text:
Bicycles/Maintenance and Repair/Chains/Removing a Bicycle Chain

Introduction
The removing or shortening of a bike chain usually requires a chain tool, a tool that can drive a pin out of the chain. Some individuals choose to disassemble and reassemble a derailleur's jockey wheels rather than to cut a chain, for example, when changing a derailleur. Many older bikes, without a derailleur, have a master link that can be opened with a flat-head screwdriver, whereas chains in modern derailleur bicycles more often use a master link like the ones shown in the images below. Sometimes a master link is supplied as a part of a new chain.

With a Master Link
The SRAM master link and links that resemble it can be opened by pushing the outer plates of the master link together and inward at the same time. This can be done with your hands, or if it's too tight it may require a special tool (see image). Ordinary pliers have been known to work for some, but the process can be painful and uncertain without the proper item. In an emergency, and provided that you do not mind destroying the master link in the process, a chain tool can be used to drive out its pins. These links are compatible with Shimano chains, as long as they are for the same number of gears on the cassette. i.e. 7, 8 or 9 cogs.

Manufacturers rarely state clearly that their products are intended for repeated re-use, and seem to avoid the issue in their advertising. Some riders and suppliers are more forthcoming however, and say from experience that SRAM PowerLink products can be re-used, but that their PowerLock (10 speed) products cannot. The SRAM site itself makes no such claim and as always, riders need to use caution in such matters.

Without a Master Link
If you do not use a master link, it is possible to break a chain with a chain tool (see image). Unfortunately, chain tools are no use at re-inserting straight pins, (unlike Shimano tapered pins), so the important thing here is to avoid removing them all the way; they must stay in the outer plates, even when the rollers are free. Place the chain in the tool and carefully line up the tool's pin with a rivet of the chain; tighten the screw until the pin pushes out far enough so that it still remains generously within the outer plate. If the rivet is pushed all the way out, it is very difficult to reinsert it, and it is likely that a master link will be needed to make the connection. Withdraw the chain tool's screw to break the chain, and if necessary it can be advanced a little more until it can be separated.

Shimano Riveted Chains
Shimano chains use special tapered rivets that can be guided into the holes in the outer plates. These use a pin driver (chain tool) to both drive out the pins and to push the pins into place. Any pin excess is then snapped off, at a grooved weak point in the pin.


text:
User talk:Penguinboy~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 01:37, 14 December 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 Penguinboy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Penguinboy~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 23:34, 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) 05:22, 19 April 2015 (UTC)

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

title: User talk:Penguinboy~enwikibooks


text:
Template:Ay camping grade level

Camping Skills has been designed so that it is within the capabilities of Pathfinders who are in the th grade or higher. Camping grade level

title: Template:Ay camping grade level


text:
Adventist Youth Honors Answer Book/Camping/Etiquette

Be considerate of other campers. When purchasing tents, buy ones in muted colors that will blend in with the environment. Blues, greens, and browns are preferred to reds and oranges. People go camping to escape the garishness of the city—leave that behind.

Also be mindful of the noise level made in your camp. Don't be a nuisance. If camping in the wilderness, be sure to make your camp out of sight of the trail. Most National Forests have guidelines for where you can camp in relation to the trail. Find out what those guidelines are and follow them.

Do not enter anyone else's camp site without their permission, especially when traveling to or from your campsite to other places on the campground. It is very rude to cut through another camp. Use the road or trail, even if it will take longer.

Leave the area cleaner than you found it. If you are leading a group of youngsters on a campout, have a contest before you pile back in your cars to go home: see who can collect the most litter (define "most" first though - it can mean by volume, by weight, or by item count). Offer a prize to the one who collects the most (such as getting to choose which seat he or she will sit in on the trip home).


text:
Wikibooks:Wikibooks Gazette

This page is going to be the central page for the new Wikibooks newsletter. To subscribe to this newsletter, add to your user or user talk page.

 * Next Issue Scheduled: January 2008

 * Previous Issues:

Editors
The current editors are User:Laleena and User:Whiteknight. Send them some stories to be included in the next newsletter.

title: Wikibooks:Wikibooks Gazette


text:
User:Llywelyn~enwikibooks

holla

title: User:Llywelyn~enwikibooks


text:
Information and Communication Technologies for Poverty Alleviation/Annex

Annex: Case Studies: Applying the Poverty Alleviation Framework
'''Figure 9. Case Study1: E-Bario, Sarawak, Malaysia'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 10. Applying the Poverty Alleviation Framework to E-Bario'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 11. Case Study2: Village Information Shops, Pondicherry, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 12. Applying the Poverty Alleviation Framework to the Village Information Shops, Pondicherry, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 13. Case Study3: Thandarai Telecentre, Pondicherry, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 14. Applying the Poverty Alleviation Framework to Thandarai Telecentre, Pondicherry, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 15. Case Study4: Multipurpose Community Telecentres, Philippines'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 16. Applying the Poverty Alleviation Framework to Multipurpose Community Telecentres, Philippines'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 17. Case Study5: Internet Centres, Mongolia'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 18. Applying the Poverty Alleviation Framework to Internet Centres, Mongolia'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 19. Case Study6: The Keltron Information Kiosks, Kerala, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 20. Applying the Poverty Alleviation Framework to the Keltron Information Kiosks, Kerala, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 21. Case Study7: Samaikya Agritech Support Centres, Andhra Pradesh, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 22. Applying the Poverty Alleviation Framework to Samaikya Agritech Support Centres, Andhra Pradesh, India'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 23. Case Study8: The Nepal Telecentre Pilot Project'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

'''Figure 24. Applying the Poverty Alleviation Framework to the Nepal Telecentre Pilot Project'''

This image is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5


text: User:Qwerty~enwikibooks

title: User:Qwerty~enwikibooks


text:
Adventist Youth Honors Answer Book/First aid/Poison ivy

Poison ivy, poison oak, and poison sumac all cause a rash when oils from the plant come into contact with the skin. The contact does not have to be direct – it can be transferred from the plant to another item, and then to the skin. Tools, pets, and clothing can all transfer the oil from the plant to the skin. The best defense against this rash is to be able to recognize these plants, stay alert, and avoid contact. If you do come into contact with any of them, the first thing you should do is immediately wash the affected area with soap and water. This will, in many cases, prevent the rash from developing. If contact went undetected and a rash does develop, apply Calamine lotion or a cortizone cream to the affected area. If the rash develops on the face or genitals, seek medical attention.

|


text:
Talk:Programmable Logic/Hardware Design Languages

About History of HDL
This paragraph says that HDLs were invented for programming programmable logic. This is clearly not true. They were invented to simulate ASIC designs. I think minor updates can fix this factual error and get this paragraph back on track. It should after all just set up the field for the later sections that are language specific.

Steveicarus 06:38, 14 December 2006 (UTC)


text:
Talk:Understanding C++/Glossary

Glossary Guidelines

 * Style
 * Each item must be set out like the following using the code ;term: description
 * term: description
 * Links
 * If a Wikipedia article on the term exists, link to it

 * I don't really like the idea of linking to the Wikipedia article, we should have enough of a definition on each term that there is no need for the Wikipedia article. Also I believe only terms that are defined in this book elsewhere should be listed here. Perhaps instead of linking to the Wikipedia article we could try to link to the definition in this book so readers can jump to that part of the book to read more about it. --dark [[Image:Yin yang.svg|12px]] lama 14:25, 14 December 2006 (UTC)

Darklama, I agree with linking to it in the book. I tried to only add definitions which are already in the book but there are a lot, almost too much to go through. Rmccue 08:27, 29 December 2006 (UTC)

c++
INHERITANCE : This is mean deriving one class from other class.

title: Talk:Understanding C++/Glossary


text:
Internet Governance/About the Author

About the Author
Akash Kapur (www.akashkapur.com) is a consultant and writer based in South India and New York. He has written on technology, politics, literature and other topics for The Atlantic Monthly, The Economist, The New York Times, The New Yorker, Slate, Wired and several other publications. He has consulted on technology and development related issues for The Markle Foundation, UNDP, the US Trade and Development Agency (USTDA), and other organizations. Akash has a BA (summa cum laude) in Anthropology from Harvard University, and a DPhil (Law, specialized in technology law) from Oxford University, where he attended as a Rhodes Scholar.

title: Internet Governance/About the Author


text:
Internet Governance/APDIP

APDIP
The Asia-Pacific Development Information Programme (APDIP) is an initiative of the United Nations Development Programme (UNDP) that aims to promote the development and application of new Information and Communication Technologies (ICTs) for poverty alleviation and sustainable human development in the Asia-Pacific region. It does so through three core programme areas, namely, Policy Development and Dialogue; Access; and Content Development and Knowledge Management.

In collaboration with national governments, APDIP seeks to assist national and regional institutions in the Asia-Pacific through activities that involve awareness-raising and advocacy, building capacities, promoting ICT policies and dialogue, promoting equitable access to tools and technologies, knowledge sharing, and networking. Strategic public-private sector partnerships and opportunities for technical cooperation among developing countries are APDIP’s key building blocks in implementing each programme activity.

title: Internet Governance/APDIP


text:
User talk:Evelynwan

éķ==Late but ...== Hello and welcome to Wikibooks!

Here are some tips to help you get started: ndbox|sandbox]].
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the [[Wikibooks:Sahyj
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 10:32, 14 December 2006 (UTC)

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

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

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

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

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

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

The Staff 04:16, 19 December 2006 (UTC) hi every one Ø

title: User talk:Evelynwan


text:
User talk:JonathanP

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 10:41, 14 December 2006 (UTC)

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

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

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

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

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

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

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

title: User talk:JonathanP


text:
User talk:Rushiel~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 11:27, 14 December 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 Rushiel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rushiel~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) 05:26, 19 April 2015 (UTC)

title: User talk:Rushiel~enwikibooks


text:
User talk:69.140.236.252

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. -- Herby talk thyme 12:01, 14 December 2006 (UTC)

title: User talk:69.140.236.252


text:
Wikibooks:Requests for deletion/SimCity

SimCity
Another Strategy guide. I have copied it to http://wikidream.elwiki.com/SimCity  M in un  Spiderman  15:48, 15 October 2006 (UTC)

 * Speedy delete as per policy (transwikied to more appropriate wiki). --Swift 04:24, 16 October 2006 (UTC)
 * Delete. I'll work on deleting all these videogame guides that have already been transwikied sometime tonight, hopefully. --Whiteknight (talk) (projects) 14:52, 16 October 2006 (UTC)
 * Delete. It's a guide and not Wikibook material. Xania 21:48, 16 October 2006 (UTC)
 * Keep. I would like to point out that this is as much a study guide for urban planning which uses a video game as a text, as it is a video game guide. It may need a clean-up to reduce the emphasis on the game (for instance, it should almost certainly be renamed something like Urban Planning and some of the pages dealing solely with the game should be dropped, but - given that some first year urban planning classes do use SimCity as a text, i would argue that it is worth keeping around.

Consider the Preface:

 * A comprehensive strategy guide for those playing SimCity (and its various spinoffs).
 * A useful book for anyone conducting research into the game.
 * An introduction to the basic concepts of real-life Urban planning and Municipal government, as used in the SimCity games (with potential use in :urban planning or civics classes).

 * Given the potential use of SimCity games in Urban Planning or Civics classes, this book will explain how various real-life Planning concepts have been incorporated into the game. For game-players, this will add depth to the explanations of the real-life basis of key elements of the game. For educators and students, this will allow this book to function as a 'study-guide' for courses which use SimCity to introduce basic concepts of Urban Planning and Design, as well as Municipal government (including Municipal fiscal management).

- SimCity/Preface (Emphasis mine)

Points one and two should be dropped here, but - as the boldened text and point three here show - it has been designed (from the beginning) as a study guide for urban planning which uses a video game as an example text. The point is made even clearer in the introduction:

 * Given the potential use of SimCity games in urban planning courses, this book will explain how various real-life planning concepts have been incorporated into the game. For game-players, this will add depth to the explanations of elements of the game. For educators and students, this will allow this book to function as a 'study-guide' for courses which use SimCity to introduce basic concepts of urban planning, design, as well as government, and fiscal management. So, for example, the section on Building Transportation will include a description of the importance of transport planning in real-life urban planning, as well as its incorporation into SimCity.

- SimCity/Introduction (Again, emphasis mine)

So how much of this is a game guide and how much deals with urban planning? Well, consider the chapter on municipal infrastructure (content dealing with municipal infrastructure is in bold):

 * Municipal infrastructure typically includes transportation, sewer, reservoir, potable water supply systems, police stations and local jails, and other infrastructural capital - the built environment - under the jurisdiction of a municipal government or other local government.

 * The terms urban infrastructure and rural development are often used interchangeably but imply either large cities or developing nations' concerns respectively. The terms public infrastructure or critical infrastructure are also used interchangeably but suggest the inclusion of some facilities like hospitals, banks and concerns like national security and terrorism which are not under the mandate of municipal officials alone.

 * Typically, infrastructure in the urban context denotes two general groups of support systems: transportation modalities (roads, rail, etc.) and utilities. These typically compose both public and private systems, and some ambiguously held in common.

 * Infrastructure may also refer to necessary municipal or public services, whether provided by the government or by private companies. If provided by nature, e.g. the flow of a river, they are called nature's services and are distincted (at least in economics) as the product of natural capital. This may be augmented or directed by infrastructural capital, e.g. a dam or canal or irrigation ditch. In general what is called infrastructure tends to be very embedded in the natural landscape and cannot be moved from place to place. Even municipal services rely necessarily on fixed locations, e.g. fire stations in central positions in a city, radio towers on tall buildings, etc.

 * Beyond transport (which is discussed in another chapter), Urban infrastructure includes:
 * Public utilities
 * Electricity
 * Natural gas
 * Coal delivery
 * Water supply
 * Sewers
 * Telephone service
 * Radio and television bandwidth allocation
 * Cable television service
 * Public services
 * Fire service or fire department
 * Flood protection
 * Police protection
 * Waste management
 * National Services
 * Defense
 * Monetary systems or currency, including the minting of coins, and printing and backing of banknotes.
 * Postal system
 * "Soft Infrastructure" is a term that denotes institutions that maintain the health and cultural standards of the population. Principally, this refers to:
 * Public education
 * Public health systems including public hospitals
 * Public libraries
 * Social welfare

 * ===In SimCity===
 * A key aspect of SimCity is building tiles representing different utilities, public services, and soft infrastructure.

- SimCity/Municipal Infrastructure (Again, emphasis mine)

Obviously, most of the chapter deals with Municipal Infrastructure, with but one sentence on the game.

I say this needs a clean up, with the video game de-emphasised, some of the pages deleted, and a new name. But the core of this book is indeed salvagable. - AmishThrasher 08:14, 17 October 2006 (UTC)

 * Update: I've separated what I believe is salvagable from what isn't. Urban Planning probably needs a clean up, but is worth keeping. SimCity can go. For the material left over on SimCity, I say delete. - AmishThrasher 08:53, 17 October 2006 (UTC)

 * This is, i think, an interesting project, and one that I am inclined to watch closely. If we think of SimCity less like a "game", and more like a "city simulator", then suddenly the material fits the wikibooks mould. Consider other games, like "America's Army", a game that was created by the US military as a combat simulator long before it became a popular game among teens. Instead of a strategy guide "How to be awesome at America's Army", you said "Combat tactics and strategies using America's Army as a simulator", everything would be fine with me (of course it would be up to the contributors to ensure that the content matched the scholarly aim of the title). Kudos. --Whiteknight (talk) (projects) 21:41, 18 October 2006 (UTC)

 * Delete. I would be receptive to the idea of a book that discusses SimCity in the context of Urban Planning, but this is a book that discusses (discussed) Urban Planning in the context of SimCity. The Wikibooks mold goes beyond how you think about the book and into how you write it. This book's content is "How to play SimCity", not "Lessons in Urban Planning from SimCity". --Brian Brondel 18:24, 24 October 2006 (UTC)
 * The book was created from material salvaged from the SimCity book, and it is rediculous to think that it would become a perfectly acceptable book overnight. The creation of a new book, even with some seed material, is a long and difficult process, and we must all remember that book creation (especially books on the boarderline of acceptability) takes time. The book does have a particular mission: "Urban Planning using SimCity simulations", and there is an active author who seems to want to work to improve the book. The fact that the book currently doesnt live up to it's own aim is only a matter of poor timing. --Whiteknight (talk) (projects) 21:37, 24 October 2006 (UTC)
 * PS Also, this VfD is for the deletion of the SimCity book, not the Urban Planning book. If you want to discuss the deletion of the later, you need to create a separate nomination. --Whiteknight (talk) (projects) 21:38, 24 October 2006 (UTC)
 * No, I was referring to SimCity. If someone is interested in developing something along the lines of "Lessons in Urban Planning from SimCity," and wants to use the existing material as a starting point, I'm all for that. --Brian Brondel 01:28, 25 October 2006 (UTC)
 * Sorry, I misunderstood you. --Whiteknight (talk) (projects) 01:55, 25 October 2006 (UTC)

