text:
Radiation Oncology/Merkel

Epidemiology

 * Incidence 0.4/100,000 in 2001 (up from 0.1/100,000 in 1986)
 * Stage (SEER data, 1973-2002)
 * Stage I: 55%
 * Stage II: 31%
 * Stage III: 6%
 * Median survival: 4 years

 * Incidence of cancer linked to Merkel cell polyomavirus. Virus DNA detected in 75% to 80% of Merkel Cell carcinoma specimens.

Pathology

 * Cutaneous malignancy of neuroendocrine origin
 * Initially described in 1972 as "trabecular carcinoma"
 * Nomenclature changed to MCC due to structural and IHC similarities to Merkel cells
 * Merkel cells were initially described as non-dendritic, non-keratinocyte epidermal cells that function as tactile skin receptors

Overview

 * High rate of local failure and regional recurrence (50-80%)
 * Considered highly radiosensitive
 * Management is controversial; surgery tends to be initial management, with some investigators suggesting margins of 3cm
 * Series from Australia show similar benefit with RT only versus RT preceded by surgery
 * Role of adjuvant RT is not well defined. However, a recent retrospective SEER analysis shows a significant survival benefit for all patients, and particularly for tumors >2cm
 * Only one prospective trial has been conducted to date (TROG 96:07), which suggests a benefit for concurrent chemo-RT in N+ patients

Staging
AJCC 7th Edition (2009) Note: This is a new staging system for MCC beginning with the 7th Edition. In previous versions, was included in non-melanoma skin cancer staging. Excludes: MCC of the eyelid

Primary Tumor:
 * T0 - no evidence of primary tumor
 * Tis - in situ
 * T1 - tumor <= 2 cm
 * T2 - >2 cm and <= 5 cm
 * T3 - > 5 cm
 * T4 - invades bone, muscle, fascia, or cartilage

Regional Lymph Nodes:
 * N0 - none
 * N1
 * N1a - micrometastasis
 * N1b - macrometastasis
 * N2 - in transit metastasis
 * defined as a tumor distinct from the primary tumor and either 1) between the primary and the nodal basin or 2) distal to the primary

Distant Metastases:
 * M0 - none
 * M1
 * M1a - metastasis to skin, subcutaneous tissues, or distant lymph nodes
 * M1b - metastasis to lung
 * M1c - metastasis to all other visceral sites

Stage Grouping:
 * IA - T1 pN0
 * IB - T1 cN0
 * IIA - T2-3 pN0
 * IIB - T2-3 cN0
 * IIC - T4 N0
 * IIIA - N1a
 * IIIB - cN1/N1b/N2 *(corrected in erratum)
 * IV - M1

Note: prognostically, pN0 is better than cN0 (without pathologically confirmed node negativity) and thus pN0 vs cN0 is incorporated into overall staging, as is N1a vs N1b

 * Erratum: AJCC 5th reprint page

Older staging systems
AJCC 6th Edition (2002) Was staged as a Non-melanoma skin cancer

Lymph Node Assessment

 * Michigan
 * 95 pts undergoing SLN biopsy for MCC.
 * 2011: PMID 21300936 -- "Features Predicting Sentinel Lymph Node Positivity in Merkel Cell Carcinoma." (Schwartz JL, J Clin Oncol. 2011 Mar 10;29(6):1036-1041.)
 * SLN identified in 93 of 97 primary tumors. SLN + associated with increasing clinical size, tumor thickness, mitotic rate, and infiltrative tumor growth pattern.
 * Conclusion: no subgroup of patients could be identified who had a < 15-20% likelihood of positive LN. SLN biopsy should be recommended in pts with localized disease.

Postoperative RT

 * SEER, 2007 (1973-2002) PMID 17369567 -- "Adjuvant radiation therapy is associated with improved survival in merkel cell carcinoma of the skin." (Mojica P, J Clin Oncol. 2007 Mar 20;25(9):1043-7.)
 * Retrospective. 1665 patients in SEER registry. Surgery in 89% cases, adjuvant RT 40%. Median F/U 40 months
 * Median survival: 49 months (surgery only 45 months vs. adjuvant RT 63 months)
 * RT benefit: for all patients, but highly significant if tumor size >2 cm (median OS 21 vs. 50 months). For tumors <1cm (48 months vs. 93 months), for tumors 1-2cm (52 months vs. 86 months)
 * Conclusion: "The use of adjuvant radiation therapy is associated with improved survival in patients with MCC."
 * Comment & author reply: PMID 17906216

 * Sydney; 2007 (Australia)(1992-2004) PMID 17356954 -- "Merkel cell carcinoma: assessing the effect of wide local excision, lymph node dissection, and radiotherapy on recurrence and survival in early-stage disease--results from a review of 82 consecutive cases diagnosed between 1992 and 2004." (Jabbour J, Ann Surg Oncol. 2007 Jun;14(6):1943-52.)
 * Retrospective. 82 patients with early-stage
 * Outcome: Recurrence rate 51%,
 * Predictors: LN+ status negative, lymphadenectomy prolonged DFS (28 months vs. 12 months, SS) but not OS. SM- not associated with better outcome. RT in 58%, improved DFS (24 months vs. 12 months); improved OS for both primary site (54 months vs. 46 months) and N+ (103 months vs. 34 months)
 * Conclusion: Adjuvant RT recommended for early-stage disease; involved regional LN should be treated

 * Brown University; 2006 PMID 16785371 -- "Adjuvant local irradiation for Merkel cell carcinoma." (Lewis KG, Arch Dermatol. 2006 Jun;142(6):693-700.)
 * Literature survey. 333 reports published between 1966-2004 reviewed
 * Outcome: With RT, local recurrence reduced HR 0.27 (SS); regional recurrence reduced HR 0.34 (SS). 1-year OS 87%, 5-year OS 49%; 1-year CSS 90%, 5-year CSS 62%. No difference in CSS or OS with RT, though if single patient case reports excluded, found CSS benefit (p=0.04) and OS benefit (p=0.02) for adjuvant RT
 * Conclusion: Surgery plus local adjuvant RT associated with lower local and regional recurrence

 * Cologne; 2002 (1990-2000) PMID 11823697 -- "Role of postoperative radiotherapy in the management of Merkel cell carcinoma." (Eich HT, Am J Clin Oncol. 2002 Feb;25(1):50-6.)
 * Retrospective. 31 patients, 13 H&N, 13 limbs, 5 trunk. Stage I 26, Stage II 4, Stage III 1. Surgery alone 14/31, adjuvant RT 16/31, definitive RT 1/31
 * Outcome: median OS 2.7 years; local recurrence 20%, regional LN mets 30%, DM 23%. RT decreased locoregional reccurence from 36% to 6%
 * Negative predictive factors: H&N location, lack of post-op RT
 * Conclusion: Post-op RT to primary tumor and regional lymphatics effective

 * MD Anderson; 2001 (1945-95) - PMID 11177031 — "Merkel cell carcinoma of the head and neck: effect of surgical excision and radiation on recurrence and survival." Gillenwater AM et al. Arch Otolaryngol Head Neck Surg. 2001 Feb;127(2):149-54.
 * Retrospective. 66 pts. No difference in local relapse for surgical margins <1 vs 1-2cm vs >2cm. Improved local recurrence (12% vs 44%) and regional recurrence (27% vs 85%) rate for addition of RT. No difference in OS. Distant disease developed in 36% of pts regardless of treatment.

 * Queensland Radium Institute; 1995 (1981-91) - PMID 7836086 — "The importance of postoperative radiation therapy in the treatment of Merkel cell carcinoma." Meeuwissen JA et al. Int J Radiat Oncol Biol Phys. 1995 Jan 15;31(2):325-31.
 * Retrospective. 80 pts. 38 of 38 pts treated with surgery alone relapsed, versus 10 of 34 pts with S+RT.

Chemotherapy + RT

 * Queensland Radium Institute / TROG; 2006 PMID 16125873 — "Does chemotherapy improve survival in high-risk stage I and II Merkel cell carcinoma of the skin?" Poulsen MG et al. Int J Radiat Oncol Biol Phys. 2006 Jan 1;64(1):114-9.
 * Retrospective. Compared 53 pts from TROG 96:07 (chemo + RT) to 144 pts treated at Queensland from 1988-96 (RT only).
 * Chemotherapy does not improve survival.

