text:
User talk:Greenrecluse8

Hello and welcome to Wikibooks!

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

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

Good luck! -- LV (Dark Mark) 02:20, 22 May 2006 (UTC)

title: User talk:Greenrecluse8


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 4

Synopsis
Life for Harry has never been this good, far better than Privet Drive. Finally, he has found a family that accepts him, and treats him as one of their own, rather than as an inferior intruder. True, he is still not allowed to perform magic, but it surrounds him, and is a natural part of life.

The letters from Hogwarts, including Harry's, arrive at the Burrow. As always, the letter has a reminder that the term starts September 1st, and include the school booklist.

Second year students will require:
 * "The Standard Book of Spells, Grade 2", by Miranda Goshawk
 * "Break With A Banshee", by Gilderoy Lockhart
 * "Gadding with Ghouls", by Gilderoy Lockhart
 * "Holidays with Hags", by Gilderoy Lockhart
 * "Travels with Trolls", by Gilderoy Lockhart
 * "Voyages with Vampires", by Gilderoy Lockhart
 * "Wandering with Werewolves", by Gilderoy Lockhart
 * "Year with the Yeti", by Gilderoy Lockhart

Based on the list's content, Fred surmises that the new Defence Against the Dark Arts teacher is a witch and a fan of Lockhart. George has a more practical thought: "This lot won't come cheap." Mrs. Weasley says they will manage, though Harry notices she seems worried. Ginny's school supplies can be picked up secondhand; she is starting at Hogwarts this year.

Hermione sends an owl suggesting they all meet in Diagon Alley. She questions the use of Errol as messenger, as he is so old and worn out. Ron says that Percy had refused to loan him his owl. The Twins mention that Percy, who is normally stuffy and annoying, has been acting odd, often remaining shut up in his room.

On the appointed day, the Weasleys head to Diagon Alley via the Floo Network, a magical transportation system that connects fireplaces throughout the Wizarding realm. Harry, choking on ash in the Weasley's fireplace, unfortunately mispronounces, "Diagon Alley," landing him one grate too far in what appears to be a Dark magic shop. Draco Malfoy and his father are there. Mr. Malfoy appears to be selling some magical items to the proprietor, Borgin.

Exiting undetected, Harry discovers he was at Borgin & Burkes in Knockturn Alley, an unsafe area frequented by Dark wizards and other unsavory characters. Fortunately, Hagrid appears, and steers Harry back to Diagon Alley, where he locates the Weasleys and Hermione. They proceed to Gringotts Bank, where, inside, Harry is embarrassed by the wealth stored in his vault, particularly after seeing the meager sum the Weasleys have.

Later, the group arrives at Flourish & Blotts bookstore, where the popular author, Gilderoy Lockhart, is signing copies of his autobiography, Magical Me. Recognizing the famous Harry Potter, Lockhart presents him with a complete set of his autographed books while posing for photos. Lockhart then announces that he is the new Defence Against the Dark Arts teacher for Hogwarts.

Staggering away from the limelight, Harry dumps the Lockhart books into Ginny's cauldron. Draco Malfoy, observing this byplay, taunts Harry. Ginny fiercely defends him, but then goes scarlet when Malfoy says "You've got yourself a girlfriend!" Mr. Malfoy suddenly appears, and makes rude comments about Ginny's second-hand book before returning it to her cauldron. Mr. Weasley begins arguing with Mr. Malfoy. As the argument becomes physical, Hagrid drags the Weasleys away while the Malfoys stalk off. The Weasleys, Hermione, and Harry return to the Leaky Cauldron, then head home.

Analysis
After only a few days at The Burrow, Harry learns what a functional, loving family is supposed to be like and how it interacts within itself. He feels at home here, realizing what he has been missing and has yearned for all these years, and will continue to desire throughout the series. Hogwarts, we have already seen, has become a surrogate home to Harry, a place where he knows everyone and everyone knows him, and where his abilities are not feared and hated but welcomed and considered normal. However, good as it is, there is no real family there; the teachers must remain, to a large extent, professionally remote. The one exception is Hagrid. who is not a teacher, and who also lacks a true family; Harry becomes a substitute for that. Here, in The Burrow, people care about Harry, he is well fed and physically comfortable, and is made to feel wanted. Harry now fully realizes just what he has always lacked. And though he is happily content amongst the Weasleys, it will perhaps be even harder to return to the Dursleys', a place that is little more than a roof over his head, where he barely has enough to eat, and offers no love or comfort.

Gilderoy Lockhart makes his first appearance. Handsome and charismatic, he has a legion of fans, comprised largely of middle-aged witches like Mrs. Weasley. He is also a vain, opportunistic fame-seeker who exploits Harry to get his photo onto the Daily Prophet's front page. Lockhart is famous for his many exciting adventures that he recounts in his books. He apparently believes that Harry is as fame-obsessed as he. When the fight erupts between Lucius Malfoy and Arthur Weasley, Lockhart is heard planning to spin it to promote himself in the paper.

Ginny Weasley's true character also becomes more evident here. When Draco insults Harry for attracting attention in Flourish & Blotts, Ginny defensively says that Harry did nothing to warrant the attention. This shows us that, despite Ginny's schoolgirl crush on Harry, she is sensitive to his distaste for the fame that his history with Voldemort heaps on him. While it is possible she fears her attention will be misinterpreted as being rooted in Harry's fame, rather than in himself, it is more typical for a schoolgirl's crush to render her too shy to speak to the boy she likes.

Another Malfoy is introduced: Lucius Malfoy. Proud, rich, and arrogant, he is a strict and demanding parent who holds a tight rein on Draco. In the bookstore, he is insulting and bullying towards Ginny Weasley. It seems odd that his attention should fall on her, and there may be some reason behind it.

It is learned that the Malfoys and the Weasleys, both old pure-blood wizarding families, have "very different ideas about what disgraces Wizardkind." The argument that erupts between Lucius Malfoy and Mr. Weasley focuses attention on a great division among the story's characters. Malfoy, already disdaining the Weasleys for their poverty, is clearly scornful that Mr. Weasley endlessly lobbies on Muggles' behalf, where Mr. Weasley is affronted by Malfoy's belief that his ancestry is superior, as well as his suspected affiliation to Dark wizards. What is highlighted here is that some wizards feel superior to others due to their breeding, there being no non-Magical people in their bloodlines. This group believes anyone unable to perform magic is somehow sub-human, and those wizards choosing to fraternize with them or protect them are traitors to this blood purity. While the Weasley family is as old and pure a bloodline as any other, to some "pure-blood" wizards, their ongoing commerce with Muggles is considered demeaning, if not downright disloyal. This snobbery also, of course, extends to Harry, who is a Half-blood, and particularly Hermione, who is Muggle-born, and explains much of Draco's behavior to them. It also extends to Ron, who Draco, taking a cue from his father, looks down on, along with the entire Weasley family.

Fred's guess that the new Defence Against the Dark Arts teacher must be a witch who is a fan of Gilderoy Lockhart was likely based on his seeing how Mrs. Weasley, and apparently many female fans, idolize him. Fred is wrong, of course, but a class requiring only Lockhart's books should have tipped off the reader as to who the new Defence Against the Dark Arts teacher will be, and possibly some clue about Lockhart's character.

Harry's hiding in the cabinet in Borgin and Burkes' is worthy of extra study. We will see later that some story-related events would have occurred had Harry actually closed the door to that cabinet; to the student of writing, we recommend study of that passage to see how the author misdirects us into the belief that Harry has closed himself in, while actually explicitly not allowing Harry to close the door of the cabinet.

Review

 * 1) Why is Lucius Malfoy selling objects to Borgin? What might they be?
 * 2) Why is Hagrid in Knockturn alley? Is his explanation believable?
 * 3) Why do Lucius Malfoy and Mr. Weasley get into an argument?

Further Study

 * 1) Why does Lockhart grab Harry in Flourish & Blotts?
 * 2) Based on what has been seen and heard so far, give a short analysis of Lockhart's character.
 * 3) Compare and contrast what Mr. Malfoy and Mr. Weasley might think disgraces wizardkind.
 * 4) Why would Mr. Malfoy want to inspect Ginny's books?

Greater Picture
Three items shown in Borgin & Burkes are seen again in a later book, Harry Potter and the Half-Blood Prince. Draco uses the Hand of Glory while he is departing the Room of Requirement. The opal necklace with the note warning that it was cursed is used in an attempt to kill Dumbledore, in October of that year. Also, the cabinet in which Harry is hiding has a twin at Hogwarts that will make an appearance.

Lucius Malfoy's inspecting Ginny's book is an excuse to slip Tom Riddle's Diary into her cauldron. As we later learn, Voldemort left this Diary with Lucius, intending it as a weapon against Hogwarts. Lucius, not knowing exactly what the Diary was, had apparently decided that, given his son's discouraging school marks (as mentioned to Borgin), it was time to create problems for the school.

While not seen explicitly yet, we can already guess that Voldemort recruited many allies from pure-blood wizard families, though there are also some Half-blood followers. Lucius is returning some Dark magic items to Borgin & Burkes, claiming it is too dangerous to keep them around in the event of Ministry raids on his house. Lucius' disdain towards anyone considered to have inferior bloodlines is seen here, as well as his annoyance that Draco, pureblood though he is, is unable to surpass Hermione's grades. In the previous chapter, we learned that Lucius is believed to be a Voldemort supporter. His possessing Dark magical objects lends credence to this, as we have been told that Voldemort was a Dark wizard. This suggests strongly that Voldemort may have been playing on the pure-blood belief in their own superiority to fuel his initial rise to power.

Connections
It is particularly interesting to note how many items mentioned in this chapter will reappear in the sixth book of the series. It is apparent that the story arc was plotted out at least as far as the sixth book in some detail when the second book was written.
 * Borgin and Burkes appears in Harry Potter and the Half-Blood Prince, when Draco visits the shop to demand advice from Borgin on repairing something.
 * Three items that Harry sees in Borgin and Burkes will appear later.
 * The Hand of Glory is used by Draco as he is leading Death Eaters through magically-created darkness, out of the Room of Requirement and into Hogwarts proper. We learn about this from Ron after the attack.
 * The cursed opal necklace is sent to Dumbledore by way of Katie Bell on a Hogsmeade weekend in mid-October of Harry's sixth year. Sent in an attempt to kill Dumbledore, it fails when Katie touches the necklace and is cursed by it.
 * Considering the Vanishing Cabinet that Harry hides in, and the one at Hogwarts, as a unit, we will see them again several times. The Hogwarts cabinet is dropped and broken by Peeves, at Nearly Headless Nick's request, to distract Filch, later in this book. Fred and George Weasley stuff Montague into it in Harry Potter and the Order of the Phoenix. Draco learns of its linkage to the one at Borgin and Burkes from Montague, and demands assistance in its repair from Borgin; the other cabinet of the pair is actually partially hiding Draco from the Trio as they watch Draco make this demand. Draco then spends all of his spare time throughout the next year attempting to repair it. Late in the year, Harry actually sees the Cabinet in the Room of Requirement where Draco has been trying to repair it. Finally, the repaired cabinet is the way that Draco smuggles Death Eaters into the school to support him while he tries to carry out his assignment from Voldemort.
 * Tom Riddle's diary will be destroyed at the end of this book, but it will be mentioned again in Harry Potter and the Half-Blood Prince, where we learn that it was a Horcrux.

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


text:
User:Quantufinity

Check my blog at http://quantufinity.blogspot.com

title: User:Quantufinity


text:
User:Quantufinity/monobook.js

// Install InstaView document.write(' ');

InstaView.conf.user.name = 'Pilaf';

/* This is to keep track of who is using InstaView: User:Pilaf/instaview.js */

/************ OLD STUFF *************

// Live Preview customization, // edit this to your own liking.

wpUserName  = 'Pilaf';   // User name to display in signatures wpShowImages = true;     // Enable downloading and displaying of images

// Include Live Preview... document.write(' ');

// Now set everything up window.onload = Main;

function Main { LivePreviewInstall; // You may include here other "extensions" }

title: User:Quantufinity/monobook.js


text:
FHSST Computer Literacy/Contents/Computers in all walks of life

Computers in all walks of life

Sample Text for Computers in Every Day Life

The Social Origins of Ubiquitous Computing

In 1991, Scientific American published Mark Weiser's article 'The Computer for the 21st Century' and planted the seed for a new paradigm in computing that is arguably set to dominate the coming decades. In the late 1980s, researchers at Xerox Palo Alto Research Center (PARC) moved away from personal computing - which they understood as forcing computers to the centre of our attention - and towards what they called ubiquitous computing, or Ubicomp, which 'takes into account the natural human environment and allows the computers themselves to vanish into the background' (Weiser, 1991: 1). In other words, they were interested in 'invisible' computers that would allow us to focus on life beyond computational devices. According to Weiser, not only would ubiquitous computing liberate us from the constraints of desktop computing, it would free us from equally isolating immersive and simulated virtual reality environments. From the perspective of design, ubiquitous computing was also novel because Weiser's inspiration came from the social and cultural realms more than from the technological (Weiser, 1993a).

Anne Galloway | Resonances & Everyday Life: Ubiquitous Computing & the City (Draft) –  www.purselipsquarejaw.org/...


text:
User:DennisDaniels

I'm studying Russian and editing the pages as quizzes occur to me. Below is some code I found for shuffled quizzes. Next, I want to figure out why a page with two quizzes all the quizzes get submitted at same time.

I found the docs at wikiversity though https://en.wikiversity.org/wiki/Test_and_Quiz and here https://en.wikibooks.org/wiki/Help:Quizzes

Next thing is to figure out how to automatically create the quizzes with a script... take translation data from an array generate a formatted quiz from it... maybe I should go hang out at the Python book section... :)

questions
how to put text that does not display in wiki?

=Really old stuff=

Creating Text book Modules for Wikibooks with Google Notebook
I've put together some short instructions for banging together module content with references on the web by using Google Noteboook... I think it could be leveraged into quite a publishing tool if used correctly.

 * install notebook
 * right click add note
 * print document
 * copy and paste into page
 * text clean up

benefits

 * easy to use
 * includes URL for references
 * wikipedia and Creative Commons materials available

Video of the process coming soon.

Anyone tried same/similar? You can see some rough content here: http://en.wikibooks.org/wiki/FHSST_Computer_Literacy/Contents/Computers_in_all_walks_of_life and here http://en.wikibooks.org/w/index.php?title=User:DennisDaniels&action=submit

Google Notebook
Monitoring tools in the computer lab

Last edited May 21, 2006

Seeking a tool to make teacher's lives easier by quickly viewing remote users/students' desktops.
Google –  www.google.com/...
 * user monitor
 * net op

Every port in the lab is closed... need 8090/8091 open bout:blank –  vascript:void(0);

supervise student screens in classroom ...

usermonitor 1.7 - Google Search –  www.google.com/...

thin client environment the network will be hit a lot harder... but it should work Download UserMonitor - supervise student screens in classroom computer lab –  www.neuber.com/...

websense if it blocks/ clients is blocked holds up the whole client application/ host blocking will slow down the network/ click reestablish

hidden camera reestablish contact / to reconnect

usermonitor will not watch the screen in real time/ hidden camera will show five second minimum of screen capturing Download UserMonitor - supervise student screens in classroom computer lab –  www.neuber.com/...

hidden camera kind of buggy / not user friendly/ limited usage

hidden camera will allow a total thumbnail of what's going on in the classroom

record keystrokes as well/ Download UserMonitor - supervise student screens in classroom computer lab –  www.neuber.com/...

spyware: recording every URL Download UserMonitor - supervise student screens in classroom computer lab –  www.neuber.com/...

deterrant vs deny allow everything but establish deterrants

show that the school is watching/ lock out and deny

School policy needs to be crystal clear/ Where can I get a good solid manageable student usage policy for students in a school? Download UserMonitor - supervise student screens in classroom computer lab –  www.neuber.com/...

http://www.snapfiles.com/screenshots/netspypro.htm One of many/ what's recommended by IT teachers see teachers.net Net Spy Pro screenshot and download at SnapFiles.com –  www.snapfiles.com/...

UserMonitor/ doesn't look like it's been updated in a while Download UserMonitor - supervise student screens in classroom computer lab –  www.neuber.com/...

Save $1200: only $3999 for a Site License

Very pricey! Classroom Mgmt Bundle –  genevalogic.com/...

The most complete classroom teaching, student supervision and student print Tracking software available!.

Bad typo on site...but they hit a lot of buttons with this one...

Pricing? MasterEye –  www.mastereye.co.uk/...

freeware / shareware versions? Schoolzone evaluation of MasterEye –  www.schoolzone.co.uk/...

"MasterEye" did what it was asked to - and, mercifully, was especially efficient in blanking out machines of off-task students!

The review is glowing Schoolzone evaluation of MasterEye –  www.schoolzone.co.uk/...

What's new in version 4.0? The new version of the multi-award winning NetOp School solution now boasts an extensive integrated Test Center facility which provides teachers with an effective tool for producing and administering tests and surveys.

I haven't been at all happy with this product so far... no response on any of my emails... was I contacting the wrong people? NetOp School - What's new in version 4.0? – www.xactsoftware.co.uk/...

Pricing request form

Please complete the short form to receive your free, no obligation quotation for any of our products or services.

nearly 1000US$! Xact Software - Pricing request form –  www.xactsoftware.co.uk/... Don't even think about teaching to a younger class without being able to take control of everyone's machines.

title: User:DennisDaniels


text:
Van Dwelling/Police

Van Dwellers may find themselves interacting with law enforcement officers, for either good or bad reasons.

Illegally parked
If at all possible, one should never park illegally. In the event that one has parked illegal zone (not recommended), most officers will discontinue in progress citations if you bring to their attention that the vehicle, is in fact, occupied. The chances of success in this situation are increased if you act confused, apologetic, and give the impression that you plan to move the vehicle subsequently. (Observations surveyed summer of 2004 while living in a 1998 Black Honda Passport at the University of California at Davis.)

In areas with stricter enforcement this method may be much less effective. Do not rely on it to park willy nilly.

Crime
It can be handy to have the non-emergency number of the local police in whatever area you happen to be passing through so that should you be a victim of a crime, you can report it.

title: Van Dwelling/Police


text:
Talk:Chess/The Endgame

Minor Piece Endgames
The module's section on minor piece endgames is incorrect in holding that mate cannot be forced in the ending KBN vs. K. This can in fact be done fairly easily; the technique is known to most class A players. In no starting position does the mate require an extension of the 50-move rule to execute, in contrast with challenging endings like KNN vs. KP (for which mate can be forced in some starting positions). Leverkuhn 07:23, 22 May 2006 (UTC)

You're right, sorry. Does anyone know if chess puzzles and their solutions can be copyrighted? The exact presentation can be copyrighted, but the puzzle itself would seem to be in the public domain. Maybe we could add a section on edgame puzzles and famous endgame studies.--Tm chk 16:22, 4 June 2006 (UTC)

Can we remove the cleanup mark on this section? I addressed the above comment, and I believe that there are a lot fewer spelling errors after my extensive edits. There is plenty of room for additions, but I think what is here is fairly solid. --Bill Alexander 06:38, 27 May 2006 (UTC)

Rook Endgames
Hi. Wikipedia has a sweet article on rook and pawn vs rook. I am totally new to wiki, so I thought I would ask here first if it was OK if I copied the wikipedia article into the Rook Endgames section (or at some parts of it). It has Lucena, Phildor, and lots of other good stuff.

The article might be too long or too advanced though. Anyway, Phildor & Lucena are basically the 2 definitive rook endgame positions. If anything is going to be put in this section, at least these two positions probably deserve a place. --Just Joe 07:57, 19 March 2007 (UTC)

Chess Diagrams
Hi, Would it also be possible to have the position diagrams in Fen format?

Chess Animated Diagrams
Hi, Would it be possible to have the positions and solutions animated, going from one diagrammed board position to the other, or showing the alternative lines?

Subsections?
Might it be better to turn this page into a table of contents and give each specific ending its own page/chapter? The study of individual piece vs. piece endings can be very complex and detailed; there should be easily enough content for each one to make a respectable size subpage. If the current page is extended anything beyond its current size (almost 30k) it might become unwieldy and hard to navigate, IMO. Tempodivalse 20:14, 8 January 2011 (UTC)

 * Complete, wholehearted agreement! --Whoop whoop pull up Bitching Betty 01:15, 12 January 2011 (UTC)

 * Revamp completed per no objections (and this page getting longer and slower to load by the day). I'll work on adding more sections and expanding the existing content. Help will be appreciated! :-) Tempodivalse 01:42, 12 January 2011 (UTC)

"Multiple heavy pieces"
Does "heavy pieces" mean "major pieces," i.e., rooks and queens? --Whoop whoop pull up Bitching Betty 02:08, 22 January 2011 (UTC)
 * Yes - "heavy" and "major" are synonyms, if I'm not mistaken. Feel free to change it if you want - I'm unsure which one is more common. Tempodivalse 05:44, 22 January 2011 (UTC)
 * OK, and I think that "major" is more common. --Whoop whoop pull up Bitching Betty 18:06, 22 February 2011 (UTC)
 * I removed it, because the scenario is covered under KRR-K, unlike the one for 3+ minor pieces, which I kept. --Whoop whoop pull up Bitching Betty 21:09, 13 March 2011 (UTC)
 * Readded, because it turns out it (KRRR-K) isn't totally covered under KRR-K, even though I thought so at the time. Sorry I removed it! --Whoop whoop pull up Bitching Betty 00:11, 6 April 2011 (UTC)

Stalemate (and other draws)
Should there be a section about stalemate and other draws (50-move rule, insufficient material, threefold repetition of position, possibly agreement) and how to avoid them? --Whoop whoop pull up Bitching Betty 21:06, 13 March 2011 (UTC)

title: Talk:Chess/The Endgame


text:
Wikibooks talk:Education bookshelf

Wikipedia in the Classroom and Beyond
Hi, I just registered and this page seems protected so I was wondering if someone could add a book I'm currently working a bit on, Wikipedia in the Classroom and Beyond, under the "Books for educators" section, as well as the "Books for students" section so long as you don't think that would be annoying. Thanks, --Dwiki 07:46, 22 May 2006 (UTC)  Oh, and I should probably add, it's a "sparse text" --Dwiki 07:47, 22 May 2006 (UTC)

 * Bookshelfs are indeed semiprotected. Thas means only users which have been registered for at least 3 days can edit them. --Krischik T 10:34, 22 May 2006 (UTC)

 * Thanks for the info, and thanks for completing my request. --Dwiki 16:37, 22 May 2006 (UTC)

Adding "Teaching with Applied Academics"
I've been registered for over 3 days, and still can't seem to add the book I started to the bookshelf here. The book is short, and while it can use editing and more perspectives, in many ways it is nearly complete, as it deals with a topic that is easily understood, but can require years of practice to succeed in. Can someone add it to this bookshelf, under the section for Teachers? Thanks!!! --Jacob Walker 23:02, 21 May 2007 (UTC)

title: Wikibooks talk:Education bookshelf


text:
BLL German/A1/Lesson 5

Lesson outline:

Maria really doesn't like the German weather: Thomas: Wieso findest du, dass das Wetter in Köln schlecht ist? Maria: Im Winter ist es zu kalt und es regnet oft. Thomas: Aber im Sommer scheint die Sonne und es ist warm. Maria: Ja, aber im Sommer ist es zu warm.

wieso dass im Winter zu kalt es regnen oft scheinen Sonne warm zu

3rd person singular: regular verbs verb after introductory adverbial sub-clause verb

title: BLL German/A1/Lesson 5


text:
BLL German/Vocabulary/Languages

(this list is not exhaustive, feel free to add more or to add sound files)

title: BLL German/Vocabulary/Languages


text:
User talk:Dwiki~enwikibooks

Bookshelfs
Bookshelfs are indeed semiprotected. Thas means only users which have been registered for at least 3 days can edit them.

--Krischik T 10:34, 22 May 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:07, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:55, 19 April 2015 (UTC)

title: User talk:Dwiki~enwikibooks


text:
Umbraco/Samples and Articles/Templates/URLsubstitution

What is it?
Umbraco URL's look like this: 'http://www.mysite.org/subpage1/subpage1-1/somedocument1.aspx' You can make it to look like: 'http://www.mysite.org/somedocument1.aspx' or even 'http://www.mysite.org/somedocument'

Reasons
The document name field by default is converted to an URL. If you have a document named "Странитса", it will be converted to an unacceptable link for www and the structure of your site will be broken.
 * You need to give an "easy to remember" link to the customer
 * Different charactersets.

Solution
Add a new property with an alias umbracoUrlAlias, the property name is important. *incomplete - what sort of property (i.e.: label, tags, textstring)?* When substituting url's for several nodes, maybe even in full branch, you must type full ascending path, otherwise links will be broken. Example: If you have the first subnode named Frontpage with UrlAlias Pagefront and its child Products with UrlAlias Items, type in Products page alias field: Pagefront/Items (do not add .aspx)
 * For documents that need a new "link", the document type must be changed.
 * Document now has a new field, where the URL alias can be written.

Additional hints
When you replaced the url to get new and working links and you use XSLT transformations for generating a site navigation or sitemap, modifications are needed in XSLT file. Look at the following sample how this could be done:
 * Navigation

WILL CONTINUE ASAP


text:
Talk:Editing Wikitext/Indents and Lists

First line indent
Is it possible in MediaWiki to set paragraphs to indent the first line, like traditional book paragraph layouts?ElectricRay (discuss • contribs) 22:50, 5 November 2020 (UTC)

Ordered lists
How are ordered lists of the letter variant put in? a. b. etc...

Thanks

Sorry, I did not realise that there was a note here. Use HTML coding for it instead of wikitext- the page does not mind the use of HTML - the following makes a list with lower case labels stating from the second letter of the alphabet... that is 'b'. Obviously 'a' would be the default when start is not specified. Some of these look better in monospaced fonts... Thanks for the question; I will update the work... Armchair 10 Oct 08.

 This is the first item for lower case alpha starting with 'b'.  This is the second item.  This is the last.

With type = 1 and start = 432 we obtain:  This is the first item for lower case alpha starting with 'b'.  This is the second item.  This is the last.

With type = a and start = 2 we obtain:  This is the first item for lower case alpha starting with 'b'.  This is the second item.  This is the last.

With type = A and start = 1 we obtain:   This is the first item of upper case starting with A.  This is the second item.  This is the last.

With type = i and ''start = 3 we obtain:
 This is the first lower case roman item starting with iii.
 This is the second item.
 This is the last.

With type = I and start = 2''

 This is the first uppercase roman item starting with II.
 This is the second item.
 This is the last.

See the link Lists in HTML for the full details... in particular look at 'type' and 'start'.

Multiple paragraphs in the same list item
Is it possible to achieve this in wikicode?

 Para one Para two

...

 --90.198.71.9 (talk) 10:32, 3 December 2008 (UTC)

title: Talk:Editing Wikitext/Indents and Lists


text:
BLL German/Vocabulary/Professions

This table gives you both the male and the female forms of each profession. Often the female form can be deducted by just adding -in to the male one, e. g. "Schauspieler"(actor) becomes "Schauspielerin"(actress). Sometimes this addition precipitates a vowel change in the rest of the word, the -in replaces a few letters of the male word or the change is completely different. For those cases, I shall provide the full female profession name next to the male one.

''This list isn't exhaustive. Feel free to contribute more professions or sound files for the existing ones.''

title: BLL German/Vocabulary/Professions


text:
User:AndresArce

Hello. Soon, I´ll be right here. I´m preparing something for WikiBooks.

title: User:AndresArce


text:
User talk:Gerardo.ok

This is Gerardo's talk page.

Anonymous edits
I think you recently edited some discussion pages while you were logged out, just leaving an IP address in the page history instead of your user name. This is sometimes associated with vandalism, so when I was checking for vandalism I was drawn to read some of those pages. I think with group projects, the advice is to edit while logged in so it is clear who has contributed to a given text. Regards, Recent Runes (talk) 00:51, 27 March 2010 (UTC)

title: User talk:Gerardo.ok


text:
Kinyarwanda

Brief Contents

 * Introduction to Kinyarwanda
 * /Pronunciation/
 * /Orthography/
 * /Grammar/
 * Nouns
 * /Verbs/
 * /Pronouns/
 * /Adjectives/
 * /Adverbs/
 * Participles
 * Gerunds
 * /Conjunctions/
 * /Prepositions/
 * /Interjections/
 * /Appositive/
 * /Punctuation/
 * /Syntax/
 * /Figures of Syntax/

Detailed Contents

 * 1) /Introduction/
 * 2) /Grammar/
 * 3) Nouns
 * 4) Concrete
 * 5) Proper
 * 6) Common
 * 7) Individual
 * 8) Collective
 * 9) Abstract
 * 10) Attribute
 * 11) Verbal
 * 12) Words and word groups used as nouns
 * 13) Adjectives made nouns
 * 14) Pronouns made nouns
 * 15) Verbs made nouns
 * 16) Participles made nouns
 * 17) Adverbs made nouns
 * 18) Conjunctions made nouns
 * 19) Countable and uncountable nouns
 * 20) Compound nouns
 * 21) Inflections of Nouns
 * 22) Genders
 * 23) Numbers
 * 24) Cases
 * 25) The noun as a modifier
 * 26) The syntactic functions of nouns
 * 27) References
 * 28) /Verbs/
 * 29) Present and past
 * 30) Present simple
 * 31) Present continuous
 * 32) Present simple and present continuous
 * 33) Past simple
 * 34) Past continuous
 * 35) Past simple and past continuous
 * 36) Present perfect and past
 * 37) Present perfect
 * 38) Present perfect continuous
 * 39) Present perfect and past
 * 40) Past perfect
 * 41) Past perfect continuous
 * 42) Past perfect and simple past
 * 43) Future
 * 44) Future perfect
 * 45) Future perfect continuous
 * 46) Future simple
 * 47) Future with 'ngiye'
 * 48) Pronouns
 * 49) Demonstrative pronouns
 * 50) Interrogative pronouns
 * 51) Personal pronouns
 * 52) Possessive pronouns
 * 53) Relative pronouns
 * 54) Adjectives and adverbs
 * 55) Adjectives
 * 56) Function
 * 57) Form
 * 58) Adjectives word order
 * 59) Personality adjectives
 * 60) Adjectives from nouns
 * 61) Adverbs
 * 62) Function
 * 63) Adverb form
 * 64) Kinds of adverbs
 * 65) Adverbs of degree
 * 66) Adverbs of time
 * 67) Adverbs of manner
 * 68) Adverbs of place
 * 69) Conjunctive adverbs
 * 70) Adverbs word order
 * 71) Comparative forms of adverbs
 * 72) Adverbs with different forms and meanings
 * 73) Adverbs with different forms and same meanings
 * 74) Adjectives and adverbs
 * 75) Comparison
 * 76) Superlatives
 * 77) Conjunctions
 * 78) Prepositions
 * 79) Interjections
 * 80) Functions
 * 81) Gerund and participles
 * 82) Punctuation
 * 83) Orthography
 * 84) Pronunciation
 * 85) Syntax
 * 86) Appositives
 * 87) Figures of Syntax
 * 88) Study guide

title: Kinyarwanda


text:
Umbraco/Samples and Articles/Dot Net Controls/Using Page Properties In UserControls

If you use usercontrols, wrapped in macros, in templates, this trick could save you a lot of time.

This is achieved by using squarebrackets and a "#". Remember, that in template you can also use # for dictionary item, but only when using GET_ITEM. Dictionary items will not work for Macro parameters.

Syntax: <?UMBRACO_MACRO macroAlias="myAlias" myProperty="[#propertyAlias]" />

Sample: <?UMBRACO_MACRO macroAlias="myAlias" myProperty="[#bodyText]" />

This also works with default properties like <?UMBRACO_MACRO macroAlias="myAlias" myProperty="[#pageID]" />

More: Label="[@name]" : Request["name"] Label="[%name]" : Session["name"] Label="[#name]" : Page.Elements["name"]


text:
BLL German/How to study

How to study German using the bite-sized lesson format
The bite-sized lesson format means that you typically will not need to spend a lot of time on each lesson. Both new grammar and new vocabulary have been kept to a minimum. This was done with three goals in mind:
 * 1) You will not be overwhelmed with the amount of new things you are expected to learn;
 * 2) You will be able to practise what you learned very quickly rather than having to go a long while without any control that you understood correctly;
 * 3) You will probably not have to stop reading in the middle of a lesson;

In order to make the maximum out of this format, go through the following steps:
 * When starting to study a new lesson, find at least 1 hour of free time, preferably away from any distractions in a calm and tidy place where your only focus will be on the lesson. Study the lesson carefully and if possible without interruptions (breaks of a few minutes are allowed and may even be beneficial if you just close your eyes and sit back):
 * Look at the goals of the lesson and think of how being able to speak German in general and achieving the lesson's goal in particular can be helpful for you. Imagine yourself expressing yourself fluently in German.
 * Read the text or dialogue and try to grasp the gist, but at least try to recognise a few words. English introductions, the format, foreign words or names appearing in the text, German words that look similar to English ones or that you have learned in a previous lesson are your friends.
 * Study the mandatory vocabulary. Pay attention to the comments in the third column, they might contain useful hints. Looking up the words in the text / dialogue may help you to remember how they are used. Try to think of mnemonics (things that help you memorise, e. g. imagining lifting a very heavy box, it dropping on your foot and you swearing in order to remember that the German word for 'heavy' is 'schwer', sounding approximately like the English word 'swear'). Mnemonics allow you to learn words much more quickly. Even if words don't sound 100% the same, they are close enough for your brain to get the hint. If you found a mnemonic that isn't mentioned in the lesson, please add it so that other users may benefit from it, too.
 * Study the grammar. Look at the text for further examples. Mnemonics will help you here, too, but if you can't find any, just saying things as a rhyme or with rhythm will usually do the trick. Also, it may help you to memorise sample sentences or sample words with the feature you're trying to learn, e. g. students of Latin typically learn "amo - amas - amat - ..." rather than just the endings -o, -s, -t....
 * Re-read the text and do exercises in order to make sure that you understood everything. You needn't do all of the exercises if you are sure you understood already.
 * Now imagine yourself involved a similar situation. Is there anything you would like to say that you can't say yet? Having a look at the Extension section and the lists of optional vocabulary there might help you. The words introduced there can be used without any additional grammar knowledge. You may also use this section in order to build your vocabulary. Pick out any words that you consider relevant to your situation or that you believe would be useful to know. These are typically words that some might use often and others rarely or not at all. Any words that are really frequently used will eventually be taught in the main vocabulary section of the lessons (even if they appeared in the optional vocabulary section of a previous lesson).
 * Now you may stop studying for the day, if you like. You could also continue to the next lesson, if you feel ready for more grammar and vocabulary and if you have the time.
 * You should try to revise the lessons you already did at least twice on different days. Revision doesn't take as long as the actual study, so it can be integrated into the day much more easily, whenever you have a few minutes to spare. If you don't have the time to read through the whole lesson, just re-read the text / dialogue in order to remind yourself of the vocabulary and grammar. If you find you can't understand something then, you should look it up in the vocabulary or grammar section and maybe do some more exercises. You could also just do some exercises without reading the rest of the lesson if you want to see whether you remembered the grammar correctly.
 * In order to be really sure that you commit the vocabulary to your long-term memory rather than just the short-term one, I recommend flashcards along with the method of making different stacks and quizzing yourself on the ones that you appear to know less often than on the ones that you can't seem to memorise. You can find special boxes with compartments for this method or computer programs employing it, too.
 * You can find more general information about how to learn a language well in the Wikibook "How to learn a language"

title: BLL German/How to study


text:
Modern History/The abolition of slavery

Timeline for the Abolition of Slavery
1542 Native slaves freed and native slavery abolished in all Spanish American colonies by Emperor Charles I of Spain under the New Laws of Indies, declaring all "Indians" free citizens of the Spanish Empire.

1772 Slavery declared illegal in England. Lord Chief Justice Mansfield rules that English law does not support slavery

1777 Slavery abolished in Vermont, USA

1778 Slavery Illegal in Scotland

1783 Massachusetts declares slavery illegal

1792 Slave trading abolished in Denmark (though slavery continues to 1847).

1787 Sierra Leone founded by British as state for emancipated slaves

1788 Bill regulating the conditions on slave ships enacted

1791 Haiti gains independence and emancipation

1799 New York State introduces gradual emancipation

1802 Danish abolish slave trade in Danish colonies

1807 Slave trading abolished in British Empire. Captains fined £100 per slave transported.

1807 British begin patrols of African coast to arrest slaving vessels.

1807 Abolition in Prussia (Germany) The Stein-Hardenberg Reforms.

1808 USA abolishes transatlantic slave trade

1811 Slave trading made a felony in the British Empire punishable by transportation for British subjects and Foreigners.

1811 Spain abolishes slavery of African slaves at home and in all colonies except Cuba, Puerto Rico, and Santo Domingo

1814 Dutch outlaw slave trade

1815 British pay Portuguese £750,000 to cease their trade

1817 Spain paid £400,000 by British to cease trade to Cuba, Puerto Rico, and Santo Domingo

1815 Congress of Vienna. 8 Victorious powers declared their opposition to slavery

1818 France and Holland abolish slave trading

1821 Ecuador, Colombia, Venezuela abolish slavery

1821 Liberia founded by USA as state for emancipated slaves.

1823 Chile abolishes slavery

1829 Mexico abolishes slavery

1833 Slavery abolished throughout the British empire (about a third of world's population)(Bill for "Total Abolition of Colonial Slavery")

1843 Sweden abolishes slavery

1847 Denmark abolishes slavery

1848 France abolishes slavery

1848 France founds Gabon for settlement of emancipated slaves.

1861 Russia frees its population. (most of the population were slaves)

1862 Treaty between USA and Great Britain for the suppression of the slave trade.

1863 Slavery abolished in Dutch colonies

1865 USA abolishes slavery (The Thirteenth Amendment)

1886 Cuba abolishes slavery

1888 Brazil abolishes slavery

1890 Brussels Act - Treaty granting anti-slavery powers the right to stop and search ships for slaves

1924 League of Nations Temporary Slavery Commission

1926 Slavery Convention. Bound all signatories to end slavery CONVENTION TO SUPPRESS THE SLAVE TRADE AND SLAVERY (25 Sep 1926)

1948 UN Declaration of Human Rights bans slavery globally

1963 Saudi Arabia and Gulf States abolish slavery

http://www.antislavery.org/homepage/antislavery/history.htm

http://www.anti-slaverysociety.addr.com/hda-danmark.htm

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=81

http://allsands.com/History/Events/atlanticslavet_zyw_gn.htm

http://www.admin.northpark.edu/dkoeller/Classes/WHII/SlaveEnd.N.html

http://www.ukans.edu/history/VL/topical/slavery.html

http://www.outremer44.org/achrotrai.htm

http://www.brycchancarey.com/slavery/index.htm

http://www.zum.de/whkmla/period/m19/abolition.html

Reasons for Slavery Being Abolished
At the forefront of the Age of Enlightenment, slavery's extinction coincides with the new concept of equality, influenced by the American, French and the Bolshevik revolutions. The idea of the working class being equal to the upper class was an idea that the working class endorsed, and considering the working class was over 90% of the population, it was the decision of the majority. With the addition of working class representatives in British parliament, labor laws were soon enforced. Britain's position of a colonial superpower likely influenced smaller countries' position on the matter.

title: Modern History/The abolition of slavery


text:
Proteomics/Protein Separations- Electrophoresis/What is Electrophoresis?

 * 1) What is Electrophoresis?
 * 2) Techniques
 * 3) Databases
 * 4) Web Pages
 * 5) Online Applications
 * 6) Further readings
 * 7) References

Gel Electrophoresis
Gel Electrophoresis is a separation technique that is used to separate macromolecules such as nucleic acids or proteins on the basis of size, electric charge, and other physical properties.It can be performed within one dimension, two dimensions, or in a capillary. The sample is mixed into a buffer, and run on gels. Electrophoresis separations are usually carried out on gels made of agarose or polyacrylamide. These gels are chemically inert, so they will interfere little with the molecules. When electrophoresis is complete, the gel is stained to make the proteins visible. Common dyes used are Coommasie blue or silver staining. This method of protein separation and identification is useful because very little protein is needed to determine a difference in a protein. Distinct spots can be found with as little as 0.1 mg of protein when stained with Coommasie blue and even less (0.02 mg), is need when silver staining. Other methods of staining are Fluorescent dyes, and zinc or copper staining. Some drawbacks to this technique are that it is time-consuming and the purity of your protein sample will affect your results.

One-Dimensional

 * Sodium dodecyl sulphate polyacrylamide gel electrophoresis (SDS-PAGE) - this method separates based on the mass of the molecule. Sodium dodecyl sulfate (SDS) is a detergent that breaks up the interactions between proteins. The proteins are dissolved in SDS and then electrophorised. The smallest molecules move through the fastest, while larger molecules take longer and result in bands closer to the top of the gel.
 * Isoelectric Focusing(IEF) - this method separates based on the isoelectric point(pI) of the protein. The isoelectric point is when the protein carries no net charge. The protein sample is applied to an immobilized pH gradient(IPG) strip. IPG strips come available over different lengths and pH ranges. As the sample is electrophorised, the proteins will migrate toward either the anode or cathode, depending on charge. The proteins will stop when they reach their respective pI, which results in a band. The band corresponds to a protein.

Two-Dimensional
2D Electrophoresis is a technique that blends the two methods listed in One-Dimensional analyses. It is a very efficient separation technique for proteins. The protein sample is first run on an IPG strip, which after reaching completion is placed in either a horizontal or vertical SDS gel. This technique results in gels that contain spots. Each spot on the gel corresponds to a different protein. Then the gels are stained similarly as to 1D analysis. 2D Electrophoresis is widely used, and certain methods of it can be coupled with mass spectrometry in order to identify proteins.

Capillary
Capillary Electrophoresis is very similar to 1D or 2D Electrophoresis, except it is performed within the small space of a capillary tube. This is advantageous in many ways. The heating that takes place due to high voltage loads on slab gels can have a negative effect on the separation of the proteins and the use of capillaries lessens said heat build-up. Also, because the gel will not need to be handled, it can allow one to use liquid polymers for separation, and can be replaced between runs. Automation is also much more possible with this technique, lessening the time, and making reproducible results.


text:
User:Whiteknight/bottest

0hellohellohellohello this is the third transform this is the third transform this is the first transform this is the second transform this is the third transform this is the first transform this is the second transform this is the third transformnextnextnextnext

next

next

next

title: User:Whiteknight/bottest


text:
User:Klartext

de:Benutzer:Klartext

title: User:Klartext


text:
User:Hitman~enwikibooks

Hello. I am gay

title: User:Hitman~enwikibooks


text: Template:User pirate

title: Template:User pirate


text: User:IronSwallow~enwikibooks

title: User:IronSwallow~enwikibooks


text: User:IronSwallow~enwikibooks/Userboxes/not-harmful


text: User:IronSwallow~enwikibooks/Userboxes/disbelieves-profanity


text:
OpenGL Programming/3D/History

Early history
IrisGL, a proprietary graphics API, is the precursor of OpenGL. Developed by Silicon Graphics Inc. (SGI), the computer graphics market leader back then, IrisGL was used as the starting point of an open standard for computer graphics that would save time porting applications by avoiding direct hardware access. After SGI cleaned up IrisGL and opened up the standard to other companies, OpenGL was born.

In 1992 the OpenGL Architectural Review Board (OpenGL ARB) was established. The OpenGL ARB is a group of companies that maintain and update the OpenGL standard.

Extensions and their Relevance
Android Extension Pack is a Google-standardized subset of OpenGL extensions above and beyond the core set described in the OpenGL 3.1 specification. It provides an incentive for device manufactures and driver vendors to provide these extensions and subsequently for developers to make use of them.

OpenGL and Direct3D
There has been a great dispute as to which implementation is better than the other, with no conclusive answer. Both APIs are used to do the same effect, and disputing which one is faster or produces better results is an unnecessary debate. Also note that Direct3D is part of DirectX, and comparing OpenGL to DirectX has no real meaning.

Differences between OpenGL and Direct3D
OpenGL is an open standard, meaning its details are available to anyone who wishes to implement it. As referred in the introduction to OpenGL, several parties are involved in shaping the evolution of OpenGL. Direct3D is proprietary software, meaning its owner (Microsoft) is the only one with access to its details, also the only entity able to change the course of its evolution.

OpenGL is multi-platform. Nearly every computer device has an implementation of this API. A graphics engine written with OpenGL could (theoretically) run on any of this hardware (PC, MAC, game consoles, cell phones...). DirectX is Microsoft only. Engines coded in DirectX can only run on Microsoft's operating systems.

Direct3D is faster/slower than OpenGL
On the same conditions, both implementations will run at the same speed, since they are both implemented by the same graphics driver. Any performance differences are based on faulty graphics driver and not the API itself. Often, comparisons of games (such as Enemy Territory or the Unreal series) running in Windows with Direct3D and on Linux with OpenGL state that one is running faster than the other, but this is not a valid comparison, since the environment in which the test is run differs.

OpenGL has been surpassed by Direct3D and has no future
This is the same as saying that there shall be no more operating systems other than Microsoft's. As long as there are several operating systems (not only for computers), OpenGL will exist.

OpenGL is more/less powerful than Direct3D
Again, both implementations depend on the graphics driver. Both implementations will always have the same functionality with the same hardware.

OpenGL has gone through much change during the years and there is a lot of outdated misleading advice around
This one is true.

 * OpenGL Performance Programming, Eskil Steenberg.
 * A collection of simple single file OpenGL examples, Jakob Progsch
 * Approaching zero driver overhead, joint presentation by engineers from Nvidia, AMD and Intel, Game Developer Conference 2014

some of the above resources are already in parts outdated nowadays.

There are usually several ways for accomplishing a given task in OpenGL and they differ in speed
Again, this is true. The prefered (faster) ways are nicknamed "fast paths".

Modernization of OpenGL is corporate ploy to overwhelm independent game developers
"How do you expect any independent developer to have time and resources to deal with this kind of complications? OpenGL became successful because it was simple, but after years of corporate poking, it turned into DirectX. Embrace, Extend and Extinguish at its finest."

- lennyhome

This is a wrong interpretation. The more useful interpretation is that OpenGL turned from a high-level 3D graphics API into a multiplatform compatibility layer for programming GPUs. In some sense the modern OpenGL is a just a 2D API. If you are a game developer in need for a full fledged 3D API, using OpenGL directly may not be for you. Instead, focus on your core competency of making the game itself and use an existing game engine (or higher-level graphics API like three.js) for graphics and all other aspects that do not constitute the core part of your software.

Present and Future
In 2003 the first OpenGL ES specification was released. OpenGL ES is a subset of OpenGL designed for mobile phones, embedded devices and video game systems.

In 2004 the OpenGL 2.0 specification was released, including the GLSL (OpenGL Shading Language) specification.

In August 2008, the OpenGL 3.0 specification was released.

title: OpenGL Programming/3D/History


text:
OpenOffice.org/Applications

Writer
"WRITER has everything you would expect from a modern, fully equipped word processor." --Writer Website

Writer is the OpenOffice.org Word Proccessor. If you can use MS Word then you can use Writer. The basic interface is very similar. However, there are parts of writer that are unique to writer.

More information can be found in our Writer Tutorial

Calc
"CALC is the spreadsheet program you've always wanted. Newcomers find it intuitive and easy to learn; professional data miners and number crunchers will appreciate the comprehensive range of advanced functions." --Calc Website Calc is the OpenOffice.org Spreadsheet Program.

More information can be found in our Calc Tutorial

Impress
"IMPRESS is a truly outstanding tool for creating effective multimedia presentations. Your presentations will stand out with 2D and 3D clip art, special effects, animation, and high-impact drawing tools." --Impress Website

Impress is a presentation tool, similar to PowerPoint.

Draw
"DRAW - from a quick sketch to a complex plan, DRAW gives you the tools to communicate with graphics and diagrams." --Draw Website

Draw is a vector-based graphic program, similar to Corel Draw or Inkscape. It can be used to insert graphics into the other OOo programs.

Base
"New to Version 2, BASE enables you to manipulate database data seamlessly within OpenOffice.org. Create and modify tables, forms, queries, and reports, either using your own database or BASE’s own built-in HSQL database engine. BASE offers a choice of using Wizards, Design Views, or SQL Views for beginners, intermediate, and advanced users." -- Base website

The OpenOffice documentation for BASE does not have very much useful information for beginner users. However, a very useful walkthrough for BASE is available at the OpenOffice.org Forums here.

Math
Math is a program for creating mathmetical equations, which can be inserted into the other OOo programs. It is similar to Equation Editor in Microsoft Word.
 * Instruction on using Math?

Others

 * Instruction on using other applications in the suite?

title: OpenOffice.org/Applications


text:
User:Pemarino

=Paige Marino=

Group 4: Ineffective Leadership
How do you deal with an ineffective team leader? What should a group do when they feel the group leadership is wrong, or when they feel the leader is making a bad decision? What should you do as a team member when you see your team leader is not working in the interest of the team, or is valuing their own success over the team success? What if the team leader is not giving a clear vision to the team? Should the group ask for the leader to step down if they don’t support or have confidence in this person? Or should the group go to somebody higher up and have that person deal with the group leader? If the group does choose to confront the leader, what is the best way to do so?

title: User:Pemarino


text:
Umbraco/Samples and Articles/Dot Net Controls/Using Querystring Parameters In UserControls

If you use usercontrols, wrapped in macros, in templates, this trick could save you a lot of time.

This is achieved by using squarebrackets and a "@".

Syntax: <?UMBRACO_MACRO macroAlias="myAlias" myProperty="[@parameter]" />

Sample: <?UMBRACO_MACRO macroAlias="myAlias" myProperty="[@id]" />


text:
WebObjects/Foundation

Provides a set of robust and mature core classes, including utility, collection, key-value coding, time and date, notification, and debug logging classes.

title: WebObjects/Foundation


text:
ACT Study Guide/Guessing

=Guessing= The ACT does not subtract points from your final score for incorrect answers, unlike the SAT. Therefore, on the ACT it is to your advantage to guess whenever you do not know what the answer is, even if you cannot eliminate any answers.

title: ACT Study Guide/Guessing


text:
WebObjects/Web Services/Controlling Enterprise Object Serialisation

To control what attributes and relationships are serialised for an EO, subclass the WOEnterpriseObjectSerializationStrategy class and create one of your own. You should subclass the method keyPathsForSerialization(...) method and return a list of key paths (aattributes or relationships) that you would like to see serialised with the EO. Finally, to register this with a given web service (that is not D2WS), use something like WOEnterpriseObjectSerializationStrategy.setStrategyForService(new MyEnterpriseObjectSerialisationStrategy,"MyWebService",null); where "MyWebService" is the name that you used to initially register the service with WOWebServiceRegistrar.


text:
User talk:Sigmasonic X~enwikibooks

Hello and welcome to Wikibooks!

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

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

Good luck! -- LV (Dark Mark) 03:07, 23 May 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:29, 19 April 2015 (UTC)

title: User talk:Sigmasonic X~enwikibooks


text:
User:MarkS

You can find me here: w:user:MarkS

title: User:MarkS


text:
WebObjects/Project WONDER/Frameworks/Ajax

Overview
When the subject of Ruby on Rails vs WebObjects comes up, invariably the first topic discussed is Ajax support, or rather the lack-thereof in WebObjects core. The Ajax framework in Project Wonder provides many of the features that Rails users have come to expect, but written in a style that fits well with "The WebObjects Way" of doing things. An attempt is made to avoid writing javascript whenever feasible, as well as providing as much support for component actions as possible.

The majority of Ajax framework is written without dependencies on ERExtensions (the core framework in Project Wonder). This means that for most Ajax capabilities, you can use the framework without making your Application extend any Project Wonder classes. A handful of advanced capabilities, however, could only be written with supporting classes that are only available in the ERExtensions framework or with your application extending Project Wonder classes (like ERXSession). These cases are documented below.

Adding Ajax Support
For any features that don't require ERExtensions, you can add the Ajax framework to your application by simply downloading the latest Project Wonder from the nightly build server and just installing the Ajax.framework and ERJars.framework in your /Library/Frameworks folder.

If you are intending to use any of the advanced features that require ERExtensions, then you should follow the Project Wonder Quickstart guide. The quickstart guide is only a few quick steps and you will be able to take full advantage of Wonder.

Available Components
This list of components should not be considered authoritative. Project Wonder changes often, particularly in Ajax.framework, with new features and components being added all the time. Right now, the only place to see the complete list is in the framework itself.

 * AjaxAccordian
 * AjaxAccordianTab
 * AjaxAutoComplete
 * AjaxDraggable
 * AjaxDroppable
 * AjaxHighlight
 * AjaxInPlaceEditor
 * AjaxRoundEffect
 * AjaxSlider
 * AjaxSortableList
 * AjaxUpdateContainer
 * AjaxUpdateLink


text:
Chinese (Mandarin)/Traditional/Lesson 3

= Lesson 3: An introduction to particles - 第三課：助詞 =

The Chinese language employs heavy usage of particles to modify the meaning of characters and sentences. Since Chinese has neither inflections nor tense, the mastery of particles is an absolute must if one is to fully comprehend both written and spoken Chinese. Below, you will find some of the most common particles in everyday Chinese.

The De [的] particle as possessive
1. 她的名字是金妮.
 * Tā de míngzi shì Jīnní.
 * Her name is Ginny.

The Le/Liăo [了] particle
Perfect Particle, Completive Particle The 了 particle is used mainly to indicate a completed action (in English, this is the perfect aspect).

Example: 他 走 了. Tā zŏu le. He has gone. The "le" here is used to modify 走 (zŏu, to go) into an action which has already been completed.

了 can also be used as an imperative, that is, a command which is issued by the subject Example: 別 再 打擾 我 了! Bié zài dărăo wŏ le! Do not bother me again! In this instance, le is used in conjunction with bié ("do not") to form an imperative. Note: most imperatives are not formed using this construction.

Finally, 了, as in Liăo (a homographic variant) can be used to indicate the subject's capability in doing such and such.

Example: 我 實在 吃 不 了 了. Wŏ shízài chī bù liăo le. I cannot possibly eat any more. At first glance, this sentence may seem a bit daunting as it includes two instances of the le particle, paired side-by-side. However, the first le is understood to be liăo given its placement (bù + le is a nonsensical pairing). Therefore, liăo serves to indicate the capability of eating any further and le emphasizes this assertion.

The Zhe/Zháo [著] particle
The Zhe/Zháo particle is another particle that you'll frequently encounter in the course of your Chinese studies. Zhe, when added beside a character and thus forming a preposition, is used primarily to indicate an action which is continuous.

Example: 他 睡著覺 時 有人 敲門. Tā shuìzhe jiào shí yŏurén qiāomén. While he was sleeping, someone knocked on the door.

In addition, Zháo is used to indicate accomplishment.

Example: 我 終於 把 東西 買 著 了! Wŏ zhōngyú bă dōngxī măi zháo le. I've finally been able to buy this item! The bă (noun) (verb) zháo (le) construction is a particularly useful one and should be studied.

title: Chinese (Mandarin)/Traditional/Lesson 3


text:
Chinese (Mandarin)/Traditional/Lesson 4

=Lesson 4: Word order and Verbs=

Comparisons Using bǐ [比]
1. 她比我忙.
 * Tā bǐ wǒ máng.
 * She is busier than I am.

2. 東尼也比我忙很多.
 * Dōngní yě bǐ wǒ máng hěn duō.
 * Tony is also a lot busier than I am.

title: Chinese (Mandarin)/Traditional/Lesson 4


text:
Chinese (Mandarin)/Traditional/Lesson 5

=Lesson 5: Measure words=

Measure Words/量詞（liang4ci2)
1. 這本書裡沒有一個漢字.
 * Zhè bĕn shū lǐ méi yǒu yí gè Hànzì.
 * This book doesn’t contain one Chinese character.

2. 那間宿舍裡有六十個學生.
 * Nà jiān sùshè lǐ yǒu liùshí ge xuésheng.
 * That dorm has sixty students.

Some Common Measure Words
A more complete reference list of Chinese measure words can be found in the Wikipedia.

title: Chinese (Mandarin)/Traditional/Lesson 5


text:
Chinese (Mandarin)/Traditional/Lesson 6

= Lesson 6: Where are you going? 你去哪裡?=

NOTE: It's also appropriate with close friends (ones who you would use "你" (nǐ) instead of "您" (nín) with) to greet with "哎" (ai4), the closest equivalent in English being "Hey". This can precede or even take place of the traditional "你好" greeting, and partially serves as an attention-getter. However, if the pronunciation of "哎" (aì) is stretched/lengthened, it may sound as if you are complaining about something, which uses the same word.

Vocabulary

 * 嗨 / hài = hi
 * 去 / qù = go
 * 哪裡 / nǎ lǐ or 哪兒 / nǎr = where
 * 圖書館 / túshūguǎn = library
 * 再見 / zàijiàn = bye, goodbye (literally: see you again)

title: Chinese (Mandarin)/Traditional/Lesson 6


text:
Chinese (Mandarin)/Traditional/Lesson 7

= Lesson 7: 這是甚麼? What's this? =

Text 1
You can check out the translation here

Vocabulary
Note on Chinese Names: Chinese Names are always presented in the FAMILY-NAME/FIRST-NAME format. The Family name is passed down paternally from the father (In most cases, except in exceptionally cases such as divorce/unknown parentage..etc.). Most family names have only one character. However, there are some dual-character (or more uncommonly mulitple charactered) family names such as 歐陽（ou1yang2）;　司徒（si1tu2）; 司馬（si1ma3）; 諸葛（zhu1ge2）..etc. These family names evolved from originally non-Han family names which have been eventually assimilated into the general Han culture.

Hence a man called 王明 (Wáng Míng) is addressed as Mr. WANG, not Mr. MING. A lady called 李紅 (Lǐ Hóng) is addressed as Miss/Madam LI.

However, if the person has a western personal name, it is presented in the PERSONAL-NAME/FAMILY-NAME format, following the Western convention. Hence if 李紅 (Lǐ Hóng) has a western-style personal name of Mary, she is usually introduced as "Mary LI" and not "Li Mary".

Grammar
In this lesson, we learn how to say "something is something" in Chinese. The first thing you need to know is that the sentence structure of Chinese is very similar to that of English in that they both follow the pattern of Subject-Verb-Object (SVO). But unlike many western languages, verbs in Chinese aren't conjugated and noun and adjective endings don't change. They are never affected by things such as time or person

這(/那)是甚麼？
This sentence means "What's this/that?":
 * 1) 這是甚麼？(What's this?)
 * 2) 那是甚麼？(What's that?)

The sentences, if broken down literally, shows that the ordering of words differs in English and Chinese:

The order of the sentences may seem a little bit tricky, but don't worry about that, we will discuss this later.

A　是　B
This sentence means "A is B."

"是" (shì), the equational verb to be, can be used as the English is or equals. When used in a simple Subject-Verb-Object sentence, the subject defines the object. Since Chinese verbs never change, no other forms for shì exist such as was or am in English. Also, articles like a and the are absent in Chinese. They are not translated.

For example:
 * 1) 這是書 (zhe4 shi4 shu1): this is (a) book.
 * 2) 那是雜志 (na4 shi4 za2zhi4): that is (a) magazine.

A　不是　B
This sentence means "A is not B." in which shì is negated when preceded by "不" (bu). "不" literally means "no", "not".

For example:
 * 這不是書 (zhe4 bu2 shi4 shu1): this is not (a) book.

Now, we come back to the "what's this/that?" questions. We already see that the order is a bit tricky comparing to the English question order. But comparing to the latter pattern "A　是　B", we find the similarity: their orders are identically the same. In fact, like particles, question words make statements into questions without changing the order of the sentence. To make one, simply substitute the QW in for place the subject would be in the answer.

Comparison:
 * 1) 這是書. (This is (a) book.)
 * 2) 這是甚麼？(This is what?)

 * 1) 那是雜誌. (That is (a) magazine.)
 * 2) 那是甚麼？(That is what?)

嗎
"嗎" is a final interrogative particle used to form a question sentence. Adding this character at the end of a statement transforms the sentence into a question.

Example 1:
 * 這是書 (zhe4 shi4 shu1). (This is (a) book.)
 * 這是書嗎 (zhe4 shi4 shu1 ma)？(Is this (a) book?)
 * 這是書嗎 (zhe4 shi4 shu1 ma)？(Is this (a) book?)

Example 2:
 * 這不是雜誌 (zhe4 bu2 shi4 za2zhi4). (This is not (a) magazine.)
 * 這不是雜誌嗎(zhe4 bu2 shi4 za2zhi4 ma)？(Isn't this (a) magazine?)
 * 這不是雜誌嗎(zhe4 bu2 shi4 za2zhi4 ma)？(Isn't this (a) magazine?)

是/不
"是" (shi4) can be used to answer a simple yes/no question. In this case, "是" means yes, whilst "不" (bu2) or "不是" (bu2 shi4) means no (literally, not is).

How to answer yes/no questions correctly in Chinese? Usually, it's the same as in English, but pay attention if the questions are negative, like "Isn't this a book?". In Chinese, you answer to the questions, not the fact. If the question itself is a negative answer, use "不是" or simply "不", vice versa. For example:
 * A: 這不是書嗎？zhe4 bu2 shi4 shu1 ma? (Isn't this (a) book? = This is not a book, right?)
 * B: 是，這不是書. shi4, zhe4 bu2 shi4 shu1. (No, this is not (a) book. = You are right; this is not a book.)
 * B: 不，這是書. bu4, zhe4 shi4 shu1. (Yes, this is (a) book. = You're wrong; this is a book.)

A asks if that's a book in a negative way. If the object is not a book, you should nevertheless approve A's saying first. So we use "是" to acknowledge that A is correct, and then say "this is not (a) book" to emphasis A is right; In the case of that is a book, you should deny A's saying first, using "不" (no) to point out A is wrong, then make a new statement by noting that "這是書" (this is (a) book). One more example:
 * 他今天晚上不來參加宴會了，對嗎？(He's not going to the party tonight, is he?)
 * 不，他肯定要來. (Yes, he's defintely coming.)
 * 是 啊，他很忙呢！(No, he's so busy!)

的
Character "的"(de) indicates that the previous word has possession of the next one. In English it functions like 's or like the word of but with the position of possessor and possessee switched. For example:
 * 1) 史密斯的書 <-> Smith's book
 * 2) 王明的鋼筆 <-> Wang Ming's pen
 * 3) 約翰** (Yuēhàn: John)的朋友** (péngyǒu: friend) <-> John's friend or a friend of John's

Exercise

 * 1) Replace the underline words, and practise.
 * 2) 史密斯是 美國人.
 * 3) *英國人
 * 4) *法國人
 * 5) 這不是 雜誌.
 * 6) *書
 * 7) *筆記本*
 * 8) *鉛筆
 * 9) Replace the underline words, and then answer the questions with both positive answers and negative answers.
 * 10) *Example:
 * 11) *史密斯是 法國人 嗎？
 * 12) **是，史密斯是 法國人.
 * 13) **不，史密斯不是 法國人.
 * 14) 那是 雜誌 嗎？
 * 15) *鋼筆
 * 16) *鉛筆
 * 17) *報紙*
 * 18) 王明是 學生 嗎？
 * 19) *律師
 * 20) *老師*
 * 21) *作家*
 * 22) Translate the following English into Chinese.
 * 23) Wang Ming is not a teacher. Wang Ming is a student. Wang Ming is a Chinese. Wang Ming is not an American.
 * 24) Smith is a lawyer. Smith is not a writer. Smith is an American. Smith is not a French.
 * 25) This is Smith's book. That is Wang Ming's pen.

Translation for the text
it:Cinese: Lezione 7

title: Chinese (Mandarin)/Traditional/Lesson 7


text:
User:Scythe~enwikibooks

Hello. I am a new user of many interests, including 3D modeling with Blender, photography, astronomy, and...many other things. I hope I can catch on to all of this quickly...

title: User:Scythe~enwikibooks


text:
PHP Programming/phpDocumentor

phpDocumentor is a tool for automatically generating easily readable documentation for a piece of software using inline comments.

Why use phpDocumentor?
The ideal documentation has two properties. First, it should be easy to maintain and keep up to date. Secondly, it should be easy for the reader to read and navigate the document. These are often contradictory goals. By using tools just as javadoc and phpDocumentor, you can achieve both. When writing the documentation, you simply insert special comments in your code. phpDocumentor will then parse your code an generate easy-to-use documentation in HTML, DocBook, or PDF.

Basic Usage
The comments which are picked up by phpDocumentor are C-style comments with two asterisks in the opening tag.

/** *  */

These are known as DocBlock comments. By placing this before an element in your code, phpDocumentor will generate documentation for that element. For example, if I want to document the "RhesusMacaque" class, I would place a DocBlock immediatley before it. /** * This documents the Rhesus Macaque */ class RhesusMacaque { ...

See elements documented by phpDocumentor.

Format of a phpDocumentor comment
There are three sections to a phpDocumentor DocBlock. The first is a short summary of the code element, which should be no more than a sentence. Next is a few sentences describing the element in more detail, which are optional. Finally, there is a sequence of tags.

/** * The Rhesus Macaques rule the world through a secret conspiracy * * The Rhesus Macaques have been quietly watching human civilization * for centuries. They have quietly influenced events through a * variety of mechanisms. See class members for more details. * */  class RhesusMacaque { ...

Tags
Tags can be inserted into DocBlocks to describe certain parts of a code element in more detail. They provide data such as the return type of a function, or the author of a piece of code. They are marked by an '@' symbol, and take the form

* @tagname properties

Each element type has a different set of tags which describe it. See elements documented by phpDocumentor.

Generating Documentation
A command such as phpdoc --target /var/www/phpdoc --output "HTML:Smarty:php" --directory /var/www/app --filename **/*.php will generate documentation from the PHP files found in /var/www/app.

For a complete list of output formats, see the PhpDocumentor website.

Note that the value of the output parameter is case-sensitive.

Errors

 * Converter HTMLsmartyConverter specified by --output command-line option is not a class
 * The 's' in 'smarty' should be uppercase.

 * template directory "/var/www/pear/PhpDocumentor/phpDocumentor/Converters/HTML/Smarty/templates/php/" does not exist
 * The 'php' should be uppercase.

title: PHP Programming/phpDocumentor


text:
Umbraco/Reference/Members

Authentication using Umbraco Members
The best guide to the Umbraco members functionality is currently the screencast at http://hartvig.com/screencasts/members.htm

The accompanying Umbraco package for this screencast is available at rtk-cv.dk

An article on the basics is available here

Improving this article
 Re-record screencast (audio is poor) And it's old! Provide more information / a reference to more information on how to access the functionality of the Umbraco Members from code-behind

title: Umbraco/Reference/Members


text:
IB Chemistry/Oxidation and Reduction

Oxidation refers to the loss of electrons, while reduction refers to the gain of electrons. A full reaction will have a net change of 0 electrons, meaning that the amount of electrons lost in one portion of the equation will equal the amount of electrons gained in another. In other words, there will be a reduced portion and an oxidized portion. Collectively, this is referred to as a redox reaction.

Oxidation and Reduction Half Equations
Each full reaction can be broken apart to its component half reactions, the oxidation and reduction parts. In a half reaction, electrons are involved as part of the reaction. We will consider the reaction of magnesium and oxygen to form magnesium oxide. Since this is an ionic compound, it will have a negative ion (O2-) and a positive ion (Mg2+). The first step will be the formation of these ions.

 * Mg → Mg2+ + 2e-
 * O2 + 4e- → 2O2-

As stated earlier, the loss and gain of electrons must be balanced. In this situation, we will double the entire oxidation reaction (that involving magnesium):

 * 2Mg → 2Mg2+ +4e-

If we were to combine these half reactions, we would obtain the full equation:

 * 2Mg + O2 → 2MgO

There are several mnemonics for oxidation and reduction, such as OILRIG (Oxidation Is Loss, Reduction Is Gain), and LEO GER (Lose Electrons: Oxidation, Gain Electrons: Reduction).

Oxidation Numbers
It is easy to see which element is getting oxidized and which is getting reduced by using Oxidation Numbers, which are assigned by some rules which you must learn.

 * The oxidation number of an atom, or a single-atom ion, is the same as the charge:

 * Consider every compound to be made of ions. Consider covalent bonds to break with the two electrons assigned to the higher electronegativity atom. If two identical atoms are covalently bonded, consider the bond's electrons to be assigned one to each atom.

Consequently:

 * The sum of all the oxidation numbers in an ion is the charge of the ion.
 * The sum of all the oxidation numbers in a compound is 0.
 * Elements not combined with anything have an oxidation number of 0.
 * In compounds, the following rules are observed:
 * Group 1 always form +1 ions, and Group 2 always form +2 ions.
 * Fluorine is always -1
 * Oxygen is always -2, except when in a peroxide (oxidation number is -1), or oxygen fluoride (oxidation number is +1)
 * Hydrogen is always +1, except when in a hydride, for example sodium hydride (NaH), (oxidation number is -1)

We can quickly assign oxidation states using the observation above:
 * NaHSO4

 * Na will be +1 (Group 1 elements only ever form +1 ions).
 * H will be +1 (It is not a hydride).
 * O will be -2.
 * The sum of the oxidation numbers is always 0,(1+1+(4*-8)=-6, so S must be +6.

Reduction occurs when the oxidation number decreases, and oxidation is when it increases. The change will be the number of electrons involved in the half equation. Keep this in mind that when something is being neutralized or precipitated it is not a redox reaction.

An oxidizing agent is that which oxidizes something (it takes its electrons, thereby getting reduced). Oppositely, a reducing agent is one that reduces something (it loses its electrons, thereby getting oxidized).

It is possible for an atom to have an oxidation number of 0, for example in Ni(CO)4, due to the ligand nature of the bonds.

Reactivity
The reactivity of a metal is related to how readily it loses its outer electrons. This means that metals higher in the series will displace metals in an ionic reaction lower down. Metals high in the reactivity series are also better reducing agents, due to the fact that they lose their outer electrons more easily. As learned with periodicity, the electronegativity increases down the series. The reactivity series is below, which the better reducing agents are

Reactivity Series

 * K, Na, Li, Sr, Ca, Mg Al, C, Zn, Cr, Fe, Cd, Co, Ni, Sn, Pb, H, Cu, Ag, Hg, Au, Pt

Voltaic Cells
A half cell is a metal in contact with a solution containing its own ions (for example, Zn in a solution of Zn2+). A voltaic cell is when there are two half cells connected together with a wire and a salt bridge. Electrons are liberated during an oxidation in one half cell, and then used in the reduction in the other half cell. This flow of electrons is the current from the voltaic cell, and its direction is from the more reactive metal to the less reactive metal (from Zn to Cuas). The salt bridge is used to allow for the ion transfer to eliminate the build up of charge in a half cell. In many simple cases, this can be something such as a porous cup.

Electrolysis
Electricity can be used to force a non-spontaneous redox reaction to occur. This is done in the electrolytic cell. Electricity is passed through the electrolyte. If the electrodes are inert, such as graphite, and the electrolyte is a molten compound then the products will be the oxidized and reduced forms of each. The anode (positive electrode) is where oxidation occurs as negative ions are attracted and lose electrons. The electron flow is therefore from the positive to the negative electrode (which to me doesn't seem logical—negative electrodes should be attracted?)

If the electrolyte is aqueous then there is a different, more complicated scenario as there is oxygen and hydrogen that may also be formed at the electrodes. The lower in the reactivity series a metal is, the greater its ability to gain electrons (high electronegativity). Thus, if hydrogen is lower than it will be reduced at the cathode in preference to another positive ion. This means that copper and silver will be the only metal ions that will be reduced in preference to hydrogen at the cathode. However, if one ion is more concentrated than another it will be discharged. For example, in dilute solutions of sodium chloride, oxygen gas is given off in preference as there is simply more of it.

If the electrode is made of one of the metal of one of the ions in the electrolyte, ie there are copper electrodes and the electrolyte is CuSO4, then the positive electrode is oxidized, and the negative electrode is reduced. This means that the concentration of the metal ion is constant as it is being removed and deposited at the same rate.

Electrorefining
Anode made from impure metal, cathode = sheets of pure metal,

the electrolyte is a compound of the metal.

E.g. copper: Oxidation at anode produces copper (II) ions and 2e-

at cathode the impure copper(II) joins with 2e- produced at anode to create copper metal. the impurities drop to the bottom of the cell where they can be removed.

Factors affecting discharge of ions

 * Duration - More time means more electrons can be passed from one electrode to the other.
 * Current - More current, more electrons available, more products
 * Charge of the ion - Ions with 2+ charge require 2 mol of electrons/ mol of products, therefore smaller charge = more products / electron flow.

To find how much is produced = Current*time/96500 = moles of electrons. Then you can work out how many moles of electrons you need per mol of product, and therefore find how much product will be produced, and the weight.

Standard electrode potentials
The standard electrode potential E0 (a table is found in the IB data booklet), is worked out by using the hydrogen electrode. Which is defined as the emf generated when it is connected to the standard hydrogen electrode by an external circuit and a salt bridge, measured under standard conditions. (All solution must have a concentration of 1.0 mol/dm3. All gases must be at pressure 100kPa. All substance must be pure. Temperature at 298K.)

Hydrogen Electrode
The hydrogen electrode is made up of the H half-cell, which is H2 gas at 1 atm pressure, 298K, 1.0 mol/dm3 hydrogen ion content with a Pt electrode. This is assigned 0V.

If the metal in the other half cell is above hydrogen in the reactivity series, then these lose electrons to hydrogen and the electrode potential is negative. If the half-cell has a metal below hydrogen, then electrons will flow from H to the metal and produce a positive value.

---

E0cell is the difference between electrode potentials in a cell. If the cell is written with reduction on the right in the standard cell notation (Metal/Ions||Ions/Metal), then the E0 will be the left hand side subtracted from the right hand side. In reality, the easiest way to remember it is that it is always More Positive - More Negative. You should normally get a positive value since a positive E0 means a negative Gibbs free energy, which means the reaction is spontaneous.

ELECTRONS ALWAYS FLOW FROM THE MORE NEGATIVE HALF-CELL TO THE MORE POSITIVE HALF-CELL. Thus you can always tell which is undergoing oxidation and which has reduction.

= HL Material =

Topic 19 is the additional HL material for Topic 10.

title: IB Chemistry/Oxidation and Reduction


text:
Talk:IB Chemistry

I've rationalised the chapters:

Each heading is the same as the IB heading (no 'redox chemistry')

The HL and SL topics are now parts of the same chapter - no separate HL chapters.

Option A - I'll try to create relevant section in the HL sections for the Option A material - no point duplicating it!

Ewen

title: Talk:IB Chemistry


text:
Judaism

Chapters

 * /Preface/
 * /Introduction/
 * /What Is Judaism?/
 * /What do Jews Believe?/
 * /Who is a Jew?/
 * /Jewish Population/
 * /Movements of Judaism/
 * /Jewish Ethnic Divisions/
 * /Jewish Attitudes Toward Gentiles/
 * /Rabbis, and Other Jewish Functionaries/
 * /The Patriarchs of Judaism/
 * /The Origins of Judaism/
 * /Moses, Aaron and Miriam/
 * /Israel/
 * /Synagogues, and Other Jewish Places of Worship/
 * /Jewish Symbols/
 * /Jewish Cooking/
 * /The Hebrew Alphabet/
 * /The Yiddish and Ladino Languages/
 * /Common Jewish Expressions/
 * /Jewish Names/
 * /God's Name/
 * /The Torah/
 * /Love and Brotherhood/
 * /The Jewish Calendar/
 * /Shabbat/
 * /The First Month of Life/
 * /Bar or Bat Mitzvah and Confirmation/
 * /Marriage in Judaism/
 * /Divorce in Judaism/
 * /Death and Mourning/
 * /The Afterlife in Judaism/

Jewish Holidays

 * /The Month of Tishrei/
 * /Rosh Hashanah/
 * /Days of Awe/
 * /Yom Kippur/
 * /Sukkot/
 * /Shemini Atzeret and Simchat Torah/
 * /Chanukah/
 * /Tu B'Shevat/
 * /Purim/
 * /Pesach (Passover)/
 * /The Counting of the Omer/
 * /Shavu'ot/
 * /Tisha B'Av/
 * /The Month of Elul and Selichot/
 * /Rosh Chodesh/
 * /New Holidays/
 * /The Nature of G-d/
 * /The Messiah/
 * /Women in Judaism/
 * /Prophets and Prophecy/
 * /Sages and Scholars/
 * /Hebrew Root Words/
 * /Torah Readings/
 * /Prayers and Blessings/
 * /Jewish Liturgy/
 * /Halachah (Jewish Law)/
 * /The Ten Commandments/
 * /Speech and Lashon Ha-Ra/
 * /Kosher Dietary Laws/
 * /Kosher Sex/
 * /Tzedakah (Charity)/
 * /Treatment of Animals/
 * /Kabbalah/
 * /Mussar/
 * /Bibliography/
 * /Glossary/
 * Authors and Contributors

External Resources

 * H-Judaic course syllabi for the academic study of Judaism.

Judaísmo

title: Judaism


text:
Judaism/Preface

This is the WikiTextbook on Judaism.

title: Judaism/Preface