 * Keep - Books about educational simulation games are very useful educational modules.  For example, see the conference on Simulation and Gaming at College of Management, Georgia Institute of Technology with the accompanying faculty workshop and teachers' workshop.  Please also see the Games in Education conference sponsored by partnership of MIT and University of Wisconsin.  Also, the book SimCity should not be renamed as Urban Planning.  Urban planning is a large field, like computer science, with graduate degrees and areas of specialization.  All books which would be useful in a PhD or masters degree program in urban planning should not be put under the title "Urban Planning"... just as all books about computer programming should not all be put under one book name of "Computer Programming".  -- KHatcher 16:30, 29 October 2006 (UTC)

 * Comment - Wikibooks policy should make a distinction between (1) entertainment video games with no educational value and (2) educational simulation software programs which could be used in a classroom. Books which would help a college class to use the educational computer software are suitable for Wikibooks.  Educational computer software which has been written to make learning enjoyable and more memorable -- by teaching system relationships in "game" format -- should get extra credit as an advanced education method, rather than disregard and mis-classification as entertainment.  Educational simulation games can be very helpful in the classroom; please see references in my "Keep" statement above.  -- KHatcher 21:32, 29 November 2006 (UTC)

 * Keep-SimCity has vast potential as both a Wikibook for Urban Planning and a game guide. —The preceding unsigned comment was added by RubberDuck (talk • contribs) 23:17, 29 Nov 2006  (UTC)

 * Delete For thosee that have actually looked into the subject, you should know that the urban planning knowledge (which was almost solely about urban planning) has been moved out. If anything, "lessons learned from simcity about urban planning" would do better as a chapter in that book than as an entire book itself. Really, if we want to present knowledge on urban planning, it's not necessary to present it in the context of a video game.
 * It's not "necessary" to present any subject matter in terms of simulation software, but that doesnt stop people from doing it. If we have a book on urban planning, and if that book happens to use SimCity as a simulator for the topics discussed, then that's a benefit. --Whiteknight (talk) (projects) 03:14, 4 December 2006 (UTC)
 * I think the issue of whether the SimCity stuff should be a chapter or a separate book is better left to the writers and urban planning instructors than to the community at large. Either is allowed (according to consenus so far), subject to the caveats discussed here. At the same time, I approved earlier of keeping SimCity because I was under the impression that someone wanted to use it to develop it into an educational resource. That hasn't happened, and as more time passes I'm inclined to change my vote back. --140.252.3.207 01:49, 5 December 2006 (UTC)

Closed. Concensus so far seems to be to delete the SimCity book, but to allow the Urban Planning book to exist using SimCity-based games as simulation software for teaching the subject. I will delete the SimCity book myself soon (unless somebody else does it first). --Whiteknight (talk) (projects) 02:15, 11 December 2006 (UTC)

title: Wikibooks:Requests for deletion/SimCity


text:
Horticulture/Beauveria bassiana

Beauveria bassiana is a fungus that grows naturally in soils throughout the world and causes disease in various insects by acting as a parasite; it thus belongs to the entomopathogenic fungi. It is being used as a biological insecticide to control a number of pests such as termites, whitefly, different beetles and its use in the control of the malaria-transmitting mosquitos is under investigation. The species is named after the Italian entomologist Agostino Bassi who discovered it in 1835 as the cause of the muscardine disease of silkworms. Beauveria bassiana (formerly also known as Tritirachium shiotae) is the anamorph (the asexually reproducing form) of the fungus species Cordyceps bassiana. The teleomorph (the sexually reproducing form) was discovered in 2001.

The disease caused by the fungus is called white muscardine disease. When spores of the fungus come into contact with the body of an insect host, they germinate, enter the body, and grow inside, eventually killing the insect. Afterwards a white mold grows on the cadaver and produces new spores. Most insects living near the soil have evolved natural defenses against the fungus, but many other insects are susceptible.

Mode of Action
As an alternative to chemical insecticide, enter the pathogenic fungi, Beauveria bassiana. It gives us a natural mans to fight pests.

Firstly, beauveria bassiana fungus spores land on the bugs. With high humidity, spores germinate. Secondly from there, they enter the pest’s cuticle. Thirdly, inside the host, the fungus multiplies rapidly. This rapid multiplication of fungus leads to the release of toxic chemicals. Finally, this makes the host body devoid of nutrients. Eventually resulting in the death of the host.

Unlike other bacterias and viruses of insects, Beauveria bassiana infects the host only on contact. There is no need for its consumption. The infection spreads just by physical contact.

Uses
The fungus does not appear to infect humans or other animals and is considered safe as an insecticide but the spores might cause a problem to people with breathing difficulties. The microscopic spores are typically sprayed on affected areas; the plan for malaria control is to coat mosquito nets with them.

Target species
Beauveria bassiana parasitizes a very wide range of arthropod hosts, and so should be considered a nonselective pesticide. It should not be applied to flowers visited by pollinating insects.

Known targets include:

 * ../Aphids/
 * ../Whiteflies/
 * ../Bugs/
 * Lygus bugs
 * Chinch bug

 * ../Mealybugs/
 * ../Psyllids/
 * ../Grasshoppers/
 * ../Thrips/
 * ../Termites/
 * Fire ants
 * Flies
 * Fungal gnats
 * Shoreflies
 * Mosquitoes

 * ../Beetles/
 * Colorado potato beetle
 * Mexican bean beetle
 * Japanese beetle
 * Boll weevil
 * Cereal leaf beetle
 * Bark beetles
 * Black Vine Weevil
 * Strawberry root weevil

 * ../Caterpillars/
 * European corn borer
 * Codling moth
 * Douglas fir tussock moth

 * ../Mites/

Action
Beauveria bassiana rapidly colonizes the host organism, killing within a matter of days, depending on ambient temperatures. Best action is achieved during warm, humid weather.

Application
Primarily applied as an emulsified suspension (ES) or wettable powder (WP), though research is being done into using lures in order to limit exposure to non-target species.

Precautions
The low selectivity of this biocontrol is cause for great concern and caution when applying. It can affect beneficial insects (such as lady beetles), and can also affect the lungs and nasal passages of mammals, including humans, particularly in individuals with compromised immune systems, though the US EPA lists it as safe for human exposure, with "no expected health risks to humans."

Resistance
Soil dwelling arthropods generally have resistance, as the fungus is common in soils throughout the world.

title: Horticulture/Beauveria bassiana


text:
Wikibooks:Requests for deletion/Physical Activity/Improving Your Vertical Jump

Physical Activity/Improving Your Vertical Jump
Another

Never really "closed" only comment was Merge into a book on physical fitness. No vote -- Herby talk thyme 18:44, 1 December 2006 (UTC)

 * Merge into Physical Activity. --Swift 15:45, 7 December 2006 (UTC)
 * or maybe Scrapbook:Excersize and sports? -- SB_Johnny | talk 15:50, 7 December 2006 (UTC)

 * Comment. I agree with Herby, this material doesnt need to be deleted. In general, it is better to keep good material then it is to delete it, even if it isnt sufficiently "booklike" for long periods of time. Wikipedia articles can be changed into book modules given enough elbow-grease. --Whiteknight (Discuss this) 02:24, 11 December 2006 (UTC)


text:
Wikibooks:Requests for deletion/Thick Sand Motorcycling

Thick Sand Motorcycling
One comment only Merge this into another book about motorcycles, or delete it. then closed as kept. No vote -- Herby talk thyme 18:47, 1 December 2006 (UTC)

 * Keep. Move to Thick Sand Motorcycling and categorize in Category:Motorbikes. Once we have more on related topics, it can be merged. For now, this seems like the only thing we have. --Swift 15:53, 7 December 2006 (UTC)

 * Comment. Again, It is better to keep unbooklike material then it is to delete it. It will have a home in the future. Categorize it as appropriate, and tag it with the appropriate templates to indicate it needs to be cleaned up, and it needs to be adopted by a bigger book. --Whiteknight (Discuss this) 02:26, 11 December 2006 (UTC)


text:
Wikibooks:Requests for deletion/Body Piercing/Piercing Aftercare (2)

Body Piercing/Piercing Aftercare
Never "closed" only comment was Merge into a book on hygene or health. No vote -- Herby talk thyme 18:50, 1 December 2006 (UTC)

 * Keep & Merge - But merge into what, I don't know. Any good books which this could be merged with? Xania 20:31, 1 December 2006 (UTC)

 * Keep. A book on hygene or health might not be the place where someone would go looking for this. How about a book related to jewelry or similar. I couldn't find anything so I think we should just wikibookify this move to Piercing aftercare . --Swift 20:20, 7 December 2006 (UTC)

 * Keep. As per above comments--Whiteknight (Discuss this) 02:26, 11 December 2006 (UTC)


text:
Template:Mbiocontbox

Do not edit this template unless you know what you are doing.