 * TROG 96:07 (1996-2001)
 * Phase II. Pts with disease limited to the primary and nodes with at least 1 risk factor: recurrence after initial therapy, involved nodes, size > 1 cm, gross residual disease, or occult primary with nodes. N+ in 62%. 50 Gy in 25 fx with concurrent carboplatin/etoposide on days 1-3 on weeks 1, 4, 7, and 10.
 * 2001 PMID 11516865 — "Analysis of toxicity of Merkel cell carcinoma of the skin treated with synchronous carboplatin/etoposide and radiation: a Trans-Tasman Radiation Oncology Group study." Poulsen M et al. Int J Radiat Oncol Biol Phys. 2001 Sep 1;51(1):156-63. Median F/U 1.8 years
 * Toxicity: Grade 3-4 skin 63%; neutropenia 40%
 * Conclusion: Toxicity acceptable. No outcome measures reported
 * 2003 PMID 14645427 -- "High-risk Merkel cell carcinoma of the skin treated with synchronous carboplatin/etoposide and radiation: a Trans-Tasman Radiation Oncology Group Study--TROG 96:07." (Poulsen M, J Clin Oncol. 2003 Dec 1;21(23):4371-6.). Median F/U 4 years
 * 3-year outcome: OS 76%, LR control 75%, DM control 76%
 * Conclusion: Addition of chemo to RT resulted in high control

Reviews

 * New Zealand; 2008 PMID 18391627 -- "Management of Merkel tumours: an evidence-based review." (Henness S, Curr Opin Oncol. 2008 May;20(3):280-6.)
 * High propensity for recurrence post treatment. 5-year OS 23-80%
 * Addition of RT can confer significant benefit in reducing local and regional recurrence rates, and prolonging DFS. Current literature does not support role of chemotherapy
 * Stage-specific treatment regimens outlined

 * U. Michigan; 2007 PMID 17520670 -- "Merkel cell carcinoma: critical review with guidelines for multidisciplinary management." (Bichakjian CK, Cancer. 2007 Jul 1;110(1):1-12.)

 * NCCN; 2006 - PMID 16884673 — "Role of radiotherapy in the management of merkel cell carcinoma of the skin." Decker RH and Wilson LD.  J Natl Compr Canc Netw. 2006 Aug 4;(7):713-8.

title: Radiation Oncology/Merkel


text:
User:Kwiksilver~enwikibooks

Здрасти,

Би ли гласувал за Българската уикикнига също и на Collaboration of the Month/January 2006 voting тъй като са я преместили там. Благодаря ти. --Vanka5 23:00, 29 December 2005 (UTC)

Здрасти, гласувах сега, но на този вот май пишеше, че само потребители с над 20 едита могат да гласуват, може да не счетат вота ми за валиден... --Kwiksilver 04:57, 30 December 2005 (UTC)

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

title: User:Kwiksilver~enwikibooks


text: Template:Blatantvandal

title: Template:Blatantvandal


text: Template:Please stop

title: Template:Please stop


text:
Category:User warning templates

User warning category

ru:Категория:Шаблоны:Предупреждения

title: Category:User warning templates


text:
Space Transport and Engineering Methods

Space Systems Engineering

Fundamentals, Technologies, and Projects for the 21st Century

 * From the Introduction:

Table of Contents

Introduction

Part 1: Science and Engineering Fundamentals

 * Chapter 1 - Basic Sciences - Physics: Units, Motion, Forces
 * page 2: Energy, Mechanics, Thermodynamics
 * page 3: Astronomy, Planetary Science, Chemistry, Life Sciences
 * Chapter 2 - Orbital Mechanics - Orbits, Velocity Map, Powered Flight, Mass Ratio, Staging
 * Chapter 3 - Propulsive Forces - Reaction from Expelled Material, External Interaction
 * Chapter 4 - Energy Sources - Mechanical, Chemical, Thermal, Electrical, Beam, Nuclear, Matter Conversion
 * Chapter 5 - Systems Engineering - In General, Life Cycle, Requirements
 * page 2: Functional Analysis, Allocation, Modeling, Optimization and Trade Studies, Synthesis, Work Breakdown Structure, Elements by Type
 * Chapter 6 - Engineering Tools - Data, Computer Hardware, Computer Software
 * Chapter 7 - Engineering Specialties - Aerospace, Other Specialties
 * Chapter 8 - Organization and Economics - Organization, Funding, Financial Analysis
 * Chapter 9 - Existing Programs - Government
 * page 2: Government (cont.), Commercial, Not-for-Profit
 * Chapter 10 - Future Projects - Transport, Exploration, Mining, Industrial Capacity, Manufactured Items, Energy, Engineered Environments, Communication, Entertainment

Part 2: Transport Technologies

 * Chapter 11 - Structural Methods - Static, Dynamic
 * Chapter 12 - Guns and Accelerators - Mechanical, Artillery
 * page 2: Light Gas, Electric
 * Chapter 13 - Combustion Engines - Air Breathing, Internally Fueled (Rockets)
 * Chapter 14 - Thermal Engines - Electro-thermal, Photo-thermal, Nuclear-thermal
 * Chapter 15 - Bulk Matter Engines - Rotary, Coilgun, Railgun
 * Chapter 16 - Ion and Plasma Engines - Ion, Arcjet, Plasma
 * Chapter 17 - High Energy Particle Engines - Particle Rockets, External Particle Interaction
 * Chapter 18 - Photon Engines - Photon Sails, Photon Rockets, Photon Gun
 * Chapter 19 - External Force Methods - Magnetic, Gravity, Aerodynamic, Mechanical
 * Chapter 20 - Theoretical Methods - not currently supported by established physics
 * Chapter 21 - Comparisons Among Methods - Performance, Status, Cost

Part 3: Engineering Technologies

 * Chapter 22 - Design Factors - Technology, Availability, Physical, Integration, Human, Environment
 * Chapter 23 - Subsystem Design
 * Chapter 24 - Resources - Exploration Methods
 * page 2 - Resource Exploration - Resource Inventory
 * Chapter 25 - Resource Extraction - Mining: Solid, Atmospheres, Liquids, Gas Giants, Particulates, Stars | Energy: Solar, Fission, Fusion, Orbital
 * Chapter 26 - Processing and Fabrication - Production Control, Handling and Storage, Materials Processing, Parts Production
 * Chapter 27 Assembly and Construction - Assembly, Construction, Outfitting
 * Chapter 28 - Verification and Test
 * Chapter 29 - Operation and Maintenance - Operations Concepts, Tasks, Maintenance Concepts, Tasks
 * Chapter 30 - Recycling Methods - Waste Recycling, Closed Loop Life Support

Part 4: Projects and Programs

 * Chapter 31 - Program Overview - Goals, Summary, Structure
 * Chapter 32 - Phase 0: Research & Development - Planning, Process, Sub-Phases & Tasks
 * Chapter 33 - Phases 1 to 3 For Earth - Locations: Starter, Network, Distributed, Industrial, Difficult, Extreme
 * Chapter 34 - Phase 2B: Industrial Locations for Space - Survey, Drivers, Concept, Details
 * page 2 - Hypervelocity Launcher
 * Chapter 35 - Phase 4A: Low Orbit Development - Features, Projects
 * page 2: - Orbital Assembly
 * Chapter 36 - Phase 4B: High Orbit Development - Features, Industries, Drivers, Projects, Integration, Details
 * Chapter 37 - Phase 4C: Inner Interplanetary Development - System Concept, High Orbit Skyhook, Inclination Station, Transfer Habitats
 * Chapter 38 - Orbital Mining - Rationale, Mining Steps
 * page 2 - Ore Types, Example Missions, Design
 * Chapter 39 - Processing Factory - Outputs, Process Research and Development, Factory Design
 * Chapter 40 - Spaceport Network - Concept, Applications, Design Parameters, Design Components, Design Issues
 * Chapter 41 - Phases 4D-F: - Main Belt & Trojan, Outer Interplanetary, Scattered, Hills, & Oort
 * Chapter 42 - Phase 5A: Lunar Development - Features, Industry Survey, Drivers, Projects
 * page 2 - Projects (cont.)
 * Chapter 43 - Phase 5B: Mars Development - Near Term: Phobos and Deimos, Mars Skyhooks, Mars Surface Systems, Long Term Development: Magnetosphere, Greenhouses, Full Atmosphere
 * Chapter 44 - Phases 5C-E - Venus & Mercury, Jupiter System, Outer Gas Giants
 * Chapter 45 - Phase 6: Interstellar Development - Nearby Interstellar, Nearby Exostellar, Farther Interstellar

Part 5: Design Studies

 * Study 1 - Conceptual Design for Human Expansion - Goals and Benefits
 * page 2: - Conceptual Design Approach
 * page 3: - Requirements Analysis
 * page 4: - Evaluation Criteria
 * page 5: - Functional Analysis
 * Study 2 - Environment Ranges
 * Study 3 - Open Source Space Program

References and Sources

 * Appendix 1: Fictional Methods
 * Appendix 2: Reference Data

title: Space Transport and Engineering Methods


text:
Speech-Language Pathology/Stuttering/Stuttering Therapy Long-Term (In)Effectiveness

How effective is stuttering therapy?

The best study I've seen found that a three-week intensive fluency shaping therapy program reduced stuttering from 15-20% stuttered syllables to 1-2% stuttered syllables. 12 to 24 months after therapy, about 70% of the stutterers had satisfactory fluency. About 5% were marginally successful. About 25% had unsatisfactory fluency.

At the end of another fluency shaping stuttering therapy program, about 95% of stutterers were "very satisfied" or "satisfied" with their speech. A year later, their satisfaction dropped to 43%.

The only published study of stuttering modification therapy found that the program "…appears to be ineffective in producing durable improvements in stuttering behaviors." But experts touted the therapy as "one of the finest programs in the country."

A large study of children who stutter compared therapy with a speech-language pathologist, to therapy with parents who were trained by a speech-language pathologist, to therapy with computers. The computers produced the best long-term results (about 60% effective), the parents second-best (about 50% effective), and the speech-language pathologists worst (about 30% effective).

Nine adult stutterers used my company's delayed auditory feedback (DAF) anti-stuttering devices thirty minutes per day for three months. The subjects received no therapy from speech-language pathologists. Three months later the subjects' speech had improved more than 50%, when they weren't using the devices (see Long-Term Effects of DAF).

You can read more about these studies in the chapter Long-Term Studies of Stuttering Therapy.

The conclusion I infer from these studies is that stuttering therapy shouldn't center on the speech-language pathologist. Don't go to a speech clinic with an attitude like you're taking your car to a shop to get repaired. A speech-language pathologist isn't going to fix you (or your child) while you passively wait.

Stuttering therapy should center on you, the stutterer. Stuttering therapy is more like taking your car to a shop where a mechanic teaches you to diagnosis and fix problems, and loans you tools.

Your car will likely run well in the shop or driving on a quiet, smooth street. But sometimes you'll have to drive on rocky, mountain roads or on a high-speed racetrack, where you're likely to break down. Your mechanic won't be there. Only your training and your tools will keep you on the road.

Some drivers need a Hummer for four-wheel drive roads. Other drivers need a Corvette for racetracks. Some mechanics need the latest computers and electronics in their toolboxes. Other mechanics can fix anything with just a screwdriver and a monkey wrench.

Stuttering therapy can fail because you selected the wrong mechanic for your needs, who gives you the wrong tools. Or you can find the right mechanic, with the right tools, but you let the mechanic do all the work, and you leave the tools at the shop. This book will guide you to find the speech-language pathologist(s) and the tools you need, and also help you keep your wheels turning on the rough roads away from the speech clinic.

 * Next: What Is Stuttering?

 * Back to Table of Contents


text:
User talk:221.145.51.142

Hello, was there a reason in creating the StarCraft:Maps page? If you plan on finishing it later, could you tell me the plans and maybe I could fill in some details :) I like starcraft myself mind you. --Dragontamer 02:17, 30 December 2005 (UTC)

title: User talk:221.145.51.142


text:
IB Music/Exam

IB Music scores, like other subject scores, are divided into several components. These components and their weights differ between the Standard Level and Higher Level of examination.

Standard Level
The Standard Level examination consists of an External Assessment and an Internal Assessment portion.

External Assessment
The External Assessment portion is 50% of the overall score. It consists of the:

 * Listening Paper - 30% of the overall score
 * Musical Investigation - 20% of the overall score

Internal Assessment
The Internal Assessment portion is 50% of the overall score. It consists of a choice of:

 * Solo Performance
 * Group Performance
 * Composition

Higher Level
The Higher Level examination consists of an External Assessment and an Internal Assessment portion.

External Assessment
The External Assessment portion is 50% of the overall score. It consists of the:

 * Listening Paper - 30% of the overall score
 * Musical Investigation - 20% of the overall score

Internal Assessment
The Internal Assessment portion is 50% of the overall score. It consists of:

 * Solo Performance - 25% of the overall score
 * Composition - 25% of the overall score

Guide to higher level 2009-2011 syllabus

The IB music booklet can be found on this site,just scroll down http://www.stedwards.oxon.sch.uk/music-curriculum.html

title: IB Music/Exam


text:
Talk:IB Music/Exam

Will finish soon.

title: Talk:IB Music/Exam


text:
Wikibooks talk:Game manual guidelines/Archive 1

Should Wikibooks include game guides?
After recent activity at Staff lounge, I think that we need a discussion page for whether to incluude game manuals/guides at Wikibooks. I have posted links to this page from Wikibooks talk:What is Wikibooks, Community Portal, the staff lounge, and the obscure Wikibooks talk:Policy/Vote.

I encourage discussion about game guide inclusion/exclusion to appear on this one page. --Kernigh 00:20, 17 November 2005 (UTC)

 * I personally am split on the issue. On one hand, game manuals can be instructional, intersting to read, and at the same time not violate any other wikibooks policy, besides the "not a textbook" clause. On the other hand, these are definately not textbooks, and there are a million and one other sites on the internet with information about videogames. Many VG websites even allow users to post new information (although none of the other ones benefit from wikimedia software). I am inclined to say that game manuals should probably be moved to wikicities, although i am very indecisive on this point. At greater stake here is whether wikibooks should include any manuals for any software, game or otherwise. I definately say that wikibooks should allow for usage manuals for software ("how to use X", for example) in general. --Whiteknight T C E 14:39, 17 November 2005 (UTC)

 * Before we start this discussion fully, shouldn't we establish if Wikibooks is just for textbooks? We need to hear back from Jimmy Wales or some other Wikimedia founders about What the purpose of Wikibooks is. -- LV (Dark Mark) 16:13, 17 November 2005 (UTC)

 * I think the current incarnation of WB:WIW seems to show that it is only for textbooks. This then limits things for which there is an "existing class" for the texbook to be used in. There are classes on videogame design, but no classes on videogame strategy. --Whiteknight T C E 16:56, 17 November 2005 (UTC)

 * We don't need Jimbo to explain every detail in this decision. What has happened is that Jimbo has declared a few Wikibooks as having gone too far, and we can take one of two approaches to this decision:

 * Protest Jimbo publicly and denouce his decision as very arbitrary. It is very arbitrary even if he thinks that from his understanding of why Wikibooks was created that these books should not belong here.
 * Accept this decision by Jimbo and try to make new policies that would exclude not only these books that he specifically named, but similar books like them in the future.

 * I am strongly suggesting we as a Wikibooks community try to take this second approach instead of the first. That is why I feel we need to make some significant policy changes on Wikibooks.

 * I personnally like the game guides on Wikibooks, and it is very clearly in their own little space on Wikibooks anyway as a seperate bookshelf. The only real justification to removing gaming guides is that it takes up server space and bandwidth for Wikimedia projects that could somehow otherwise be used for more "legitimate" Wikibooks.  A very substantially lesser argument would be that it somehow "cheapens" Wikibooks to become a vanity press.  I think that is a problem elsewhere for Wikibooks anyway on other issues, but could be used.  The one final reason (and very cynical in this matter) is that Jimbo wants to move large amounts of content to Wikicities so he can get wealthy off of the ad links that Wikicities has but Wikimedia projects don't have.

 * I want to be on record as saying I don't think that is Jimbo's motivation to increase content on Wikicities, but it still is going to be a side effect and regardless is a conflict of interest here.

 * As far as "raising the bar" and more strongly encouraging that game guides be more academically focused, that is something that could happen as well. I just don't want to see something like a Wikibooks equivalent of "The Gods must be Crazy".  In South Africa, it was illegal for some bizzare reason to make documentaries about native African peoples during the Aparteid era.  That movie instead included this very thin story about a Coke bottle having to be returned to "the Gods", even though it wasn't really needed.  I'm hoping that thinly disguised Wikibooks don't happen in order to circumvent arbitrary policies like trying to get rid of game guides here.  --Rob Horning 17:06, 17 November 2005 (UTC)

 * There's also approach number 3- ask Jimbo to explain exactly what he wants and why he thinks the way he does.  Thats what I think we ought to do-  I think if Jimbo wants these gone, he needs to explain why and how it will help wikibooks to limit its direction like that.  Its not disk space and bandwidth-  these are really minor compared to the total space/bandwidth of the project.  I don't think its him wanting to become rich either-  its him thinking wikibooks should be something other than it has become, and I think that difference needs to be discussed, not pushed from above.  Pushing major changes like that is something that can kill a project from lost contributors.  Besides, you never know-  we may have the right of it and convince him

 * Beyond that, I think deleting/moving these would have serious negative side effects. These guides bring in readers.  Readers become contributors.  Remove them, and we'll have less incoming traffic resulting in slower wikibooks growth.  Even worse, we would probably lose many of the people who wrote the guides.  Noone likes to see their work going unappreciated.  I see nothing but harm in deleting them.--Gabe Sechan 17:37, 17 November 2005 (UTC)

 * If i recall correctly, I dont think jimbo specificaly mentioned the game guides as potential targets of the "clean house". Maybe he did, but if he didnt, we should definately ask. --Whiteknight T C E 17:41, 17 November 2005 (UTC)

 * Once again let me say, I have asked Jimbo on his en: page and am waiting to hear back. And guess what, if we lose contributors, it will be a sad thing, but if they can't seem to work within the purpose and structure of Wikibooks, that is not our problem. Not everyone will always be happy. -- LV (Dark Mark) 18:13, 17 November 2005 (UTC)

 * The problem is that they have been working within the purpose and structure of Wikibooks so far. With a few exceptions where we already have removed content from Wikibooks and enforced policies, these other Wikibooks have been allowed to remain.  Especially Jokebook, which Jimbo doesn't want to allow anymore.  We are talking about the removal of a huge portion of Wikibooks and hundreds of modules, together with the contributors who added that content, especially if we can come up with a consistant policy besides "Jimbo doesn't want this here anymore".  Where it becomes our problem is that Wikibooks becomes a much smaller place, and we will have a huge group of disaffected users who complain about the arbitrary manner in how this action has taken place.  Jimbo's comment about blocking User:Zondor from Wikibooks is especially disturbing, as this user seems to otherwise be a productive contributor to Wikibooks.  I don't want to see this user leave because of a personal beef that Jimbo seems to have against him.  Zondor, BTW, was the one contributor to White Heritage Security that was a registered user, and to whom Jimbo comment about automatically blocking due to his adding this Wikibook would have applied.  In this case I think it was a very poor comment and that this user has proven himself as a worthy contributor here.  --Rob Horning 18:50, 17 November 2005 (UTC)

 * Please let me quote sometihng that Zondor wrote: "Whites may need to create a separate nation to defend themselves from racial destruction by racial mixing." I'm sorry but in my book that isn't a slightly debatable remark that might lead me to have a "personal beef" against him -- it's vandalism, trolling.  If he also did some good work, in addition to posting a racist tract, fine, but that doesn't mean we need him around.  Period.

 * We have the opportunity to get major funding and support for Wikibooks. This could easily mean paid fulltime jobs for some existing Wikibooks contributors to help nurture and grow the project at a much faster pace than we've been able to manage to date.  We will not get that funding if we have embarassing silly stuff on the site.--Jimbo Wales 09:54, 25 November 2005 (UTC)

 * But they really weren't working within the purpose ans structure of Wikibooks. From the beginning, Jokebook and the like (read: not a textbook) should have been deleted. Just because in the beginning some Admins didn't enforce policy is not a good reason to not enforce it now. If we had had a section where people could come in and write whatever they wanted, "Jimbo sux", "I hate Wikibooks", or "Robert Horning is a retard", and no one deleted it or said anything, and say it grew to be 200 modules. Should we just allow it because no one ever said anything? That is basically what happened. WB was set up for textbooks. Not "non-fiction books". Letting things like Jokebook slide should never have happened. And since I am not aware of the full Zondor episode, I won't comment on that. -- LV (Dark Mark) 19:00, 17 November 2005 (UTC)

 * As a registered, well-known, respected user, Zondor should have known that something blantantly racist, POV, and soap-boxish should never have been on wikibooks in the first place, much less being actively contributed to and defended. If you go into a community like this, and contribute to something so out-of-the-ballpark, and so hateful, you can be sure you are going to catch some shit. Zondor should have known better, and while i don't completely think he should be banned over the ordeal, if jimbo decides to kick him out, I won't fight that decision at all. --Whiteknight T C E 23:42, 17 November 2005 (UTC)

 * Rob's choices are between two wild extremes and are not exhaustive in the way that he portrays. Another choice, for example, is to wait for Jimbo to delete the three specific books that he said he was going to delete, to take Jimbo's very clear statement that existing policy precludes them at its face value, and everyone to stop running around like headless chickens saying that we suddenly need to make up new policies. Uncle G 04:42, 23 November 2005 (UTC)
 * The point is, I think, that Jimbo's suddenly come in with all these "must be a textbook"-esque reaffirmations, and they are sweeping. He said something like "there may be others", but I doubt he's going to stop at the handful he came across. He's trying to reaffirm Wikibooks' original vision, and we need to either follow along with that and transwiki a crapload of stuff, or else take the just as difficult route of opposing him and arguing the case for why non-classroom books should be allowed. GarrettTalk 06:03, 23 November 2005 (UTC)
 * Jimbo named three specific books, no more. The wildly extreme ideas that there is a sweeping change afoot, that "the removal of a huge portion of Wikibooks and hundreds of modules" is required, and that we "need to transwiki a crapload of stuff" have no actual foundation in anything Jimbo has just written or done.  The only moderate idea from recent discussion that has any foundation is the idea that this page is here to discuss, namely that game manuals might not fit within an "instructional and educational texts" remit.  But it was another editor (Whiteknight) who brought that up, not Jimbo.  Similarly, prior to Jimbo writing anything it was other editors who questioned the inclusion of coffee table books such as 366 Photographs on the Beach, and books that are solely soapboxes for promoting novel and original ideas such as Triangular Earth Calendar and Qrai. Uncle G 20:20, 23 November 2005 (UTC)

Definition of textbook and class

 * textbook (yet to exist)
 * class

LV asked, is Wikibooks only for textbooks? I thought that "textbook" only means book of text. I usually understood it to mean "instructional text", then Wikibooks would include guides that instruct in video game strategy. Wikibooks could still ban such guides; it already bans textbooks such as encyclopedias, dictionaries, and works of fiction. See WB:WIW.

Also, if "class" is in the K-12 and university context, then WB:WIW ("usable in an existing class") must be edited to indicate this context. --Kernigh 04:28, 18 November 2005 (UTC)

At Wiktionary, I added "textbook" to the requested entries. Meanwhile, one can use textbook at dict.org. Webster 1913: "any manual of instruction". WordNet is more strict; it requires that the book be prepared for schools and colleges, but that is not the only target audience of this wiki. --Kernigh 23:02, 20 November 2005 (UTC)

 * I think one of Jimbo's comments is in order here. As he puts it, "In legitimate, accredited cooking schools, cookbooks are textbooks.  I see no reason why a cookbook should not be considered a textbook in this context."

 * Another comment from another contributor on Foundation-l "I tend to interpret the role of Wikibooks very broadly, certainly to go beyond the idea of the classical textbook. In some ways the classical textbook is antithetical to good education because it tends to mould its users into the same series of learning experiences.  A single Wikibook should begin with a subject that can be included in Wikipedia but which requires expansion into a book that in theory could be published as a stand alone entity.  The Cookbook was a good example of this.  There was a great debate at one time about the inclusion of recipes in Wikipedia.  Some were accepted as proper to Wikipedia, but the bulk ended up in Wikibooks where NPOV could also be approached with a more relaxed interpretation."

 * And another on the same mailing list about game guides "Since I'm peripherally involved with a Game Studies PhD program (not my field, but I work with people who are in it), I thought I would point out that what constitutes a "textbook" is not very narrowly defined. Who decided Wikibooks was for textbooks anyway?  This was never the intent."

 * Certainly using this distinction is not going to help us out much except to cull some minor cruft. Just about any book-length content could be loosely defined as textbook material, even content that is purely fictional in nature  If, on the other hand, we adopt a strict definition of a textbook here, it has the potential of culling a major portion of this project, including items that would be benificial from an educational viewpoint.

 * I want to point out that the reason we ban encyclopedias and dictionaries is because there are other Wikimedia projects that deal with this type of content and it is better to have the content there than here. As for fiction, I think that should be another Wikimedia project, instead of Wikicities, but that is another discussion elsewhere, not here, and the Fiction Wikicity is a very healthy and active project.  Let's not get confused with removing content that is better hosted elsewhere due to specalists working with that content better and removing content due to its offensive nature like White Heriatage Society and Naturism.

 * If we define Wikibooks as just for textbooks, I hope that definition can include educational teaching materials like Jokebook and Cookbook that can indeed be used for learning but don't necessarily fit the standard view of what you would buy in a college bookstore for a specific course. Then again, I've seen examples of both of these as required reading for some classes, and other materials that would be culled from Wikibooks.  --Rob Horning 16:40, 23 November 2005 (UTC)

 * Should Wikibooks include game guides? Yes, I see no problem with this kind of content, just as most games have their own Wikipedia entry. Gerard Foley 17:30, 1 December 2005 (UTC)

 * Jimbo says, "This is for textbooks, not joke books, not random books on any subject you like. A textbook is a book which is actually usable in an existing class." (emphasis added) These are not within the scope of Wikibooks. Perhaps try another wiki. -- LV (Dark Mark) 18:23, 1 December 2005 (UTC)

Jimbo's sentence quoted by LV does not ban game guides. Game guides are textbooks which existing classes can use. --Kernigh 21:11, 1 December 2005 (UTC)

 * Wow, sign me up for the class where I need the cheat codes and walkthroughs for Doom. Any idea where that "class" might be? -- LV (Dark Mark) 21:27, 1 December 2005 (UTC)

 * Game design classes. You need to study existing games to learn what to and not to do in new ones.  Which is actually a major being picked up by a lot of legitamite universities.  I can provide links to such universities, if you wish.

 * Also note that the term "class" does not necessitate a university/high school/grade school class. Or are you redefining that as well?  Not that it really matters- the whole must be a textbook thing is wrong anyway.--Gabe Sechan 22:16, 1 December 2005 (UTC)

 * We've already proven you'll never get it and we'll probably never agree. Let's just drop it until we figure out what the hell Wikibooks if for like I mentioned about 1000 lines up. (Third comment from the top and again later). -- LV (Dark Mark) 22:20, 1 December 2005 (UTC)

 * I think we've proved that you'll never get it, but thats besides the point. I'm more than happy to drop it once you stop trying to push it by side channels and snide sarcastic comments like the above "Wow sign me up...".  If you want to keep WB to academic textbooks only, write a policy proposal, post it, and advertise it on the staff lounge and wherever else is needed.  Bring it to a legitamate vote/consensus.  Stop with the snide comments (amusingly ironic from someone who is pushing a "no personal attacks" policy).  If you want to push that to become policy, do so legitamately instead of using the big lie approach (repeat something enough and people will believe its true).  Until then I will continue to write the opposing view as long as you post insults and misinformation.  --Gabe Sechan 22:34, 1 December 2005 (UTC)
 * I am not the one who started the snide comments, and to be truthful, I have not personally attacked anybody. And it would actually be hypocritical, not ironic (but that's beside the point). And the "big lie approach" and people like you are how we got into this mess to begin with. -- LV (Dark Mark) 22:52, 1 December 2005 (UTC)

 * Game guides are just another kind of Computer Guide, you could even say Game guides arer a subset of computer guides :) Technically, they aren't textbooks but computer guides, and usually there aren't classes for them (There is no class to learn how to Installing Linux). Admittingly, I'm biased (look at my contributions :-/ ) but that is how I view things. --Dragontamer

 * I should add that if video games are banned, we will then have to consider Chess and Go and those other board games. Having chess but no Video games seems extreemly inconsistant to me. --Dragontamer 11:29, 3 December 2005 (UTC)

What game guides have to offer to Wikibooks
Consistant with my reccomendation at What is Wikibooks, I might as well state what I consider the important parts of this debate: What Game guides have to offer to wikibooks.

 * Publicity/Gateway -- Yes, I came here for textbooks, but I became an active editor because of video game guides (check my contributions)
 * Sub-Sandbox material-- In all honesty, I would have never touched a textbook outside of a video game guide. Creation of a video game guide would teach wikibookians how to create a guide with a very low "risk". Giving wrong info in a video game guide is not that big of a problem. Giving wrong info in a full blown college textbook... is something to fear for newbie editors.
 * Fun for the kids-- Wikijunior books would be great if they got more kids involved. What could be better than a kid telling his friends about a video game guide, and then them comming in and finding the wikijunior section?
 * Attracting the people with time on their hands-- People who read and create game guides have more time on their hands than others... Those are the kinds of people who potentially can do the most good.

To be fair, I'll list what I know as what removing the game bookshelf and video games bookshelf has to offer

 * Higher prestige -- It looks more educational to have no games all serious talk. However, i feel like this would isolate more common contributors.
 * Bandwith -- Save some money, space, server time?
 * Distraction to wikijunior section -- Kids would rather spend their time on "fun stuff" than on the books? IMO, any webpage would be a distraction... but whatever

Well, I'm for video games here so what do you expect :-p Maybe an official pro/con section should be placed up. --Dragontamer 11:29, 3 December 2005 (UTC)

 * OK, I tried to create pro and con sections at Game manual guidelines. Everyone go edit and contribute! --Kernigh 05:49, 4 December 2005 (UTC)

 * Okay, let's be honest here: we could save all the bandwidth if we just shut wikibooks down completely. If money and bandwidth concerns are being raised, then people aren't understanding the whole wikimedia project in general. and the "Distraction to wikijunior section"? I would love to see a number on how many children are actually reading wikijunior books. Especially since policy states that even wikijunior isn't explicitly censored for minors. -- 15:05, 4 December 2005 (UTC)

 * My point exactly :) I don't realy see a problem with it, but I attempted to show the other side :-/ I'm sure there is an argument, but I'm just not seeing it. --Dragontamer 16:22, 4 December 2005 (UTC)

If game guides are moved to Gameinfo
I started the Wikicities:c:Gameinfo:Guide:Battle for Wesnoth, which I originally intended to start at this wiki. This is the first time that I started a game guide at any wiki. Though I support the retention of game guides at this wiki, using Gameinfo allows me to create a guide without worrying about "neutral point of view" and "no original work" (at least not yet) and also allows me to post a review of the game (which I will do later).

Thus, I have enough familiarity with Gameinfo to provide these comments about a scenario where most game guides from Wikibooks move to Gameinfo.
 * Gameinfo currently has subpages disabled in the "Guide:" namespace. Some books (NetHack) use this feature, which allows /links/, ../links/, and automatic links upward. This would be a matter finding someone to enable the subpages feature.
 * Gameinfo cannot use images on Wikimedia Commons with [[Image:...]] . So when someone moves a guide, all images must be uploaded again, even if those images are on Commons.
 * Gameinfo currently has only a handful of administrators, plus the central Wikicities administrators (who are responsible to every wiki hosted at Wikicities). It is much smaller than our computer and video games bookshelf, so the wiki could easily be overwhelmed if it took most of the guides from here. Wikibooks users might not know that guides go in "Guide:" namespace or that they should create data pages in main namespace (example Wikicities:c:Gameinfo:NetHack) for each game.
 * Gameinfo runs an old version of MediaWiki which does not support the Special:Import feature (see Wikicities:c:Gameinfo:Special:Import), so guides cannot yet be moved by the easy way.

So, hosting these games at Gameinfo is probably possible, if risky and difficult. I currently prefer that Wikibooks continue to allow game guides. --Kernigh 03:54, 8 December 2005 (UTC)


text:
Talk:How To Search/Google

 * Whoever is authoring this page, I would appreciate it if you did not redirect turn my unfinished wikibook on Google in general (i.e: All its services, not just the search engine) to your "How to search" page, as if you had read the proposed contents page, you would realise that your book does not cover all of what was intended to go into mine. If you are willing, I woud be happy to merge our projects. Please put your opinion on this here. --∞ 07:55, 30 December 2005 (UTC)

 * I'm not sure who changed your wikibook into a redirect but it wasn't the original author of the How To Search wikibook. You might try leaving a message on that person's talk page. liblamb 04:44, 3 January 2006 (UTC)

title: Talk:How To Search/Google


text:
User talk:Fabiuccio~enwikibooks

Talk:Organic Chemistry

Hi! As reactions are the core part of organic chemistry, I propose to promote it from appendix to a full chapter

Copyright problem with Image:CIP-EZ configurations.png
--Derbeth talk 10:43, 30 December 2005 (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 Fabiuccio. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fabiuccio~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:58, 19 April 2015 (UTC)

title: User talk:Fabiuccio~enwikibooks


text:
Danish/Adjectives

Danish adjectives are declined according to the gender and number of the nouns to which they apply. Each regular adjective has a base form, used for common gender nouns, a t-form used with neuter gender nouns, and an e-form used with plural nouns and in definite descriptions. In many cases, the t- and e- forms are created simply by attaching the letters to the end of the common gender form, but not always. Frequently the final consonant is doubled before adding -e, and occasionally the preceding vowel is affected in a manner similar to the plural of en bog being bøger or that of et barn being børn.

Example: En dejlig kage (a lovely cake) Et dejligt hus (a lovely house) Tre dejlige kager (three lovely cakes) Den dejlige kage (the lovely cake) Det dejlige hus (the lovely house)

One notable exception is lille, which uses the same forms for both singular genders and becomes små for plurals.

title: Danish/Adjectives


text:
User talk:202.176.232.92

--Derbeth talk 10:28, 30 December 2005 (UTC)

title: User talk:202.176.232.92


text: User talk:210.184.75.125

title: User talk:210.184.75.125


text:
Talk:A-level Mathematics/OCR/C1/Equations

"(Assigning the number (1) to this equation"
Hi; I find it rather inelegant to keep on marking an equation as (x) and then having a piece of text after that explaining what the (x) means. I'd suggest that there was a section somewhere in this book which explains the notation used and then we can get rid of all the repeats. --Takkaria 11:44, 30 December 2005 (UTC)


text:
Muggles' Guide to Harry Potter/Books/Order of the Phoenix/Chapter 1

Synopsis
Harry is once again enduring a dreadful summer with Aunt Petunia and Uncle Vernon. He is angry and frustrated that he has had little communication with either Ron or Hermione, and feeling isolated and cut off, is desperate for any information about Lord Voldemort and the Wizarding world. One day, he hides in the Dursleys' flower bed under the living room window so he can overhear the Muggle news on TV. He is listening for any reports of unexplained events that, as a wizard, he would recognize as being caused by Dark magic. Hearing a cracking noise that he recognizes as someone Disapparating, Harry jumps up, wand at the ready, but bumps his head on the window frame, giving away his presence. An argument ensues with Uncle Vernon, though the need to "keep up appearances" shortens it. Harry leaves, initially to investigate the noise, eventually ending up alone with his thoughts in a playground. He encounters Dudley with his motley friends in the park. Harry, knowing that Dudley fears his magical powers, restrains himself from taunting him. After Dudley's companions leave, he and Harry head back to Privet Drive. As they reach an alley, it suddenly becomes dark and cold, and they are attacked by 2 Dementors. Harry defends both himself and Dudley from the dementors with a Patronus Charm. However, Dudley is chilled to the bone and later becomes nauseous. Mrs. Figg (Harry's neighbour) appears on the scene, and amazingly, she is not at all surprised to see Harry's magic wand, ordering him not to put it away.

Analysis
Readers can see how lonely Harry is at his erstwhile relatives' home and how unhappy he has always been there. He is trapped inside a world in which he no longer belongs, nor wants to be part of, but Professor Dumbledore has apparently decreed that he must endure living there each summer. We do not yet know why, but at the previous book's conclusion, Ron says that Dumbledore had vetoed Mrs. Weasley's invitation to have Harry spend the entire summer at the Burrow. The Dursleys again show how little they care for their nephew's needs. However, they do treat him better than they used to, and, as Dudley seems to, now fear Harry's magical powers. While Harry and the Dursleys' overall relationship remains unchanged, there has been a gradual power shift within the household, seen as far back as the first book, when Harry was given Dudley's "extra" bedroom and no longer had to sleep in the cupboard under the stairs. While Harry would never use magic against his relatives, he knows they fear his increasing magical abilities and alliances with wizards, and this has progressively granted him some bargaining leverage.

Harry is hungry for information about the Wizarding world he is being isolated from. In the previous book, he witnessed Voldemort's resurrection, and he knows, perhaps as no other excepting Dumbledore, how much evil has returned. However, it seems that Harry is deliberately being denied information, making him very angry and frustrated. While Hagrid has been on a mission and is likely unable to write, it seems that Ron and Hermione are deliberately withholding important details from their letters, leaving Harry feeling abandoned.

Harry has been carefully watching for any signs of Voldemort's activity restarting, not only in the Wizarding realm, by means of the Daily Prophet, but in the Muggle world, which is why he listens to the Muggle news. Harry is aware that Voldemort considers Muggles unworthy of preservation. The Dementor attack may be a sign that Voldemort is becoming active, and it actually helps relieve Harry's anger and frustration by reestablishing his ties to the magical world. Discovering that batty old Mrs. Figg possesses knowledge about wizards delivers Harry a powerful shock, given the vacuum he is forced to stay in. There have been clues that Mrs. Figg is connected to the Wizarding world since the first book, such as the strange odors emanating from her kitchen and her unusual cats, though Harry was too young and inexperienced a wizard to have recognized them.

The attack also brings another character into focus: Dudley. Being a Muggle, he should have been unaware and largely unaffected by the Dementors' presence; however, he was obviously affected by them, just as they were able to detect him.

We note that Uncle Vernon yelped and let go of Harry, as if he was feeling some sort of pain. This is almost certainly unconscious use of magic on Harry's part, and probably should have resulted in another official reprimand, but the magic used may have been too small and too localized to register with the Ministry watchdog.

Review

 * 1) How is Dudley affected by the Dementors?
 * 2) Why is Harry so intent on listening to the Muggle news?
 * 3) How has Harry's relationship with the Dursleys changed? What accounts for this?
 * 4) Why would Harry expect to hear news about the Wizarding world reported on Muggle TV?
 * 5) Why does Harry feel as though he is being ignored? Could there be a more logical reason behind the disappointing lack of responsiveness in his friends' letters? Is Harry overreacting, or does he have the right to feel deprived?

Further Study

 * 1) How does Mrs. Figg know about the Wizarding world?
 * 2) Why do letters from Harry's friends contain so little information about the Wizard world?
 * 3) Why would Dudley, a Muggle who should be unaware of a Dementor's presence, be so affected by them? Why would a Dementor attack him along with Harry?
 * 4) Who could have sent the Dementors to Privet Drive and why?

Greater Picture
The "loud, echoing crack" that startles Harry is, as he had believed, the sound of someone Disapparating. We will find out that the wizard in question was Mundungus Fletcher, abandoning his job of watching over Harry in order to complete one of his shady deals. The cat Harry sees running off immediately after the sound is one of Ms. Figg's cats (actually at least part Kneazle) running to report Mundungus' departure.

Mrs. Figg's connection to the Wizarding world was mentioned at the end of the previous book, though it is very carefully formed so as to not attract attention. We never know Mrs. Figg's first name, even the Dursleys call her "old Mrs. Figg", and the complexity of her first name (Arabella) seems to be carefully selected so as to overshadow her last name when Dumbledore mentions it. We will find out that Mrs. Figg is an associate of Dumbledore's and a member of the Order of the Phoenix from Voldemort's first rise to power, and has been charged with watching over Harry since he was first left at Privet Drive.

Slightly connected to this is Dumbledore's insistence that Harry spend time at Privet Drive each summer. Dumbledore has set protective spells on Harry and the house, based on the protection given Harry when his mother died to save him. That protection will only hold so long as Harry is sheltered by his mother's blood, which is to say as long as his home is the place where one of his mothers' close blood relatives lives. If he stops being able to call Privet Drive home, or reaches the age of majority, that protection will cease. Harry's returning each summer is sufficient to keep Privet Drive his home. While this is Harry's strongest protection, Dumbledore never has only one string to his bow, and has arranged for Harry to be watched and guarded by other means, including Mrs. Figg.

Harry is correct in his assumption that Ron and Hermione are deliberately withholding information in their letters. This is at Dumbledore's orders, though why Dumbledore wants Harry to remain unknowing is never fully explained. It is possible that, even at this early stage, Dumbledore worries that Voldemort may know about the linkage between Harry's mind and his own, and is trying to minimize the possible damage should Voldemort snoop in Harry's mind. Dumbledore is aware that, even before Voldemort re-embodied himself, there were two episodes where Harry apparently received clear images from Voldemort's mind. Dumbledore may also feel it is inappropriate for someone Harry's age to be involved in adult matters, even if it is related to Harry. And while Ron and Hermione are certainly not adults, they are in a position to overhear much of what is going on, and Dumbledore does not want them sharing that with Harry, particularly when he is so cut off from anyone who can discuss matters with him. Harry, of course, feels differently.

While it is never known exactly why Dementors were at Privet Drive, we do learn Dolores Umbridge sent them; she is introduced a little later in this book. Her only explanation for sending the Dementors is that, "something had to be done", though she remains mute on just why it had to be done, or why Dementors were the reasonable choice.

Dudley perhaps should have been affected much less by the Dementors than he was. In chapter 1 of Harry Potter and the Half-Blood Prince, it is stated that Muggles are unable to see Dementors but can feel some of their effects, and the author has said that Squibs are also unable to see them, though we have reason to question that. (In particular, Mrs. Figg's first words in the next chapter, "And now look! Dementors!" make it clear that she recognizes the Dementors somehow, though whether by direct perception or by understanding of the effects is never made clear.) In Harry Potter and the Half-Blood Prince, it is mentioned that the Dementors are attacking people, but it is uncertain to what extent Muggles are being targeted or what effects they are feeling from the attacks. But we are led to believe that Dudley suffers from the Dementors more than expected; and it is interesting that the Dementors chose to target Dudley as well as Harry.

The whole issue of Dementors and their perception by non-magical folk (Muggles and Squibs) is questionable, despite pronouncements by the author. While the effects on Dudley are marked, possibly more than they would be on any other Muggle, there is no indication that he actually sees them, only that he is affected by them. His responses on being asked what happened center purely on the effects, nothing is said about their appearance. Mrs. Figg seems to be able to perceive that they were present, and her word choice seems to suggest that she was aware that there were two there – she uses the plural when talking about them, even before Harry does. It seems to us that if Mrs. Figg could only perceive their effects, she would be unlikely to know that there were two present, unless she was able to see Harry's Patronus and guess, from the way it moved, that it was dealing with two attackers. We suspect, however, that whatever a Patronus is made up of (psychic emanations?) would be no more or less visible to Muggles than a Dementor would be. At the hearing, interestingly, Mrs. Figg describes the Dementors, not terribly accurately, and does describe the Patronus, quite completely, so we believe that she saw Harry, though Harry did not see her until later. We do suggest that if Mrs. Figg had been unable to see the Dementors, but could see the Patronus, she would not be so sure there was more than one Dementor; the Patronus could have been directed at one Dementor which dodged away overhead and behind, then directed to make a second, successful pass at the same Dementor. Because of this, despite the author's stating that Mrs. Figg could not see Dementors, we believe that her later testimony, and what she says in the next chapter, very strongly suggest that she saw at the very least the Dementors' cloaks. But we freely admit that this is only a suggestion, no matter how strong, and that it remains open to debate.

Dudley's being affected by the Dementors leads us to an interesting suggestion. According to Rowling, in an interview prior to the third book's publication, a character, previously believed to be a Muggle would develop magical abilities unexpectedly late in life ("late" meaning after age 11 or so), and later, on her own site, she stated that it would not be Aunt Petunia. Although this was expected to happen in Harry Potter and the Deathly Hallows, Rowling later decided to omit this from the storyline. However, if Dudley suffers the effects from the Dementors that we see in this chapter, it is possible that he was originally intended to be the character to which this would happen, despite Rowling's later statement that the ordinariness of Vernon's DNA would crush any incipient magic out of Dudley. In that event, Arabella Figg may have been the character Rowling intended to become magical. Like Dudley, she apparently also detected the Dementors presence when she should have been unable to, and her magical lineage was at least as strong as Dudley's. (At least one of Mrs. Figg's parents must have been a witch or a wizard for her to be classed as a Squib, while Petunia's sister, Dudley's aunt, was a witch.)

Connections

 * The Dementor episode in this chapter triggers a change in Dudley's perception of Harry. In the final book, Dudley says that he doesn't believe that Harry is a waste of space, which Harry sees as the compliment that it is meant to be. We believe that Dudley's change of heart, as limited as it is, is triggered by Harry's saving him from the Dementors, and possibly reinforced by Dumbledore's visit at the beginning of the sixth book.


text:
Organic Chemistry/Chirality/Configurations

Configuration and conformation
Conformation is the set of possible shapes a molecule can have by means of rotation about single bonds only.

Configuration is the relative position of the atoms in a molecule that can be changed exclusively by cleaving and forming new chemical bonds.

Isomers have different configurations, although the distinction may be blurred in compounds where steric hindrance occurs.


text:
United Nations

 * /Foreword/

 * I. /Founding of the United Nations/
 * The UN came into existence on October 24, 1945, after the Charter had been ratified by the five permanent members of the Security Council — the Republic of China, France, the Soviet Union, the United Kingdom, and the United States — and by a majority of the other 46 signatories. This chapter will discuss the reasons behind the UN foundation and how it came to be.

 * II. /History/
 * For 60 years the United Nations has worked towards securing world peace. This chapter will cover the landmarks events and decisions of the United Nations and how it has affected the world.

 * III. /The UN Today/
 * Having endured 60 years of conflict the United Nations enters a new century. Today it is faced with more problems than ever before. This chapter will look at how the United Nations is coping with an ever changing world and how the UN itself looks at these changes.

 * IV. /Structure/
 * The United Nations Secretary-General is the head of the Secretariat, one of the principal divisions of the United Nations. According to the United Nations Charter, the Secretary-General is to be appointed by the General Assembly on the recommendation of the Security Council.

This chapter will explain how the United Nations is managed and how the different organs of the United Nations interact with one another.

 * V. /General Assembly/
 * The United Nations General Assembly (GA) is one of the six principal organs of the United Nations. This chapter will cover the structure, resolutions, history, and powers held by the General Assembly.

 * VI. /Security Council/
 * The United Nations Security Council is the most powerful organ of the United Nations. It is charged with maintaining peace and security between nations. In this chapter you will learn the decisions, missions, resolutions and history of the Security Council.

 * VII. /Economic and Social Council/
 * The Economic and Social Council (ECOSOC) of the United Nations assists the General Assembly in promoting international economic and social cooperation and development. In this chapter you will learn the decisions, operations, structure and duties of the Economic and Social Council.

 * VIII. /International Court of Justice/
 * The International Court of Justice is the principal judicial organ of the United Nations. In this chapter you will learn of the duties, cases, and decisions passed down by the ICJ. In addition you will be educated in the history and the importance of this organization.

 * IX. /Secretariat/

 * X. /Trusteeship Council/

 * XI. /Additional UN Organization/

 * XII. /Peacekeeping/

 * XIII. /Organizations associated with the UN/

 * Note: Although the United Nations has no sovereignty of its own, it is only convenient for a book to classify the U.N. under public administration for simplicity's sake. The U.N. is actually just a global body that can only recommend, not force, as force is a component mandatory for a government to officially be a government.

title: United Nations


text:
Cookbook:Rice-Oat-Semolina Burger

| Vegan cuisine

A rice-oat-semolina burger is a vegan version of a hamburger, with a patty made from rice, oats, semolina, and onions.

Ingredients

 * Rice
 * Oat flakes
 * Semolina
 * Onions
 * Chopped paprika (optional)
 * Maize (optional)
 * Mushrooms (optional)
 * Leek (optional)
 * Soy sauce (optional)
 * Spices: salt, pepper, cumin, oregano, savory (optional)

Procedure

 * 1) Mix about the same volumes of rice, oat flakes and semolina.
 * 2) Add water and stir until you get a viscous substance.
 * 3) Add spices to taste.
 * 4) Chop onions and leek into pieces and fry them with some oil, add maize, paprika and mushrooms to taste when the onions turn glassy.
 * 5) Fry in a hot, oiled pan. Use oil sparingly or the patties will be soaked in fat.
 * 6) You may want to flatten the patties a bit with the spatula.

Notes, tips, and variations

 * The patties are also quite tasty entirely without spices, only with onions.
 * The patties can make a reasonably good substitute for fried chicken meat, e.g., for salads.

title: Cookbook:Rice-Oat-Semolina Burger


text:
United Nations/Foreword

A Brief Introduction
The goal of this Wikibook is to provide a full and easy to understand of all entities and organizations relating to the United Nations. The United Nations is the largest international organization where the voices of everyone can be heard. Celebrating its 60th anniversary in 2005 we look back and review what we have accomplished. The United Nations has worked to secure peace for sixty years and is still doing so even today. Hopefully this book will enlighten you on the main duties, accomplishments, and jobs the United Nations does.

The Structure
This book is divided into chapters focusing on a single subject. These are further divided into sections focusing on a single aspect of the topic.

Each chapter is laid out in an easy to follow form. First an introduction will describe what the reader will learn in the section. Next the reader will be taught the lesson. Following this he or she will answer a series of questions to review the material. After completing all of the sections there will be a final Q & A section. Finally there is a final chapter review of the material covered.

Glossary & Index
In each chapter there will be several unfamiliar terms. So as to provide the reader with a full and explicit knowledge several of these terms will be linked to a glossary. In this Wikibook there are 2 types of information listings: Full-text Glossary and the Index.

Full text Glossary
The full text glossary is the list of all words in the chapter. This is a master list and is separate from the Index.

Index
The index is a full spectrum of topics and persons found within this Wikibook. Each listing found within the index includes the page it was found on.

Contributions
Anyone wishing to edit or add information to this Wikibook may do so. We ask that you do not copy information not in the public domain. All discussion about this Wikibook will be held at: Talk:United Nations:Contents. For a list of need topics please go to the Contributors Corner.

title: United Nations/Foreword


text:
User:Chaturganj/OmNamahBhagwateVasudevaye

This text is mostly in the Hindi language. I might provide a translation in English.

Om Namah Bhagwate Vasudevaye
[Mantra:] Harinaya Garbha Purush Pradhana Avayakta Rupine, Om Namah Vaasudevaya Sudh Gayana Svarupine  (This Mantra was used by a great king who was also the grand father of another great saint and king Maharaj Prahlad. Maharaj Prahlad used this mantra too. It is also called the 12-word Mantra)

[Mantra:] Om Namah Bhagwate Vaasudevaye

Hey Bhagwan, aap ko pranam hai. [God, I bow to you]

'''Is sansaar mein jeev ka Shri Vaasudeva ji ke alawa aur koi bhi rakshak nahin hai. ''' [In this world, there is no other protector of a being other than God]

'''Jeevan mein sukh ki pribhasha hai Sri Vaasudeva ji ko yaad karna. Aur Shri Hari ji ko bhool jaana hi dukh kaha gaya hai. ''' [Remebering God is defined as happiness or joy or comfort, and having forgotten God is the definition of misery and all sadness]

'''Aadmi Bhagwn ki jiti bhakti kar sake jeewan mein, utna hi accha hai. Jeewan ki safalta isi mein hai ki manushaya Bhagwan ki sada bhakti karta rahe. ''' [The more a person can worship God, the better. Life's success is in the constant worship of God]

'''Karne waale kewal Shri Hari hi hain. Main moorakhta se hi khud ko karne wala samajh baitha tha. ''' [God is the only doer. By my foolishness alone I mistakenly thought that I was the one who did it or I was the one who could do it]

'''Hum log helplessly hi samaya mein bahe ja rahein hain. Is maha sagar mein, kewal Shri Hari hi hume sahi rah par rakh sakte hain. Shri Vaasudeva ji ke charan pakade rakhna hi humari khush kismati hai. ''' [We are flowing in this vast flow of time, helplessly. Only God can keep us on the right track. It would be our good fortune if we can keep holding onto the feet of God]

'''Hum log bhavon mein aa kar Shri Hari ke alawa doosri cheezon ko bada maan baithte hain. Vaastava mein Shri Hari hain aur unke saman aur kuch bhi nahin hain. ''' [Because of emotions, we start thinking other things as big. In reality, there is nothing equal to God]

'''Kisi ka bura na chahein. Vaasudeva ji humare man mein hain aur doosron ke mano mein bhi. ''' [Don't wish bad for any one. God is present in our heart and in the hearts of others too]

Eeshwar ke bare mein kisi se kuch na kahein  [Don't speak of all this or God to any one]

Om Namah Bhagwate Vaasudevaye  [I bow to God]


text:
User:Nov ialiste~enwikibooks

I've worked mostly at the English Wikibooks on the Novial language Wikibook. At the English Wiktionary I have been adding Novial entries to the Translations sections. This prompted a debate about which constructed languages are permitted in such lists. Novial as a well attested and historically significant international auxiliary language was approved.

At the English Wikipedia I've begun work on expanding the Novial language article.

'''A Wikipedia in Novial is here. '''

title: User:Nov ialiste~enwikibooks


text:
Fighting

Fighting, either in self defense or as an offensive measure, is an important skill to learn. To fight doesn't mean to attack, it also means defense and self reliance. Even if you do not plan on using any of the information below, you should be familiar with the basics. This manual is not a substitute for actual training; it is only intended as a rough summary.

Content

 * /Unarmed Combat/
 * /Training/
 * /Martial Arts/
 * /Armed Combat/
 * /Non-lethal Weapons/
 * /Other Weapons/
 * /Accurizing/

title: Fighting


text:
United Nations/Founding of the United Nations

The UN came into existence on October 24, 1945, after the Charter had been ratified by the five permanent members of the Security Council — Republic of China, France, the Soviet Union, United Kingdom, and the United States — and by a majority of the other 46 signatories. This chapter will discuss the reason for the founding the UN and how it came to be.

Sections

I. League of Nations - The basis for the United Nations.

II. Preliminary - The idea that started it all.

III. The United Nations Charter - The Charter that ratified the UN.

IV. A Work in Progress - The meetings and debates that led to its formation.

V. Ratification - The United Nations begins.

VI. Chapter Review - Review of Chapter 1.


text:
Organic Chemistry/Organometallics

Organometallics is the branch of chemical science studying the chemistry of molecules that have direct carbon-metal bonds.

Alkali and alkaline earths organometallic

 * Li, Na, K organyls
 * Be organyls
 * Mg organyls

Silicon group

 * Si organyls
 * Ga organyls

Transition-metal organometallic chemistry
The organometallic chemistry of the transition elements is quite different from the main-group ones due to the availability for bonding of the n d orbitals with consequent ability for the central atom to change geometry and expand the octet.

Crystal field theory

Single σ-bonding

 * 1) M-alkyl

alkene complexes

CO complexes
These interactions are synergicin increading the M-CO bond strength. In fact, the second interaction, as known as pi backbonding increases the available electron density on the CO.
 * 1) σ *→dσ
 * 2) dπ→π *

The partial filling of the π* orbital leads to a weakened C-O triple bond, as showed from the stretching frequencies (in cm-1) of CO free and in M/CO complexes.

Fischer carbenes
By treatment of a CO complex with a strong nucleophile

Metathesis
Richard Schrock(MIT, USA) and Robert Grubbs (CalTech, USA) received 2005 Nobel prize for their work on the subject. Metathesis is the exchange of the termination between two alkenes

It occurs via the carbene species nowaday known as Schrock's carbenes

 * 1)  Grubbs, Olefin metathesis, Tetrahedron

Ziegler-Natta polymerisation
Ziegler-Natta catalyst Ziegler in the 40's worked on the oligomerisation of ethylene by aluminium alkyls via the reaction HAl-R + CH2=CH2 -> HAl-CH2CH2-R

Enantioselective hydrogenation
Wilkinson's

Hydroformylation
Hydroformylation Hydroformylation is the process that transforms an alkene into an aldehyde by reaction with CO.

The catalyst is a hydridocarbonyl complex, HCO(CO)5

Fischer-Tropsch synthesis
Fischer-Tropsch synthesis is the heterogeneously-catalysed formation of hydrocarbons (alkanes and alkenes) from CO and hydrogen (synthesis gas). It can be seen as the inverse of synthesis gas preparation (although this is usually from methane and lighter hydrocarbons). It is the heart of the gas-to-liquids processes developed commercially by big petrochemical firms in the 90's.

Organometallics in living systems
The only example of a biological molecule containing direct carbon-metal bonds is cobalamin, as known as vitamin B12

title: Organic Chemistry/Organometallics


text:
User:Brim/reading list

Articles to read that may be of interest:

 * "The importance of optimal treatment planning in radiation therapy." Suit et al. International Journal Of Radiation Oncology, Biology, Physics Volume 21, Issue 6, November 1991, Pages 1471-1478.

ESTRO Education Website
 * A lot of stuff here (PDFs)
 * Can find it by Googling the site: link (can limit search by doing "filetype:PDF")

title: User:Brim/reading list


text:
Muggles' Guide to Harry Potter/Characters/Gilderoy Lockhart

Overview
Gilderoy Lockhart is famous in the wizarding world. He has been awarded the Order of Merlin, third class, is an Honorary Member of the Dark Force Defence League, and is the five-time winner of Witch Weekly's Most-Charming-Smile Award. He is Defence Against the Dark Arts teacher during Harry's second year. Lockhart has written many best-selling books chronicling his daring adventures, and he revels in his own celebrity.

According to information posted on the Pottermore web site, Gilderoy Lockhart's birthday is 26 January, and his wand is cherry and dragon heartstring. His rise to fame was apparently quite rapid, and he had graduated from Hogwarts (where he was in Ravenclaw house) only about a decade before his return as a teacher.

Chamber of Secrets
We first see Lockhart indirectly, as the author of a book on Common Household Pests. As punishment for taking the car, Mrs. Weasley sets Ron, Fred, and George the task of de-Gnoming the garden, and tells them to check Lockhart's book for instructions. Harry volunteers to help, and like the others is soon spinning the gnomes around rapidly in circles to disorient them, then throwing them over the garden wall. This apparently is effective, as when they are finished, Harry sees a little line of dispirited gnomes heading off towards a distant copse; but near sunset he sees them all finding their way through the hedgerows and back into the garden.

When booklists arrive, it appears that the new Defence Against the Dark Arts teacher has selected Lockhart's entire library, with the exception of his new autobiography, as texts for the course. Fred and George, who previously commented that Mrs. Weasley is sweet on Gilderoy, now guess that the new Defence teacher is a middle-aged witch. They also comment that the booklist won't be cheap.

When the family reaches Diagon Alley, they find that Lockhart is present in person at Flourish and Blotts' bookstore, signing copies of his new autobiography, Magical Me. Mrs. Weasley is in line, and drags Harry, Ron, and the twins in with her; Ginny is holding back. When the photographer for the Daily Prophet pushes Ron out of the way so he can get a picture, Lockhart spots Harry in line, and drags him up to the table, telling Harry that the two of them together will make the front page. He then gives Harry the full set of his books, smiling broadly all the while, and takes the opportunity to announce that he has accepted the job of teacher of Defence Against the Dark Arts at Hogwarts. Once released, Harry, retreating to the back of the crowd, finds Ginny, and dumps all the Lockhart books into her cauldron. Shortly after this, there is a physical fight between Arthur Weasley and Lucius Malfoy, which is broken up by Hagrid. While Mrs. Weasley is concerned about what Lockhart will think of them brawling in the store, Fred comments that Lockhart was talking to the photographer chap as to how to spin it for the best news value.

Harry and Ron, unable to reach the Hogwarts Express, use Arthur Weasley's flying car to get to Hogwarts. The car gets into difficulties and crashes into the Whomping Willow. We next see Lockhart the next day as Harry is waiting to get into Herbology; he is walking alongside Professor Sprout, apparently having just been "assisting" her by telling her how to perform first aid on the tree. It is perhaps noteworthy that Professor Sprout is carrying all the first aid gear, looks somewhat exasperated, and has fresh bruises, while Lockhart does not seem at all the worse for the experience. Seeing Harry at the greenhouses, Lockhart takes him aside. Lockhart says he blames himself; having given Harry a taste of fame in Flourish and Blotts', he understands that Harry was only trying for fame and recognition when he took the flying car to Hogwarts. In a fatherly way, he cautions Harry that he may be reaching too high, and that he should tone down his search for recognition.

In the first Defence Against the Dark Arts class, Lockhart has the class take a test, to see who has read through the textbooks. