTP server listening on that port waits for the client to send a request message.

Upon receiving the request, the server sends back a status line, such as "HTTP/1.1 200 OK", and a message of its own, the body of which is perhaps the requested file, an error message, or some other information.

Resources to be accessed by HTTP are identified using URIs (or, more specifically, those using the http: or https URI schemes.

Request message
The request message consists of the following:

 * Request line, such as GET /images/logo.gif HTTP/1.1, which requests the file logo.gif from the /images directory
 * Headers, such as Accept-Language: en
 * An empty line
 * An optional message body

The request line and headers must all end with CRLF (i.e. a carriage return followed by a line feed). The empty line must consist of only CRLF and no other whitespace.

In the HTTP/1.1 protocol, all headers except Host are optional.

Request methods
HTTP defines eight methods (sometimes referred to as "verbs") indicating the desired action to be performed on the identified resource.

 * HEAD
 * Asks for the response identical to the one that would correspond to a GET request, but without the response body. This is useful for retrieving meta-information written in response headers, without having to transport the entire content.

 * GET
 * Requests a representation of the specified resource. By far the most common method used on the Web today. Should not be used for operations that cause side-effects (using it for actions in web applications is a common misuse). See 'safe methods' below.

 * POST
 * Submits data to be processed (e.g. from an HTML form) to the identified resource. The data is included in the body of the request. This may result in the creation of a new resource or the updates of existing resources or both.

 * PUT
 * Uploads a representation of the specified resource.

 * DELETE
 * Deletes the specified resource.

 * TRACE
 * Echoes back the received request, so that a client can see what intermediate servers are adding or changing in the request.

 * OPTIONS
 * Returns the HTTP methods that the server supports. This can be used to check the functionality of a web server.

 * CONNECT
 * For use with a proxy that can change to being an SSL tunnel.

HTTP servers are supposed to implement at least the GET and HEAD methods and, whenever possible, also the OPTIONS method.

title: CCNA Certification/Application Layer


text:
CCNA Certification/Transport Layer

=Transport Layer= The transport layer is the second highest layer in the TCP/IP reference model. It responds to service requests from the application layer and issues service requests to the network layer. It is also the name of layer four of the seven layer OSI model, where it responds to service requests from the session layer and issues service requests to the network layer. The definitions of the transport layer are slightly different in these two models. The following text primarily refers to the TCP/IP model.

The transport layer provides transparent transfer of data between hosts. It is usually responsible for end-to-end connection, error recovery, flow control, and ensuring complete data transfer. In the Internet protocol suite(TCP/IP) this function is most commonly achieved by the connection oriented Transmission Control Protocol (TCP). The datagram-type transport, User Datagram Protocol (UDP), provides neither error recovery nor flow control, leaving these to the application. The purpose of the Transport layer is to provide transparent transfer of data between end users, thus relieving the upper layers from any concern with providing reliable and cost-effective data transfer.

The transport layer usually turns the unreliable and very basic service provided by the Network layer into a more powerful one. There is a long list of services that can be optionally provided at this level. None of them are compulsory, because not all applications want all the services available. Some can be wasted overhead, or even counterproductive in some cases.

 * Connection-oriented: This is normally easier to deal with than connection-less models, so where the Network layer only provides a connection-less service, often a connection-oriented service is built on top of that in the Transport layer.
 * Same Order Delivery: The Network layer doesn't generally guarantee that packets of data will arrive in the same order that they were sent, but often this is a desirable feature, so the Transport layer provides it. The simplest way of doing this is to give each packet a number, and allow the receiver to reorder the packets.
 * Reliable Data: Packets may be lost in routers, switches, bridges and hosts due to network congestion, when the packet queues are filled and the network nodes have to delete packets. Packets may be lost or corrupted in for example Ethernet due to interference and noise, since Ethernet does not retransmit corrupt packets. Packets may be delivered in the wrong order by an underlying network. Some transport layer protocols, for example TCP, can fix this. By means of an error detection code, for example a checksum, the transport protocol may check that the data is not corrupted, and verify that by sending an ACK message to the sender. Automatic repeat request schemes may be used to retransmit lost or corrupted data. By introducing segment numbering in the transport layer packet headers, the packets can be sorted in order. Of course, error free is impossible, but it is possible to substantially reduce the numbers of undetected errors.
 * Flow Control: The amount of memory on a computer is limited, and without flow control a larger computer might flood a computer with so much information that it can't hold it all before dealing with it. Nowadays, this is not a big issue, as memory is cheap while bandwidth is comparatively expensive, but in earlier times it was more important. Flow control allows the receiver to say "Whoa!" before it is overwhelmed. Sometimes this is already provided by the network, but where it is not, the Transport layer may add it on.
 * Congestion avoidance: Network congestion occurs when a queue buffer of a network node is full and starts to drop packets. Automatic repeat request may keep the network in a congested state. This situation can be avoided by adding congestion avoidance to the flow control, including slow-start. This keeps the bandwidth consumption at a low level in the beginning of the transmission, or after packet retransmission.
 * Byte orientation: Rather than dealing with things on a packet-by-packet basis, the Transport layer may add the ability to view communication just as a stream of bytes. This is nicer to deal with than random packet sizes, however, it rarely matches the communication model which will normally be a sequence of messages of user defined sizes.
 * Ports: (Part of the transport layer in the TCP/IP model, but of the session layer in the OSI model) Ports are essentially ways to address multiple entities in the same location. For example, the first line of a postal address is a kind of port, and distinguishes between different occupants of the same house. Computer applications will each listen for information on their own ports, which is why you can use more than one network-based application at the same time.

On the Internet there are a variety of Transport services, but the two most common are TCP and UDP. TCP is the more complicated, providing a connection and byte oriented stream which is almost error free, with flow control, multiple ports, and same order delivery. UDP is a very simple 'datagram' service, which provides limited error reduction and multiple ports. TCP stands for Transmission Control Protocol, while UDP stands for User Datagram Protocol. Other options are the Datagram Congestion Control Protocol (DCCP) and Stream Control Transmission Protocol (SCTP).

Some things, such as connection orientation can be implemented at either Transport or Network layer. The idea is that the Network layer implements whatever set of options is easiest: for some underlying networks it is easiest to implement connectionless communication, while for others it is easiest to implement connection oriented communication. The Transport layer uses this simplest set of options to implement whatever combinations of options are actually desired.

TCP
The Transmission Control Protocol (TCP) is one of the core protocols of the Internet protocol suite, often simply referred to as TCP/IP. Using TCP, applications on networked hosts can create connections to one another, over which they can exchange streams of data using Stream Sockets. The protocol guarantees reliable and in-order delivery of data from sender to receiver. TCP also distinguishes data for multiple connections by concurrent applications (e.g., Web server and e-mail server) running on the same host.

TCP supports many of the Internet's most popular application protocols and resulting applications, including the World Wide Web, e-mail, File Transfer Protocol and Secure Shell.

In the Internet protocol suite, TCP is the intermediate layer between the Internet Protocol (IP) below it, application above it. Applications often need reliable pipe-like connections to each other, whereas the Internet Protocol does not provide such streams, but rather only best effort delivery (i.e., unreliable packets). TCP does the task of the transport layer in the simplified OSI model of computer networks. The other main transport-level Internet protocol is UDP.

Applications send streams of octets (8-bit bytes) to TCP for delivery through the network, and TCP divides the byte stream into appropriately sized segments (usually delineated by the maximum transmission unit (MTU) size of the data link layer of the network to which the computer is attached). TCP then passes the resulting packets to the Internet Protocol, for delivery through a network to the TCP module of the entity at the other end. TCP checks to make sure that no packets are lost by giving each packet a sequence number, which is also used to make sure that the data are delivered to the entity at the other end in the correct order. The TCP module at the far end sends back an acknowledgment for packets which have been successfully received; a timer at the sending TCP will cause a timeout if an acknowledgment is not received within a reasonable round-trip time ( RTT), and the (presumably lost) data will then be re-transmitted. The TCP checks that no bytes are damaged by using a checksum; one is computed at the sender for each block of data before it is sent, and checked at the receiver.

UDP
The User Datagram Protocol (UDP) is one of the core protocols of the Internet protocol suite. Using UDP, programs on networked computers can send short messages sometimes known as datagrams to one another. UDP is sometimes called the Universal Datagram Protocol or Unreliable Datagram Protocol.

UDP does not provide the reliability and ordering that TCP does. Datagrams may arrive out of order, appear duplicated, or go missing without notice. Without the overhead of checking whether every packet actually arrived, UDP is faster and more efficient for many lightweight or time-sensitive purposes. Also, its stateless nature is useful for servers that answer small queries from huge numbers of clients. Compared to TCP, UDP is required for Broadcasting (send to all on local network) and multicast (send to all subscribers).

Common network applications that use UDP include the Domain Name System (DNS), streaming media applications such as IPTV, Voice over IP (VoIP), Trivial File Transfer Protocol (TFTP) and online games.

Ports
UDP utilizes ports to allow application-to-application communication. The port field is 16-bits so the valid range is 0 to 65,535. Port 0 is reserved, but is a permissible source port value if the sending process does not expect messages in response.

Ports 1 through 1023 are named "well-known" ports and on Unix-derived operating systems binding to one of these ports requires root access.

Ports 1024 through 49,151 are registered ports.

Ports 49,152 through 65,535 are ephemeral ports and are used as temporary ports primarily by clients when communicating to servers.

title: CCNA Certification/Transport Layer


text:
User:Decrypt3~enwikibooks

See my Wikipedia userpage for details.

I'm currently working on the Discrete Mathematics section of the IB Mathematics (HL) book. Started it from scratch, adding to it in approximately sequential order.

title: User:Decrypt3~enwikibooks


text:
IB Biology Practical Investigations/Statistics

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

BASIC STATISTICS

Types of Data
 * Discrete and Continuous Data
 * Mean, Median and Mode
 * Standard Deviation

Graphs and Charts
 * Axes and labelling
 * Choosing the right graph
 * Interpreting Graphs
 * Distribution
 * Error Bars
 * Correlation and Causality

Statistical Tests
 * The T-test
 * /Mythbusting: 'Girls can't catch'/
 * /Generating Data: 'Rotator Cuff Stamina'/
 * Correlations

EXTRA STATS FOR ECOLOGISTS

It's not all just chucking quadrats about and wearing wellies...

 * Simpson's Diversity Index
 * Correlation

BAD SCIENCE AND THEORY OF KNOWLEDGE

Statistics in Science are abused on a daily basis to knowingly or otherwise misrepresent scientific data. How can students use their new-found statistical skills to see past the smoke and mirrors?

 * Bad Science
 * Common Errors in Statistics

RECOMMENDED TEXTS: STATISTICS

 * How to Lie With Statistics. Huff, D. W.W. Norton and Co, 1954. ISBN 0 3933 1072 8

RECOMMENDED WEBSITES

 * WikiBook Statistics

 * BadScience - a collection of articles from Ben Goldacre at the Guardian newspaper.

OTHER RECOMMENDED RESOURCES


text:
Econometric Theory/Normal Equations Proof

Below is the proof of the Normal Equations for OLS.

The goal of OLS is to minimize the sum of squared error terms to find the best fit, also called the Residual Sum of Squares (RSS). This is denoted by $$\sum \hat{\epsilon_i}^2$$. =Defining the RSS=

Known: $$ \hat{\epsilon_i} = Y_i - \hat{Y_i} = Y_i - \alpha - \beta X_i$$

RSS = $$ \sum \hat{\epsilon_i}^2 $$ =

$$        =\sum  (Y_i - \hat{Y_i})^2 $$

$$       = \sum (Y_i - \hat{\alpha} - \hat{\beta} X_i)^2 $$

=Differentiate the RSS (so that we can then minimise it)= $$ min_{\alpha} \sum \hat{\epsilon_i}^2$$ =

$$\frac{\partial \sum \hat{\epsilon_i}^2}{\partial \hat{\alpha}} = \sum 2 \hat{\epsilon_i}\frac{\partial \hat{\epsilon_i}}{\partial \hat{\alpha}} = 2 \sum \hat{\epsilon_i} (-1) = 2 \sum (Y_i - \hat{\alpha} - \hat{\beta} X_i) (-1) = 0 $$ $$min_{\beta} \sum \hat{\epsilon_i}^2$$ =

$$ \frac{\partial \sum \hat{\epsilon_i}^2}{\partial \hat{\beta}} = \sum 2 \hat{\epsilon_i} \frac{\partial \hat{\epsilon_i}}{\partial \hat{\beta}} = 2 \sum \hat{\epsilon_i} (-X_i) = 2 \sum (Y_i - \hat{\alpha} - \hat{\beta} X_i) (-X_i) = 0 $$

So we have two equations:

$$ \sum (Y_i - \hat{\alpha} - \hat{\beta} X_i) (-1) = 0$$

and

$$ \sum (Y_i - \hat{\alpha} - \hat{\beta} X_i) (-X_i) = 0$$ (The two(2) here is divided from both sides)

setting them both equal to $$\sum Y_i$$

We get

$$\sum Y_i = n \hat{\alpha} + \hat{\beta} \sum X_i $$ (This is the first OLS Normal Equation)

and

$$ \sum Y_i X_i = \hat{\alpha} \sum X_i + \hat{\beta}\sum X_i^2$$ (This is the second OLS Normal Equation)

=Solve the Normal Equations=

Divide the first equation by n

$$ \frac{1}{n} \sum Y_i = \hat{\alpha} + \frac{1}{n}\hat{\beta} \sum X_i$$

Leaves us with $$\left( \sum W_i \frac{1}{n} = \bar{W} \right)$$

$$ \bar{Y} = \hat{\alpha} + \hat{\beta} \bar{X} \Leftrightarrow \hat{\alpha} = \bar{Y} - \hat{\beta} \bar{X}$$

Now we know how to get α(hat), we can work on β(hat)

$$ \sum Y_i X_i = \hat{\alpha} \sum X_i + \hat{\beta}\sum X_i^2 = [\bar{Y} - \hat{\beta} \bar{X}] \sum X_i + \hat{\beta}\sum X_i^2 = [\frac{(\sum X_i)(\sum Y_i)}{n}] + \hat{\beta}[\sum X_i^2 - \frac{(\sum X_i)^2}{n}]$$

We can move β(hat) to one side

$$ \hat{\beta} = \frac{\sum Y_i X_i -\frac{(\sum X_i)(\sum Y_i)}{n}}{\sum X^2_i - \frac{(\sum X_i)^2}{n}} = \frac{\sum (x_i - \bar{x} )(y_i - \bar{y}) } {\sum (x_i - \bar{x})^2}$$

- n \bar{X} \bar{Y}

And now we have our Normal equations for OLS.

Since we have two equations and two unknowns, we are able to solve for them ($$\hat{\alpha}, \hat{\beta}$$).


text:
IB Biology Practical Investigations/Physiology of Exercise

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

subtopic

subtopic

subtopic

subtopic

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

CRITERIA FOR FINAL EXAMS MAY/NOV 2008

Planning (a) and Planning (b)
 * / /

Data Collection
 * / /

Data Processing and Presentation
 * / /

Conclusion and Evaluation
 * / /

Manipulative Skills
 * / /

Personal Skills (a) and Personal Skills (b)
 * / /

CRITERIA FOR FIRST EXAMS MAY 2009

Design
 * / /

Data Collection and Processing
 * / /

Conclusion and Evaluation
 * / /

RECOMMENDED TEXTS: PHYSIOLOGY OF EXERCISE

RECOMMENDED WEBSITES

OTHER RECOMMENDED RESOURCES


text:
IB Biology Practical Investigations/Neurobiology and Behaviour

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

Stimulus and Response

Perception of Stimuli

Innate and Learned Behaviour

Neurotransmitters and Synapses

The Human Brain

Further Studies of Behaviour

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

CRITERIA FOR FIRST EXAMS MAY 2009

Design
 * / /

Data Collection and Processing
 * / /

Conclusion and Evaluation
 * / /

RECOMMENDED TEXTS: NEUROBIOLOGY AND BEHAVIOUR

RECOMMENDED WEBSITES

OTHER RECOMMENDED RESOURCES


text:
Econometric Theory/Matrix Algebra

Matrices
A matrix is an array of numbers arranged into rows and columns. Some examples of matrices are,

$$A= \begin{bmatrix} 2 & 4 & 6 \\ 0 & -5 & 7.105\\ 1 & -3 & 2 \end{bmatrix} ,\quad B= \begin{bmatrix} -3 & -4 \\ \pi & \sqrt{2} \end{bmatrix} ,\mbox{ and }\,\,\, C= \begin{bmatrix} -3 & -5 & 0 & 0 \\ -1 & 4.56 & 3.28 & 19 \end{bmatrix} .$$

When describing matrices we indicate the number of rows first, then the number of columns. For example, the matrix $$C$$ with two rows and four columns is said to be a $$2\times 4$$ matrix.

It is standard notation to name matrices with capital letters and to use lower case letters with subscripts to identify particular entries in a matrix.

For example, to identify the entry in row 1 and column 3 of matrix $$A$$ we would write $$a_{13}$$. To indicate that this entry is a six we would write the equation $$a_{13}=6$$.

Two matrices are considered to be equal only if they are the same size and every pair of corresponding elements are equal.

A column matrix is a matrix with only one column. Similarly, a row matrix has only one row.

Vectors
A vector is an object often defined by a long list of properties. However, for now we will avoid the more complicated definition, and just say that a vector is an ordered list of numbers. Later we will see that vectors can really be much more.

An ordered pair, $$(x, y)$$, that is used to identify a point in the plane can be considered to be a vector.

Similarly, an ordered triple, $$(x, y, z)$$ is a vector.

Obviously, row and column matrices can also be considered to be a vector.

It is common to name vectors using variables with arrows above.

For example, we might write $$\vec{v}=(2, 3, 5, -4),\mbox{ or } \vec{w}= \begin{bmatrix} 4 \\ 5 \\ 0 \end{bmatrix}$$.

For the most part, it will convenient to think of vectors as column matrices.

title: Econometric Theory/Matrix Algebra


text:
Econometric Theory/Definitions

Identity Matrix
The identity matrix, with a size of n, is an n-by-n square matrix with ones on the main diagonal and zeros elsewhere. It is commonly denoted as $$I_n$$, or simply by I if the size is immaterial or can be easily determined by the context.
 * $$I_1=[1] \quad I_2=\begin{bmatrix}1 & 0 \\ 0 & 1\end{bmatrix} \quad I_3=\begin{bmatrix}1 & 0 & 0 \\ 0 & 1 & 0 \\ 0 & 0 & 1\end{bmatrix} \quad I_n=\begin{bmatrix}1 & 0 & \cdots & 0 \\ 0 & 1 & \cdots & 0 \\ \vdots & \vdots & \ddots & \vdots \\ 0 & 0 & \cdots & 1\end{bmatrix}$$

The most important property of the identity matrix is that, when multiplied by another matrix, A, the result will be A
 * $$AI_n=A\,$$ and $$I_n A=A\,$$.

title: Econometric Theory/Definitions


text:
IB Biology Practical Investigations/Further Human Physiology

TEACHING IDEAS
''Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.''

Hormonal Control

Digestion

Absorption of Digested Food

Functions of the Liver

ASSESSMENT IDEAS
'''These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.'''

CRITERIA FOR FIRST EXAMS MAY 2009

Design
 * / /

Data Collection and Processing
 * / /

Conclusion and Evaluation
 * / /

RECOMMENDED TEXTS: FURTHER HUMAN PHYSIOLOGY

RECOMMENDED WEBSITES

 * www.geocities.com

OTHER RECOMMENDED RESOURCES


text:
Cookbook:Simmering Tofu Stir-fry

| Vegan cuisine

Ingredients

 * 1 block firm tofu
 * Mixture of preferred vegetables (suggested combination: onion, green pepper, tomato)
 * ½ ea. apple
 * Soy sauce
 * Olive oil
 * Preferred seasonings (suggested seasonings: pepper, hot sauce, salt)

Procedure

 * 1) Slice tofu into manageable slices (no more than ¼ inch thick).
 * 2) Slice all vegetables and apple.
 * 3) Simmer tofu and vegetable in a light mixture of olive oil and soy sauce on medium high heat.
 * 4) Cook until tofu is golden brown and vegetables have thoroughly soaked up juices.
 * 5) Serve with a side of rice or couscous and season.

title: Cookbook:Simmering Tofu Stir-fry


text:
Talk:Switches, Routers, Bridges and LANs

There seems to be no further figures or explanation in the LAN switch types.