/Templates/Boxes

title: Template:Mbiocontbox


text:
Template:Mbiocontbox/Examples

Using Template:Mbiocontbox
This template is automatically included by the page template.

Example
/Templates/Examples

title: Template:Mbiocontbox/Examples


text:
Template:Biocontprof

To start a new profile page for a biocontrol, add to the page, then save. The included template should never be substituted. /Templates/Profiles

Introductory notes here.

Uses
Target animals, etc.

Action
How it works.

Application
How it is applied.

Precautions
Toxicity, safety, environmental hazards.

Resistances
If known.

title: Template:Biocontprof


text:
User:Phil.andy.graves

Founder of Raoners :P

title: User:Phil.andy.graves


text:
User talk:Phil.andy.graves

The Beginning...or you can just say ANTI-REDTEXT! Good idea for every single broken wiki link in existance eh?

 * I'm busy studying Ido as a hobby. I personally don't agree with the IAL movement, but I find constructed languages interesting. Besides, Ido is pretty easy to learn. Delano 06:57, 15 April 2007 (UTC)

title: User talk:Phil.andy.graves


text:
Talk:Ido

Easy Ido merged here?
This pocket thread is for the discussion of the potential merge operation of Easy Ido to here. Phil.andy.graves 13:18, 14 December 2006 (UTC)
 * I disagree. This goes against everything Ido was designed for, and is extremely ironic that a merge even be proposed. I essentially mean that Ido was designed as a level of facilitation an order above Esperanto, if only it were designed for only the romance languages. Easy Ido facilitates learning Ido just as Ido facilitates communication for people.

Is this project still alive?
Is this project still alive? If yes, I can contribute. In my view we need examples not only words.

Orphaned page
I am unable to determine what to do with Ido/fi if someone could translate it and decide if it's useful for this book any longer. -- Adrignola talk contribs 23:08, 2 August 2009 (UTC)

Examples
Needs a lot of example text. Paragraphs and paragraphs of text, with the translations afterwards for practice. Worksheets or 'flashcards,' too. Mostly just the examples, though. At the end of every lesson there should be topical example paragraphs for the reader to translate to build their vocabulary. Just sayin', whale biologist. --66.188.85.56 (talk) 04:47, 11 August 2009 (UTC)

title: Talk:Ido


text:
Wikibooks:Busywork

Busywork is the work that is done here at Wikibooks that doesn't produce book content, and that doesn't directly help the community towards its goals. Some people enjoy keeping active working on things such as aesthetics or organization here at Wikibooks, but Wikibookians should not be forced to perform repetitive or boring tasks in the interest of aesthetics or organization. Some basic guidelines to follow are:
 * 1) Don't make unreasonable demands concerning the content of certain pages, the actions of other contributors, or the methods in which tasks get done.
 * 2) Discussion and talk archives, when needed, should be kept simple. Archiving a discussion should be a quick and easy task. Not all discussions need to be manually archived, remember: the entire edit summary of every page is already recorded, and old discussions can always be found in the history pages.
 * 3) Do not require the use of lots of fancy templates or boilerplate markup on discussions, archives, etc. If such markup is used to beautify a discussion that's okay, but it is not required for anybody to do so.
 * 4) Avoid relying on bots that perform complicated tasks on a regular basis. When such a bot fails, it will be left to human contributors to complete those tasks. Avoid complex tasks in general.

Remember, Wikibookians typically like to write book content, and if you force them to do all sorts of busywork, no books will ever be written.

title: Wikibooks:Busywork


text:
Wikibooks:Bots

Bots are computer programs that interface with Wikibooks, typically performing complex tasks faster than a person could. Bots can consist of functions inside client programs or tools that are only run under direct control of a human operator (semiautomatic), a program that performs tasks automatically without direct oversight of a human operator (fully automated), or anywhere in between.

Bots may be used provided they work as expected, do not interfere with or reduce people's ability to contribute meaningful content to Wikibooks, and do not perform any controversial actions or violate policies. Bots which break these basic principles may be blocked without warning.

Bot Flag
The bot flag allows bots to receive more information with one request, to operate quicker by increasing limits normally placed on user accounts (such as edit limits), and makes it possible for users to hide changes performed by bots from recent changes and watchlists by selecting the necessary options in the bot's preferences. The bot flag can be given to any bot account with a demonstrable need for it at the discretion of local bureaucrats.

A bot which only edits occasionally and does not flood the RC feed does not need the bot flag, and its actions should be openly visible to RC patrollers like all other actions.

Any Wikibookian who feels that a bot requires the flag can request so at Requests for permissions. The Wikibooks community might ask to see the source code of the bot, to see controlled demonstrations of the bot's abilities, that the owner demonstrate a need to perform edits beyond the normal rates and hide such edits, or express concern about giving a bot the bot flag. The granting of a bot flag remains up to the discretion of bureaucrats, unless reasonable concerns are raised by the community.

The bot flag can also be removed by local bureaucrats at their discretion if the bot has abused the extra rights, they are no longer needed or wanted, or if the bot is not actively used.

Admin Bots
Some bots can be used along with administrative tools that will enable it to perform multiple page deletions, page protections, page reverts, User/IP blocks, or page undeletions in an automated way. While there are no strict rules as to how these tools may be used to help perform repetitive tasks, administrators should note that '''an admin-bot malfunction is indistinguishable from abuse. Admins are responsible for problems caused by their bots. Be extremely cautious about running automated tools for admin tasks.'''

Local administrators may occasionally need to perform a lot of actions at once in order to serve the community. Administrators may temporarily provide themselves with the pseudo-bot flag in order to prevent the RC feed from being flooded. Wikibookians who abuse or inappropriately use the pseudo-bot flag may have access to the administrative tools removed.

title: Wikibooks:Bots


text:
User talk:Kalleren

Hello, Welcome to wikibooks! I see that you have removed alot of text from the Microtechnology/Semiconductors page. This is a little bit suspicious, because much of the text you have deleted appeared to be valid and useful content. Please reply to this message, either here or on my user talk page, so that we don't mistakenly mark you as being a vandal. --Whiteknight (talk) (projects) 15:23, 14 December 2006 (UTC)

 * Thank you for the quick reply. I'm glad you are helping to fix that page. If you have any questions, please don't hesitate to ask. --Whiteknight (talk) (projects) 15:48, 14 December 2006 (UTC)

title: User talk:Kalleren


text:
User talk:Robert Horning/New Policies

Request for clarification & question
Hi Robert - was wondering if you could clarify:

''Good-faith efforts of new users should be guided, and perhaps a diligant Wikibookian who wants to help out can "place" a "loose" wikibook on a bookshelf if it is not on one in the first place. Generally this matieral is either going to be new user experiments or a violation of Wikibooks policies for other reasons, including link spamming and blatant vandalism or even offensive material with strong POV issues.''

Are you saying that if a book isn't placed on a bookshelf it is usually for nefarious reasons or because someone did is experimenting? How about for newbies that just don't know how to get the book on the bookshelf or those that don't even understand the concept of the bookshelf?

Also, I'm curious as to books that have long standing stubs but have not been updated. Can there be room for someone starting an idea but having to get extra time to recruit people to help - especially people on the outside of wikibooks?

Hmm, now that I think about it - what is the definition of a "New Wikimedia project concept"?

And lastly, for the textbook vs. nontextbook argument - what if there is curriculum that is scripted for teachers to read and teach younger students (k-5) how to read, how to do arithmetic, or learn about science?

Thanks --Harriska2 16:41, 14 December 2006 (UTC)

title: User talk:Robert Horning/New Policies


text: IWU Ed.D. Organizational Leadership Study Guide/References


text:
IWU Ed.D. Organizational Leadership Study Guide/What is Leadership?

What is Leadership?
Rost Leadership Perspective

Followership

Vision

Autocratic-Paternalistic-Servant (APS) Model

Summary Leadership Theories

Trait Theories

Behavioral Theories

Ohio State Studies

University of Michigan Studies

Contingency Theories

Situational Leadership

Leader-Member Exchange (LMX) Theory

Implicit Theories

Charistmatic Leadership Theory

Transactional Leadership Theory

Transformational Leadership Theory

While agreement among scholars of leadership theory is a scarce and precious commodity, scholars are in agreement that James MacGregor Burns was responsible for conceptualizing leadership along an axis extending from transactional leadership to transformational leadership (Avolio, Bass, & Jung, 1999; Bass, 1990; Daft, 2005; Rost, 1993). Rost (1993), in his quintessential review of the definitions (or absence thereof) of leadership, quotes Burns’ view that transactional leadership occurs “when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality.”

Key Concepts of the Theory

A variety of scholars have elaborated upon this seminal definition in an effort to provide greater clarity and a clearer application of the theory. We are told that this model of leadership explicitly embraces a moral code and value structure as followers are inspired to consider such laudable motives as justice, morality and peace (Landy & Conte, 2004). Pragmatism enters the mix as others tell us that this theory of leadership includes the motivation of the followers to exceed normally expected performance levels and to contribute more than they or the leader expect (Koehler, Wallbrown, & Konnert, 1994). Landy and Conte (2004) contribute a review of more recent writings by Bass and Avolio to further elaborate on transformational theory. Of most significance is their review of the four general strategies that leaders use:

1.	Idealized influence: Leaders display conviction, emphasize trust, take stands on difficult issues, emphasize the importance of commitment and purpose, and are aware of the ethical consequences of their decisions.

2.	Inspirational motivation: Leaders articulate an appealing vision of the future, challenge followers with high standards, talk optimistically with enthusiasm, and provide encouragement and meaning for what needs to be done.

3.	Intellectual stimulation: Leaders question old assumptions, values and beliefs; stimulate new ways of doing things and encourage expression of ideas and reasons.

4.	Individualized consideration: Leaders deal with others as individuals; consider individual needs, abilities, and aspirations; listen attentively; and advise, coach and teach. (p. 462)

Relationship to Other Theories

Burns’s work seems a reaction to a series of leadership theories which preceded his efforts but which were uniformly unsatisfying in their utility. Landy and Conte’s (2004) review of the theories which preceded Burns is illustrative. They report that the great man/woman theory and its cousin, the trait approach, proved fruitless, as little agreement was reached as to what the key traits were. The Ohio State studies initiated the behavioral approach by introducing the oft used two factors of consideration and initiating structure behavior. While this was an advance, the studies suffered from, among other issues, inconsistencies and potential biases. The University of Michigan studies continued this two factor approach but added consideration of the leader’s interaction with the entire workgroup. They tell us the contingency theorists contributed two intuitively satisfying models in Hersey and Blanchard’s Situational Theory and House’s Path-Goal theory. Unfortunately, there is little convincing research evidence supporting these theories. Landy and Conte (2004) go on to elaborate further, recounting Burns’ conceptualization of transactional and transformational leadership as occupying two ends of a spectrum in something of a zero sum game. They explain for us that Burns believed that a leader who employed a high level of transactional strategies would, necessarily, employ a low level of transformational strategies and conversely. They tell us that, in contrast, “Bass perceived transformational leadership as building upon transactional leadership in a hierarchy with respect to their effectiveness” (p. 462).

Strength, Weaknesses and Key Contributions of the Theory

Arguably, the most important strength of the transformational theory and its greatest contribution to the study of leadership is its demonstrated ability to explain and predict follower behaviors based on leader actions. Bass’s contribution of the Multifactor Leadership Questionnaire instrument, which reliably measures transformational and transactional behavior, has enabled researchers to measure the impact of these behaviors on followers (Avolio, Bass, & Jung, 1999). As a result, there is a significant amount of empirical data supporting the efficacy of the theory. One study of 3,204 members of the U.S. Army throughout the United States investigated the effects of officers’ transformational leadership behavior (Kane & Tremble, 2000). The investigators studied the transformational behavior of three levels of officers, Platoon Leaders (1st and 2nd Lieutenants), Company Commanders (Captains), and Battalion Commanders (Lieutenant Colonels) as they interacted with enlisted platoon members. The researchers report two significant findings. First, in support of Bass’s concept of a transactional – transformational hierarchy, transformational behavior augmented the effects of transactional behaviors on the platoon members’ job motivation and moral commitment. In addition, they reported an increase in the effectiveness of transformational leadership with an increase in the rank of the leader. Ethical issues, while always important, have become the focus of intense scrutiny and discussion as a result of the recent spate of corporate and political scandals. Research is beginning to emerge which indicates that an additional, potential strength of the transformational theory is the contribution it can make toward improving the ethical climate of organizations. One recently published study, for example, demonstrated that altruism positively influences transformational leadership and, in turn, transformational leadership has a demonstrably positive effect on the ethical climate of an organization (Engelbrecht, Aswegan, & Theron, 2005). The investigators concluded: “Transformational leaders can make a significant impact on the ethical performance of organisations [sic]” (p. 25). Finally, empowerment of followers is essential to highly effective organizations. Transactional leadership has been shown to have a positive impact on the empowerment of followers as a result of increased social identification, that is, identification with the organizational unit (Kark, Shamir, & Chen, 2003).

Two significant weaknesses of this theory, both related to the strong personality possessed by many transactional leaders, are most apparent to this writer. First, Kark et al. (2003) demonstrated not only the effect on empowerment of transformational leadership, but also demonstrated an increased level of follower dependency upon the leader. This dependency is due to the increased identification with the leader caused by the leaders’ often charismatic behavior. The researchers refer to Howell (1998) and assert that the personal identification with the leader may result in submission and unquestioning loyalty. It seems clear that there is a risk that followers whose personal identification with the leader outweighs other factors may undertake actions they would find repellant without the impact of the leader. “Consequently, if the leaders’ motives or ethical standards are poor, they can manipulate their loyal constituency” (Stone, Russell, & Patterson, 2003 p.6).

Secondly, there is some evidence that transformational leaders lack staying power. Collins (2001) makes a compelling case that organizations led by transformational leaders blossom and then wilt as the leaders move on or the external environment changes. This view is congruent with the view held by several researchers that transformational leadership is more at home and, indeed, more appropriate in an environment that is dynamic and challenging if not threatening. In this situation, the leader is highly motivated to emphasize the intellectual stimulation and inspiration of every member in order to preserve the organization (Smith, Montagno, & Kuzmenko, 2004). These researchers postulate that, as the organization moves to an environment and state that are more stable, the true transformational leader becomes less relevant. Servant leadership, reminiscent of Collins’ Level 5 Leadership, then becomes more effective.

Applying Transformational Leadership within the Framework of the A-P-S Model

Transformational leadership is most closely aligned with the servant leader paradigm contained within the A-P-S model (Laub, 2003). Smith, Montagno, and Kuzmenko’s (2004) study indicated that “three of the four dimensions of transformational leadership exhibit a substantial match with the components of servant leadership” (p. 84). They go on to indicate that servant leadership does not address the intellectual stimulation dimension of transformational leadership while transformational leadership is less concerned with valuing others. Expanding on this comparison, Stone, et al. (2003) tell us quite definitively “The principal difference between transformational leadership and servant leadership is the focus of the leader” (p. 4). Transformational leaders focus primarily on the goals of the organization while servant leaders focus first on their service to the followers. This distinction, in combination with the contextual differences examined by Smith, et al. (2004) paints a picture of an effective leader modulating his behavior between transformational and servant leadership as the situation warrants. As the organization faces urgent challenges and must move from a position of stability, transformational leadership, with its greater emphasis on organizational goals and intellectual stimulus would be used. As the organization arrives at a new condition of stability, the behaviors would shift to those of the servant leader as the organization consolidates its gains and concentrates on operating most efficiently in the new state.

Putting It Into Practice

Given the realities of the current business climate, in which a short term perspective is all pervasive and codified standards of fiduciary duty require corporate officers, executives, and board members to put the interests of shareholders above all else, including employees, the application of servant leadership will be difficult in this type of organization. Clearly, given the luxury of a long term view, the interests of the shareholders and employees will converge as they have at organizations such as Southwest Airlines. Working in this environment, I can envision that the most practical route to success will involve using the precepts of transformational leadership to initiate change and begin an improvement process. Once momentum is gained and, frankly, enough results are achieved to buy time, a shift to a more employee focused servant leadership mode will permit the gains to be consolidated and the organization to remain highly effective in a more stable environment.

Servant Leadership Theory


text:
IWU Ed.D. Organizational Leadership Study Guide/Emotional Intelligence

Be aware that there is considerable controversy as to whether EI is a defensible concept. Dr. Ludden is presenting a paper at the Midwest Scholar's Conference challenging the role of emotion, as opposed to cognition in leadership. I am doing some lit review type of research for him and there are a number of articles that challenge EI based on the lack of empirical evidence defining the concept, the lack of empirical evidence showing that it can be measured, and, finally, the lack of empirical evidence that there is any relationship between EI and leadership success. As I progress with the research, I will add details but for now, here is a list of references:

These guys are having an ongoing debate on the subject and Antonakis' stuff pretty much sums up the issue. He doesn't pull any punches and as much as calls EI worthless and made up pop psychology!


text:
IWU Ed.D. Organizational Leadership Study Guide/Research

Research
Problem Statement

Hypothesis

Research Questions

Research Design

Realibility

Validity

Replication

Generalization

Qualitative Research

Quantitative Research

Research Theories

Defining Characteristics of Constructionism

Adherents to the Constructionist tradition argue that, while some objective reality may exist, what we humans know as reality is actually our socially constructed perception of reality. This construction is, necessarily, filtered by the lenses of perception and culture. Shadish (as cited in Patton, 2002) makes an important point as he emphasizes that it is not reality itself that is constructed but our knowledge about reality that is socially constructed.

Burr’s volume on Social Constructionism (Burr, 2003) provides a useful definition as well as an overview of the major tenets of this tradition. He tells us:

1.	Constructionism embodies a critical stance toward that knowledge that is most typically taken for granted. This tradition challenges the assumption that knowledge is amassed through the unbiased and critical observation of the world around us. Constructionists argue that the true nature of reality cannot be understood by simple observation.

2.	Constructionism questions reality. This tradition allows no such thing as an objective fact. All knowledge, it maintains, is derived from the observation of the world through some perspective and serves some interests rather than others.

3.	Historical and cultural specificity impinge upon our observation of the world. All of our observations are relative, then, and depend on the particular cultural biases and historical perspectives that observers possess.

4.	Knowledge is not developed through neutral observation but through the interaction of individuals who, between them, construct a mutually agreed upon perception of reality. Social processes, then, sustain knowledge. 5.	These constructed perceptions are tied to power relations. The perceptions serve some interests rather than others and have implications for what is permissible for some people to do and for how they may treat others. 6.	Finally, Burr asserts that Constructionism embodies anti-essentialism. Because the social world is the product of social processes, there cannot be a given, determined nature to the world or people.

The Foundations of this Tradition

Blumer, Kitsuse and Spector (as cited in Holstein & Miller, 1993) appear to have laid the foundations for this tradition of analysis as they sought to encourage the serious study of social problems. Blumer, in particular, (as cited in Holstein & Miller, 1993) argued that many malignant social conditions have existed over time but did not automatically become social problems, saying,

"It is a gross mistake to assume that any kind of malignant or harmful social condition or arrangement in a society becomes automatically a social problem for that society. The pages of history are replete with instances of dire social conditions unnoticed and unattended in the societies in which they occurred."

Thus, he argued that these conditions did not become problems until a group of individuals perceived them to be a problem. This collective definition of the problematic nature of a condition, or definition of perceived reality, was what social problems had in common. There was no objective definition of what constituted a problem. This realization shifted the focus of research away from social conditions themselves and onto the process of collective definition and perception of reality developed by those experiencing the conditions. Thus, the social process of collectively defining a condition as problematic, that is defining the reality of the observers and participants, became the focus of study rather than the particular condition itself. Pursuing this line of reasoning, social scientists began to focus less on some theoretical, objective reality and more on the reality that was defined by a collective perception of the situation and how it was experienced by the observers.

Thus, researchers began to understand that the reality of a phenomenon, say a treatment program, was really defined by the perceptions and experiences of those engaged in the program. The real issue to be studied became the way the participants viewed the program through the lenses of context and their personal histories and, therefore, how they engaged with the program. The specific objective realities of the program structure and methods became secondary to an understanding of this interaction and these perceptions. The use of qualitative research methods supported this realization as researchers realized that interview responses, document surveys, and the like, reflected the collective perceptions, or constructions, of those participating in the research.

Research Benefits of this Tradition

The use of the Constructionist approach recognizes that the true worth of any phenomenon under study, be it, for example, a treatment program or set of leadership activities is best reflected by the perceptions of those engaged in it. Indeed, we can argue that the effectiveness of such a program or set of activities is more directly correlated to the perceptions of the participants and their evaluation of the experience than to some more objective measures that are used to evaluate specific criteria of the program or activity. An example is in order here. Using the Organizational Leadership Assessment (Laub, 2004) in a traditional Asian organization would likely tell us that the organization is Autocratic or Paternalistic. Absent other information, we would be tempted to conclude that the organization suffers from leadership issues and an inability to change. However, if we were to explore the organization using qualitative methods in the Constructionist tradition, we would endeavor to understand how the members of the organization viewed the leadership situation, that is, what their consensus of reality is when viewed through the lenses of context, culture and history. Given what we know of Asian cultural values and the tradition of paternalistic, family led organizations; we might very well evaluate the situation quite differently. The members may view the leadership as quite effective and acceptable. Which evaluation represents reality? Both do. However, the reality that gives us the best understanding of organizational effectiveness is likely to be that described by the qualitative/Constructionist methods. Leadership is effective when the led believe it is effective and it is this belief that can only be captured in Constructionist evaluations. Thus, when we use the Constructionist tradition to research a situation and gather the perceptions of participants, we benefit from a richer understanding of the consensual evaluation of a situation and this evaluation may be a better indicator of effectiveness.

Research Hindrances of this Tradition

As valuable as the Constructionist tradition is for its ability to assist in the understanding of consensus and social reality, it is not without problems. First, on a practical level, it is more difficult to carry out research in this tradition than using, for example, a quantitative approach. The interview, research, and analytic skills of the researcher must be more highly developed. The time and resources required are greater than those required to administer, for example, a survey instrument. Analysis of the data is likely to be more difficult and time consuming. On a theoretical level, other problems exist. While a properly conducted quantitative study can give us some objective evidence of the ability to generalize the results to other situations, this is absent from qualitative research carried out in the Constructionist tradition. The agreed upon reality discovered in a particular study may apply only to the situation under analysis. We are also faced with the difficulty of determining when the research is complete. Using Patton’s (2002) metaphor, a quantitative study is done when the snapshot is taken and the statistics tell us we have an adequate sample size. Research undertaken in the Constructionist tradition, like all qualitative research, suffers from an inability to discern when the film is over. How does the researcher know that enough information has been collected? When has the observation continued for long enough to justify its discontinuance? Finally, and most importantly, we have seen that a reality constructed by consensus can serve the interests of some and disregard the interests of others. Research that does not adequately seek out and include all the participants and stakeholders may be tainted by the agenda of one particular group at the expense of others and, therefore, may draw incomplete or inaccurate conclusions.

Critical Considerations When Reading Constructionist Research.

When reviewing Constructionist research, the scholar must be cognizant of the potential deficiencies and disadvantages of this tradition of enquiry in particular and qualitative research in general. The scholar must:

1.	Determine to his satisfaction that all constituent groups acted upon by the treatment or other such situations are represented in the construction of the perceived reality.

2.	Be vigilant for specific agendas and interests that may be over-represented in the construction of reality that is presented.

3.	Gain an understanding of the duration of the research and satisfy himself that it is sufficiently long to record generalized and long-standing perceptions rather than perceptions that are influenced by transitory events.

4.	Understand and critically evaluate any claims of the ability to generalize the conclusions made by the author of the research, remembering that the constructed reality is the result of the perceptions of those specific individuals participating in the study. Only after the work is replicated with other constituent groups in other different but analogous situations should any consideration be given to assertions of generalizeability.

5.	Understand and evaluate any alterations to the described consensual reality that may arise as a result of the researcher’s own lenses of culture and history. The researcher will not be a detached individual observer and will, in virtually every case, apply her own perceptions to the “reality” being observed.


text:
Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. f4/3...exf4

=Vienna Game= Black's move is a mistake. White should now play /4. e5/, forcing Ng8 (4...Qe7 solves nothing because of 5. Qe2).

Theory table
.

1. e4 e5 2. Nc3 Nf6 3. f4 exf4


text:
Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. f4/3...d5

=Vienna Game= Black's counter-attack leaves White with few options. White is almost forced to take the e-pawn: /4. fxe5/.

/4. d3/ is hard to refute but it gives initiative to Black. This move is usually played to strengthen the center, but in this case, Black has many ways to break it down easily. The threat Qxd1 Kxd1 prevents White's d-pawn from protecting the king's pawn effectively. Also note that White's f-pawn is no longer protected by the e5 trap, because Black can reply with Ng4 or d4.

/4. exd5/ is not advised since it will dramatically weaken White's pawn structure (doubled pawns on the d-file and the d5-pawn is en prise). In this case, Black should not immediately take back the d-pawn with 4...Nxd5 but rather try to exploit the weakness in White's pawn structure with 4...e4 or 4...exf4.

Theory table
.

1. e4 e5 2. Nc3 Nf6 3. f4 d5


text:
Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. f4/3...d5/4. fxe5

=Vienna Game= As Black knight is under attack, the natural move is /4...Nxe4/.

Theory table
.

1. e4 e5 2. Nc3 Nf6 3. f4 d5 4. fxe4 Nxe4


text:
User:Ski777

Auteur: Sir LUKE ERIC LAFRENIERE Titre:GÉOMÉTRIE DE L’AU-DELÀ SITE INTERNET : http://en.wikipedia.org/wiki/User:Skishows http://www.youtube.com/my_videos Courriel : skishows@yahoo.com

L’usage du masculin est utilisé de manière à représenter équitablement les deux sexes. Toutes les notes en bas de pages proviennent du dictionnaire Larousse 2006. Traduction de : «Heavens Geometry» or «Concepts of Modern Geometry»

Le mur de l’inconnu…

Les mathématiques supérieures peuvent être beaucoup plus simples que les mathématiques élémentaires. En général, un théorème d’une grande généralité ne dit rien de compliqué ; il se borne à attirer l’attention sur des faits importants. Presque toutes les découvertes mathématiques reposent sur une idée plutôt simple.

William Sawyer

La présente théorie est provisoire…

Jean Schneider

« Les mathématiques ne portent que sur des idées : elles sont l’étude rigoureuse, systématique et idéalisés des structures formelles et des relations abstraites, ce qui suffirait à en faire la base obligée de toute construction théorique, quelle qu’elle soit. »

Laurent-Michel Vacher

Le mur de l’inconnu…

-	« Nul ne sait où sa vie s’arrêtera ! -	Qui peut connaître exactement ce qu’il ou elle sera demain ? -	Connaître sa destinée peut parfois s’avérer périlleuse. -	Pourquoi ? -	Parce que l’inconnu stimule la vie. Il donne un sens à l’existence. -	L’incertitude est remplie d’originalité. -	Si vous connaissez exactement l’heure de votre mort, vous n’aurez plus le goût de combattre pour la vie. -	Simplement, parce que votre être est programmé à vivre. -	Être réellement maître de sa destinée consiste à franchir le mur de l’inconnu. -	Il nous incite à craindre Dieu et à le respecter encore plus. -	C’est le commencement de la sagesse. » Lafreniere

« (…) La ville avait la forme d’un carré, sa longueur était égale à sa largeur. Il mesura la Ville avec le roseau : 12 000 stades ; la longueur, la largeur et la hauteur en étaient égales. Il mesura la muraille : 144 coudées, mesure d’homme qui était celle de l’ange. »

Apocalypse 21 : 16-17

«Voilà une dimension que plusieurs ont voulu pénétrer ou en percer les milles et uns secrets. Mais seulement quelques privilégiés ont réussi à le transmettre et parfois au péril de leurs vies.

Pourquoi ?

L’éternité est compréhensible seulement et grâce surtout à l’omnipotence, l’omniscience, et l’omniprésence du Saint-Esprit.» Lafreniere

1.	D’Euclide à Riemann.

Par une merveilleuse fin de journée ensoleillée à la fin du mois de Juillet 2006, j’en profitais pour entreprendre ce que j’appelle une ballade intellectuelle dans le monde : mathématique. Tirant son origine sur deux bases géométriques dites paradoxales, j’aimerais vous exposer deux anciens théorèmes.

1-) L’Espace-temps de la géométrie Euclidienne

2-) L’Espace-temps de la géométrie de Lorentz

Remontons un peu dans l’espace-temps du passé, si vous voulez bien, au 3e siècle avant Jésus-Christ dans une magnifique mégapole grecque nommée Alexandrie. Un grand mathématicien voyait le jour. Rapidement, il fut couronné de gloire et de succès grâce à sa géométrie dite Euclidienne. Son nom est: Euclide. Deux mille trois cent ans plus tard, la géométrie euclidienne consiste à définir quelques précisions géométriques simples et parfois complexes. La longueur, ou son carré, est toujours de valeur ou axée sur des quantités dites positives.

(∆ X exposant 2) + (∆ Y exposant 2) = (∆ X ‘ exposant 2) + (∆ Y’ exposant 2) ≥ 0

Cela ressemble à plusieurs types de formules applicables encore aujourd’hui à l’espace-temps courbe de Minkowski. Mais pour (3) trois dimensions seulement. Bref, notre géométrie à nous est semblable à la géométrie euclidienne ; expliquant ainsi la géométrie classique de notre Univers D’Einstein de Sitter. Poursuivons notre chemin sur la route historique de la géométrie, il faut remonter à la fin du 19e siècle de notre ère pour assister à la naissance d’une seconde géométrie, celle du célèbre Hendrick Antoon Lorentz. Il est né à Arnhem en 1853 et meurt à Haarlem en 1928. Sa géométrie voit le jour et c’est une géométrie à intervalle liant deux systèmes parallèles. Ainsi est né le carré de l’intervalle de la géométrie à quatre dimensions, la géométrie de Lorentz.

(∆ t exposant 2) - (∆ X exposant 2) = (∆ t ‘ exposant 2) - (∆ X’ exposant 2) ≥ 0 (∆ t exposant 2) - (∆ X exposant 2) = (∆ t ‘ exposant 2) - (∆ X’ exposant 2) ≤ 0 (∆ t exposant 2) - (∆ X exposant 2) = (∆ t ‘ exposant 2) - (∆ X’ exposant 2) = 0

Où les résultats peuvent être soit positif, soit négatif ou parfois nul. Une nouvelle ère en géométrie venait de naître. Les signes mathématiques (+, -, =) dépendent de celle des composantes du temps (4e dimension) ou d’espace qui prédomine.

Le mur de l’inconnu

Ainsi en géométrie de Lorentz, la ligne d’Univers courbée est parcourue dans le temps propre le plus court et s’applique parfaitement à notre monde à quatre (4) dimensions. Certains néophytes pourraient se poser cette question :-« Quelle différence y-a-t-il entre la géométrie euclidienne, et celle de Lorentz ? » La réponse est : l’accélération. Pour les visuels, voici les deux (2) graphiques illustrant les deux paradoxes géométriques :

title: User:Ski777


text:
Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. f4/3...d5/4. fxe5/4...Nxe4

=Vienna Game= Tension builds up. The Black knight begins to be threatening. White should react quickly.

A common mistake is to immediately take the black knight with /5. Nxe4/. After 5...dxe4, White has too few options to pursue his development; the f3-square is under control, the queen's bishop is blocked and the d-pawn cannot advance safely. Moreover, it is going to be hard to defend the e5-pawn against Nc6. It looks possible to catch up with 6. d4 but it seems that Black has equalized.

/5. Nf3/ looks like the most solid move. It defends the e5-pawn (who is quite fragile now that he is away from home) and secures the strategic d4-square. It also prevents the Qh4+ threat.

/5. d3/ is a good way to deal with the problem quickly. Black's knight will have to retreat or, more likely, to be traded with White's knight. White should be aware that Black can launch an aggressive attack with Bb4 and Qh4, sacrificing the knight, but preventing castling after 5...Bb4 6. dxe4 Qh4+ 7. Ke2 (7. g3 is bad because the white knight is pinned: 7...Qxe4+).

/5. Qf3/ is supposed to allow Nxe4 (or to force Black to play Nxc3) while playing an active game. But after 5...Nc6, things get complicated: 6. Nxe4 Nd4 and White must now defend the c2-pawn to avoid the fork (7. Qd3 dxe4 8. Qxe4 is a trap because of 8...Bf5).

Theory table
.

1. e4 e5 2. Nc3 Nf6 3. f4 d5 4. fxe5 Nxe4


text:
Algorithm Implementation/Strings/Longest common substring

Common dynamic programming implementations for the Longest Common Substring algorithm runs in O(nm) time. All of these implementations also use O(nm) storage. The astute reader will notice that only the previous column of the grid storing the dynamic state is ever actually used in computing the next column. Thus, these algorithm can be altered to have only an O(n) storage requirement. By reassigning array references between two 1D arrays, this can be done without copying the state data from one array to another. I may return later and update this page accordingly; for now, this optimization is left as an exercise to the reader.

For large n, faster algorithms based on rolling hashes exist that run in O(n log n) time and require O(n log n) storage.

Suffix trees can be used to achieve a O(n+m) run time at the cost of extra storage and algorithmic complexity.

Length of Longest Substring
Given two non-empty strings as parameters, this method will return the length of the longest substring common to both parameters. A variant, below, returns the actual string.

Retrieve the Longest Substring
This example uses the out keyword to pass in a string reference which the method will set to a string containing the longest common substring.

The extra complexity in this method keeps the number of new String objects created to a minimum. This is important in C# because, since strings are immutable: every time a string field is assigned to, the old string sits in memory until the garbage collector runs. Therefore some effort was put into keeping the number of new strings low.

The algorithm might be simplified (left as an exercise to the reader) by tracking only the start position (in, say str1, or both str1 and str2) of the string, and leaving it to the caller to extract the string using this and the returned length. Such a variant may prove more useful, too, as the actual locations in the subject strings would be identified.

COBOL
This algorithm uses no extra storage, but it runs in O(mnl) time. The 2 strings to compare should be placed in WS-TEXT1 and WS-TEXT2, and their lengths placed in WS-LEN1 and WS-LEN2, respectively. The output of this routine is MAX-LEN, the length of the largest common substring, WS-LOC1, the location within WS-TEXT1 where it starts, and WS-LOC2, the location within WS-TEXT2 where it starts.

Java
- Java-Adaptation of C# code for retrieving the longest substring

JavaScript
Variant to return the longest common substring and offset along with the length

TypeScript
Brute force as per other algorithms on this page, but storage is O(2n) as opposed to other implementations which require O(mn) storage


text:
User talk:68.37.34.120

Xania 21:30, 14 December 2006 (UTC)

title: User talk:68.37.34.120


text:
User talk:82.47.12.211

Xania 21:32, 14 December 2006 (UTC)

title: User talk:82.47.12.211


text:
Advanced Mathematics for Engineers and Scientists/Introduction to Partial Differential Equations

This book is intended as a Partial Differential Equations (PDEs) reference for individuals who already possess a firm understanding of ordinary differential equations and have at least a basic idea of what a partial derivative is.

This book is meant to be easily readable to engineers and scientists while still being (almost) interesting enough for mathematics students. Be advised that in-depth proofs of such matters as series convergence, uniqueness, and existence will not be given; this fact will appall some and elate others. This book is meant more toward solving or at the very least extracting information out of problems involving partial differential equations. The first few chapters are built to be especially simple to understand so that, say, the interested engineering undergraduate can benefit; however, later on important and more mathematical topics such as vector spaces will be introduced and used.

What follows is a quick intro for the uninitiated, with analogies to ordinary differential equations.

What is a Partial Differential Equation?
Ordinary differential equations (ODEs) arise naturally whenever a rate of change of some entity is known. This may be the rate of increase of a population, the rate of change of velocity, or maybe even the rate at which soldiers die on a battlefield. ODEs describe such changes of discrete entities. Respectively, this may be the capita of a population, the velocity of a particle, or the size of a military force.

More than one entity may be described with more than one ODE. For example, cloth is very often simulated in computer graphics as a grid of particles interconnected by springs, with Newton's law (an ODE) applied to each "cloth particle". In three dimensions, this would result in 3 second order ODEs written and solved for each particle.

Partial differential equations (PDEs) are analogous to ODEs in that they involve rates of change; however, they differ in that they treat continuous media. For example, the cloth could just as well be considered to be some kind of continuous sheet. This approach would most likely lead to only 3 (maybe 4) partial differential equations, which would represent the entire continuous sheet, instead of a set of ODEs for each particle.

This continuum approach is a very different way of looking at things. It may or may not be favorable: in the case of cloth, the resulting PDE system would be too difficult to solve, and so the computer graphics industry goes with a particle based approach (but a prime counterexample is a fluid, which would be represented by a PDE system most of the time). While PDEs may not be straightforward to solve on a computer, they have a major advantage over ODEs when applicable: it is nearly impossible to gain any analytical insight from a huge system of particles, while a relatively small PDE system can reveal much insight, even if it won't yield an analytic solution.

But PDEs don't strictly describe continuum mechanics. As with anything mathematical, they are what you make of them.

The Character of Partial Differential Equations
The solution of an ODE can be represented as a function of one variable. For example, the position of the Earth may be represented by coordinates with respect to, say, the sun, and each of these coordinates would be functions of time. Note that the effects of other celestial bodies would certainly affect the solution, but it would still be expressible strictly as a function of time.

The solution of a PDE will, in general, depend on more than one variable. An example is a vibrating string: the deflection of the string will depend both on time and which part of the string you're looking at.

The solution of an ODE is called a trajectory. It may be represented graphically by one or more curves. The solution of a PDE, however, could be a surface, a volume, or something else, depending on how many variables are involved and how they're interpreted.

In general, PDEs are complicated to solve. Concepts such as separation of variables or integral transformations tend to work very differently. One significant difficulty is that the solution of a PDE depends very strongly on the initial/boundary conditions (ICs/BCs). An ODE typically yields a general solution, which involves one or more constants which may be determined from one or more ICs/BCs. PDEs, however, do not easily yield such general solutions. A solution method that works for one initial boundary value problem (IBVP) may be useless for a different IBVP.

PDEs tend to be more difficult to solve numerically as well. Most of the time, an ODE can be expressed in terms of its highest order derivative, and can be solved on a computer very easily with knowledge of the ICs (boundary value problems are a little more complicated), using well established and more or less generally applicable methods, such as Runge Kutta (RK). With this in mind, an ODE may be solved quickly by entering the equation and its ICs/BCs into the right application and pressing the solve button. An IBVP for a PDE, however, will typically require its own specialized solution, and it may take much effort to make the solution more than, say, second order accurate.

An Early Example
Many of the concepts of the previous section may be summarized in this example. We won't deal with the PDE just yet.

Consider heat flow along a laterally insulated rod. In other words, the heat is only flowing along the rod but not into the surrounding air. Let's call the temperature of the rod $$u$$, and let $$u = u(x, t)$$, where $$t$$ is time and $$x$$ represents the position along the rod. As the temperature depends both on time and position along the rod, this is exactly what $$u = u(x, t)$$ says. It is the change of the heat distribution over time. See the graphic below to get an idea. Let's say that the rod has unitless length $$1$$, and that its initial temperature (again unitless) is known to be $$u(x, 0) = \sin(\pi x)$$. This states the initial condition, which depends on $$x$$. The function is a simple hump between 0 and 1. Check for yourself with maxima (http://maxima.sourceforge.net or on android): plot2d(sin(x*%pi),[x,0,1]) Let's also say that the temperature is somehow fixed to $$0$$ at both ends of the rod, i.e. at $$x = 0$$ and at $$x = 1$$. This would result in $$u(0, t) = u(1, t) = 0$$, which specifies boundary conditions. The BCs state that for all t, $$u = 0$$ at $$x = 0$$ and $$x = 1$$.

A PDE can be written to describe the situation. This and the IC/BCs form an initial boundary value problem (IBVP). The solution to this IBVP is (with a physical constant taken to be $$1$$):

 * $$u(x, t) = e^{-\pi^2 t}\sin(\pi x)\,$$

Note that:
 * $$u(x, 0) = e^{-\pi^2 0}\sin(\pi x) = \sin(\pi x) \qquad \mbox{(it satisfies the IC)} \,$$

 * $$u(0, t) = e^{-\pi^2 t}\sin(\pi \cdot 0) = 0\,$$

 * $$u(1, t) = e^{-\pi^2 t}\sin(\pi \cdot 1) = 0 \qquad \mbox{(it satisfies the BCs)} \,$$

It also satisfies the PDE, but (again) that'll come later.

This solution may be interpreted as a surface, it's shown in the figure below with $$x$$ going from $$0$$ to $$1$$, and $$t$$ going from $$0$$ to $$0.5$$. That is, the distribution of heat is changing over time as the heat flows and dissipates.

Surfaces may or may not be the best way to convey information, and in this case a possibly better way to draw the picture would be to graph $$u(x, t)$$ as a curve at several different choices of $$t$$, this is portrayed below.

PDEs are extremely diverse, and their ICs and BCs can radically affect their solution method. As a result, the best (read: easiest) way to learn is by looking at many different problems and how they're solved.


text:
User:Gpvos

See w:nl:Gebruiker:Gpvos.

title: User:Gpvos


text:
User talk:Gpvos

See w:nl:Overleg gebruiker:Gpvos.

title: User talk:Gpvos