= Spanning tree Algorithm = This wikibook needs some serious editing. The section mentioned in the title has various missing spaces, bad grammar, mixed use of cases and missing referenced figures. RuudAlthuizen (talk) 07:32, 23 October 2009 (UTC)
 * I intend to (among other things) update the spanning tree section as one of my next projects. I'm not too happy with the majority of the content in this book. For example, it refers to 'spanning tree bridges' as if there is such a thing as a bridge that doesn't implement the spanning tree protocol these days. I have a feeling large swathes of this are going to need to be rewritten. I'm happy to discuss this with anyone who's interested in this book. --Fishpi (discuss • contribs) 21:39, 2 March 2011 (UTC)

It looks like [Network Architecture] has been removed. Should it be removed from this list? -Anon 11:34, 10 November 2014 (EST)


text:
Habermas Commentary/Books/TCA1/p3

Learning as an Internally Reconstructible Sequence of Stages of Competence (p. 3.2.mid)
Habermas’s view is that, to understand the cognitive and moral stages of development experienced by a person or a society, one must take an internal position and reconstruct the presupposed structures that people employ in their learning experiences. An external observer can see the contents and uses of learning experienced by that person or culture, but cannot understand the experience itself. Nor can one infer the experience of individual development from an observation of higher stages of cultural cognitive and moral development.

title: Habermas Commentary/Books/TCA1/p3


text:
Habermas Commentary/Books/TCA1/p11

Distinction between Realist and Phenomenological Approaches (11.2.mid.)
In the realist perspective, objects are assumed to exist as givens, without explanation. Goal-oriented action, and associated kinds of knowledge, build upon these givens. The phenomenological perspective begins, rather, with communication, and treats the putatively objective world as something whose raw reality is not questioned but whose import is determined in communication.

title: Habermas Commentary/Books/TCA1/p11


text:
Habermas Commentary/Books/TCA1/p18

Argumentation vs. Force (18.1)
In some instances, people cannot repair disagreements by relying on everyday routines, and must instead choose between argumentation and the potential or actual use of force. Argumentation is a practice that is ultimately based upon reason, in the sense that the rationality of the participants in an argument is determined by whether they could, if necessary, under suitable circumstances, provide reasons for their expressions. Reasons that count for this purpose may include any of three different kinds of rational expressions and their corresponding speech acts: objective (constative speech acts), normative (imperative speech acts), or subjective (expressive or preference speech acts).

The potential or actual use of force (i.e., the negation of argumentation) occurs when the situation fails to supply the necessary conditions -- the regulating principles -- for a communicative setting in which reasons can be given and discussed. Those conditions include the presence of people who, at the time, share equal social status, autonomy, and responsibility, and are open to criticism and willing to discuss reasons rather than assert dogmas. These conditions are the components of an ideal speech situation which, though rarely encountered in daily life, is tacitly understood as the ideal for communication -- which, that is, if not understood by one or more parties, negates their capability to participate in reasoned argumentation. It is the limit case in the sense that perfection is a limit case: within its specified criteria, one cannot exceed it.

According to the foregoing comments, an example would arise where the professor does not threaten or command, but simply asserts and repeats dogma (e.g., "An ethnography class is always essential"). Even without that, the mere disparity in social status and autonomy between professor and student typically limit the latter’s freedom to offer a spirited, self-respecting defense, such that almost any diagreement between a professor and student on a curricular matter would tend to transgress one or more of the foregoing regulating principles, though it seems unlikely that all such transgressions would be thematized (i.e., made a theme, in itself, of the ensuing discussion) -- that, indeed, it could be risky for the student to do so.

Strategic and Communicative Action (18.1)
Strategic action seeks to get something from others, as distinct from being honest. Absent sincerity, an expression of a subjective state fails to raise a claim of validity, and thus, unlike communicative action, is not a candidate for theoretical or practical discourse. An example arises when a person says that s/he enjoys something that, in fact, s/he does not, and is saying so only for purposes of creating an image of him/herself in the mind of the listener.

Grounding Is Interwoven with Learning (18.bot.3)
Truth claims are assertions about objective states of affairs. As such, they are a subset of validity claims, which also include normative and subjective rational expressions. Habermas understands "theoretical discourse" to be argumentation in which truth claims are thematized and discussed, and "moral-practical discourse" to be argumentation in which normative claims are thematized and discussed. Reasons advanced in argumentation may include objective, normative, or subjective expressions, all of which are (or perhaps have at least the potential to be) rational.

I am not certain, however, whether theoretical, moral-practical, and subjective forms of discourse are all capable of being grounded. All three are falsifiable (by e.g., pointing out that my allegation of a subjective state of mind does not square with my outward affect), and as such are a subset of validity claims. But the significance of falsifiability is that the expression in question "therewith has a relation to the objective world (that is, a relation to the facts) and is open to objective judgment" (TCA1, p. 9). To say that a normative or subjective expression "satisfies the precondition for rationality if and insofar as" it has this connection to objectivity (id.) seems tantamount to saying that a speech act is rational only to the extent that directly, or by objectification, it places the objective world in the foreground). Certainly an objective expression is "susceptible of criticism and grounding" (TCA1, p. 9) in this sense; but it seems that a normative or subjective expression is not, per se, but rather than that it can be made to be so through objectification -- when, that is, it is supported with objective, real-world reasons that supply its grounds (TCA1 p. 39).

Grounding is interwoven with learning, in that learning depends upon the ability to successfully identify one’s mistakes and learn from them, and also from the refutation of hypotheses and the failure of interventions (TCA1, p. 18). In studies of cultures, it seems that all three of those aspects of learning are implicated, insofar as one must learn to think as the people being studied think. Similarly, in a developmental context, Habermas believes that learning is best understood as an internal progression through stages of competence, whether in person-physical (Piaget) or moral practical (Kohlberg) terms. The emphasis upon internality appears to indicate that the study of development is best done, not as an externalist series of judgments upon the person’s relative capacity for a given kind of knowledge or performance, but rather as an internalist, phenomenological understanding of what it is like to be him/her at that time.

title: Habermas Commentary/Books/TCA1/p18


text:
Habermas Commentary/Books/TCA1/p19

Redeeming Validity Claims (19.2.4)
To redeem a validity claim is to objectify it. A normative validity claim is "redeemed" through objectification and argumentation, it appears, in the sense that it is made a theme of discussion and objective reasons are given for it. One might argue, alternately, that the normative validity claim is thereby redeemed only in a sense of interest to an empiricist -- that, rather, Habermas rejects the per se legitimacy of the normative claim unless and until it can be objectified and, thereby, thematized in terms satisfactory for purposes of empiricist argument.

Practical discourse is the medium in which we can hypothetically test whether a norm can be impartially justified. In practical discourse, claims to normative rightness are thematized. The reference to "impartial" justification, consistent with the restriction of rational discourse to objectified expressions, and the difficulty of identifying any other means of ultimately grounding normative claims, collectively seem to imply that there is no way in which practical discourse can avoid being largely assimilated into theoretical discourse.

title: Habermas Commentary/Books/TCA1/p19


text:
Habermas Commentary/Books/TCA1/p20

Cultural Values, Norms of Action, and Claims to Universality (20.1.8)
A normative expression makes a validity claim to the effect that a certain act is right or wrong. The meaning of that validity claim is, in part, the set of reasons that could be given in its support. The imperative speech act citing a norm rests upon the claim that people should follow it. There may be a circle of intersubjective recognition (but not necessarily general assent) among some members of a culture regarding a cultural value. Cultural values of the type Habermas has in mind are those that arise in "the discussions of art, music, and literary criticism" (TCA1, p. 20). That is, they are not values of a culture (e.g., Hispanic); they are simply values of culture (i.e., "high" culture, e.g., oenophilia). The values expressed in such contexts may be advanced, but are typically not successfully defended, as universals.

A cultural value becomes a normative value to the extent that its proponent suggests that it does indeed apply to others generally. The question appears to be, then, whether a personal value crosses the line into normative territory when, "if occasion arises," others begin to critique it. But I think that people do generally -- indeed, almost invariably -- internally critique personal values expressed by others, regardless of whether those values consist of personal reflections on (high) culture or on less commonly approved phenomena.

I would construe the rotten apples example as an instance of "one’s own desires and inclinations" (TCA1, p. 21) -- which, in the reference to desires, seems to me to be a continuation of the concept of the reference to desires on page 20. That is, on page 21 Habermas seems to be addressing the case of self-deception, but without seeming to depart from his attention to cultural values.

On page 19, Habermas distinguished the objectivist perspective of theoretical discourse from the internalist approach that people do (and/or should?) adopt toward personal values (i.e., "interpreted needs and wants") in practical discourse. In the internalist, personal context of value claims, there is presumably neither attempt nor desire to bind others to any common standard capable of being argued over in theoretical discourse.

title: Habermas Commentary/Books/TCA1/p20


text:
Beginner's Guide to Adobe Flash/Interface/Document Window

The Document window is pretty straight forward, it's simply the area that you conduct all of the work within Flash 8. This area is essentially your "desk," where you can draw objects, place pictures, etc...

../Timeline Window/ | ../Property Inspector/ | ../Tool Bar/ | ../Panels/


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User talk:Vtg~enwikibooks

Vietnamese Text Book/ Vietnamese Teaching Group
Foreword

The Vietnamese language is spoken by over 80 million people in Vietnam and a few more million in other countries. It is of great interest to foreigners who want to communicate with Vietnamese people and know Vietnam’s culture. More and more people, especially those from English speaking countries, attends Vietnamese courses. For the time being, there is a variety of Vietnamese coursebooks designed for different levels of learners. In using these books in our teaching, VTG’s tutors, however, find them not very effective for learners to follow. Therefore, the tutors in VTG have made great efforts to produce a new coursebook basing on our experience and the available course books as references. At this time, we just compose the book for beginners.

The book is designed to enable learners to perceive the language better and use it naturally in daily practical situations.It includes 10 units covering familiar topics designed for learners from beginners to higher levels. In preparing this course book, it might be impossible to avoid all imperfections, we highly appreciate any feedback or suggestions from all users for future revision of this book. If it is a success, VTG will continue to develop higher-level course books to meet the need of learners.

Vietnamese Teaching Group

MAKE HANOI YOUR HOME	Vietnamese Teaching Group Office: No 115/75 Giai Phong Str., Ha Noi Tel: 04 6282295; Mobile: 0904247842 Email : info@vietnameseteaching.net Website: http://www.vietnameseteaching.net ---

CONTENTS
CONTENTS

Foreword	1 References

Module 1: 	 Bảng chữ cái và các thanh điệu trong tiếng Việt	4 The Vietnamese alphabet and tones

Module 2: 	Chào hỏi! Hello Vietnam!

Module 3: 	 Ngôn ngữ, đất nước, con người	11 Languages, countries, people

Module 4:    	Nghề nghiệp	16 Occupations

Module 5: 	Gia đình	19 Family

Module 6:	Thời gian	25 Time

Module 7:	Các hoạt động hàng ngày	31 Daily activities

Module 8:       Việc đi lại …………………………………………………………34 Transportation

Module 9: 	Trong cửa hàng bán quần áo	39 In the clothes shop

Module 10: 	Đi chợ	44 Buying and selling at the market

Summary:	51

Glossary:	60

Module 1: Bảng chữ cái và các thanh điệu trong tiếng Việt
Module 1: Bảng chữ cái và các thanh điệu trong tiếng Việt

I.Alphabet system

The Vietnamese alphabet consists of 29 letters among which there are: +) 12 vowels	+) 17 consonants a	ă	â	b	c	d	đ [a]		[ʌ]	[bə]       [kə]      [zə]         [d ə]

e	ê	g	h	I	k	l [e]         [g ə]        [hə]          [i]        [kə]        [l ə]

m	n	o	ô	ơ	p	q [mə]        [nə]         []            [o]         [ə]         [pə]         [ku]

r	s	t	u	ư	v	x	y [rə]	  [∫ə]           [tə]          [u]            []         [və]           [sə]         [i]

+)17 consonants in Vietnamese sound system are:        [b], [c], [d], [đ], [g], [h], [k], [l], [m], [n], [p], [q], [r], [s], [t], [v], [x].

+) 12 vowels in the Vietnamese sound system are:         [a], [ă], [â], [e], [ê], [i], [o], [ô], [ơ], [u], [ư], [y].

 * Notification: - There are some special letters in the Vienamese Alphabet, including:

ă, â, đ, ê, ô, ơ, ư

II. Tonemes in the Vietnamese sound system The standard Vietnamese language has six tones. Their fuction is to distinguish the meaning of different words. They are often placed right above the single vowel (exept Ụ) or main stressed vowels in vowel clusters such as: chuyển, hóa, rượu, yếu

and never appear on the consonants.

Vietnamese name	Tone mark	Tone	Description	Examples	Meaning

Không dấu

Dấu sắc

Dấu huyền

Dấu nặng

Dấu hỏi

Dấu ngã

U

Ú

Ù

Ụ

Ủ

Ũ Mid-level

High-rising

Low-falling

Low-broken

Low-rising

High-broken	Voice starts at about the middle of the normal speaking voice range and remains at approximately the same level until a pause

Voice starts high then rises shaprly

Voice starts fairly low and gradually falls

Voice starts a little below the middle of the voice range, falls immediately, then rises to a some-what higher point, finally is cut off abruptly

Voice starts quite low, dips slightly and then rises rather slowly to a somewhat higher level

Voice starts just a little above the normal speaking voice range, dips down a little, then rises abruptly ma

má

mà

mạ

mả

mã ghost

cheek

but

rice seeding

tomb

horse

Officially set up in June, 2004 Vietnamese Teaching Group (VTG) provide foreigners with an appropriate and modern Vietnamese. You, learners can definitely choose a suitable programme according to your level, your availability, and your location: Face-to-face lessons Online lessons Other available services: •	      - Translation service •	      - Tourism and accomodation

•	      - Periodic extra activities

With VTG’s assistance you will be more self-confident with your Vietnamese, and find it really easy to live a Vietnam life. VTG-Head Office 4th Floor, 164 Le Thanh Nghi Str. Hai Ba Trung, Hanoi Phone: 04 628 2295 Mobile: 0984 060 807 (Ms.Tu) or 0904 247 842 (Ms.Hien) Email: info@vietnameseteaching.com Website : www.vtg.vn

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User talk:85.144.113.171

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 09:41, 8 March 2007 (UTC)

title: User talk:85.144.113.171


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Cookbook:Tabasco Sauce

Tabasco sauce is a tangy hot sauce made from tabasco chili peppers, vinegar and salt, then aged in wine barrels. It has been made by the McIlhenny Company of Lousiana, USA, since 1868.

Since "Tabasco" is a trademarked name, similar sauces made by other companies are known as "Louisiana hot sauce".

title: Cookbook:Tabasco Sauce


text:
Talk:ZK/How-Tos/HowToSetupEclipseWtpAndXAMPPForZK

Version of JDBC Connector & Character Set
An error about the character set used: java.sql.SQLException: Unknown initial character set index ’48’ received from server. Initial client character set can be forced via the ‘characterEncoding’ property.

In the described situation the problem was actually solved by altering the character set used in the SQL Server from latin1 to utf8. Downgrading the JDBC Connector is not needed. It is no hypothetical error, with a "probable" solution. Nevertheless, the problem of not recognizing the character set may indeed be blamed to the JDBC Connector. MrQuincle 10:12, 8 March 2007 (UTC)


text:
Pharmacology/Beta - blockers

Definition
Beta blockers, also known as beta antagonists, are a class of drugs that were first developed for the treatment of certain heart conditions and hypertension. Later, beta blockers were also found to be useful in glaucoma, migraine, and some psychiatric disorders such as performance anxiety, tremors secondary to lithium, and movement disorders that are caused by some drugs used in the treatment of psychosis. In the United States, the most commonly used beta blocker used in psychiatric practice is propranolol (Inderal). Nadolol (Corgard), metoprolol (Lopressor), and atenolol (Tenormin) are also used in psychiatric practice but to a lesser degree.

Purpose

Beta blockers are proven effective in the treatment of performance anxiety, lithium-induced tremor, and neuroleptic-induced akathisia (a physical condition caused by certain antipsychotic drugs). Beta blockers have sometimes been used with benzodiazepines in treating alcohol withdrawal.

Description

Beta blockers act on that part of the central nervous system that controls mental alertness, lung function, heart rate, and blood vessels. Although there is more than one mechanism by which beta blockers work in anxiety states, the most beneficial result probably arises from the fact that beta blockers slow the heart to a normal rate and rhythm. Therefore, persons with performance anxiety do not experience the usual chest tightness and rapid heart rate that is associated with such acts as public speaking or acting.

Certain antipsychotic medications known as neuroleptics can cause an unwanted effect called akathisia, which is the inability to sit, stand still, or remain inactive. Patients are restless, and in severe cases, may pace constantly and forcefully and repeatedly stomp their feet. Beta blockers can sometimes treat this condition with a lower incidence of side effects than any other drugs used to treat this condition.

Propranolol is available in 10- to 90-mg tablets. Nadolol is available in 20-, 40-, 80-, 120-, and 160-mg tablets. Atenolol is available in 50- and 100-mg tablets. Metoprolol is available in 50- and 100-mg tablets.

Recommended dosage

For the treatment of performance anxiety, sometimes called stage fright, a single dose of propranolol ranging from 10–40 mg is given 20–30 minutes before the event causing the unwanted reactions.

For lithium-induced tremors that cannot be controlled by reducing caffeine intake or administering the dosage of lithium at bedtime, propranolol at a dose of 20–160 mg daily can be given in two or three evenly divided doses.

For akathisia caused by antipsychotic medications, propranolol can be administered at doses of 10–30 mg three times daily.

Precautions

Because of their ability to narrow airways, beta blockers, especially propranolol, should not be taken by people with asthma and chronic obstructive pulmonary disease (COPD). If there is an urgent need to use beta blockers in persons with respiratory problems, atenolol or metoprolol are the beta-blockers of choice because they are less likely to have this side effect, although even these drugs should also be used with caution. Patients with congestive heart failure or certain cardiac conduction abnormalities such as a heart block, should also receive these drugs with caution.

Beta blockers should be used with close physician monitoring in people with diabetes, since the symptoms of low blood sugar (increased heart rate, lightheadedness, and abnormal perspiration) may be not be recognized by patients.

Side effects

Beta blockers can cause undesired decreases in blood pressure and are typically not given if blood pressure is 90/60 mm Hg or less.

Beta blockers can also cause an undesired drop in heart rate. People whose resting heart rate is less than 55 beats per minute should not take beta blockers.

Occasionally, beta blockers can cause heart depression, bronchoconstriction, impotence, fatigue, depression, bradycardia, rash, weakness, nausea, vomiting, and stomach discomfort.

Beta blockers should be discontinued by patient to reduce the likelihood of angina.

Interactions

Each medication in the class of beta blockers has the potential to interact with a multitude of other medications. Anyone starting beta blocker therapy should review the other medications they are taking with their physician and pharmacist for possible interactions. Patients should always inform all their health care providers, including dentists, that they are taking beta blockers.

'BOOKS' Kaplan, Harold. Comprehensive Textbook of Psychiatry. Philadelphia: Lippincott Williams and Wilkins, 1995.

Kay, Jerald. Psychiatry: Behavioral Science and Clinical Essentials. Philadelphia: W. B. Saunders Company, 2000.

Ajna Hamidovic, Pharm.D.

title: Pharmacology/Beta - blockers


text:
User talk:Steelsamarai

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User talk:Seferis~enwikibooks

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User talk:Ellis Whitehead

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User talk:Multichill

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User talk:Wajidstar

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User talk:Wikimorphism~enwikibooks

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User talk:Dprust~enwikibooks

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

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title: User talk:Dprust~enwikibooks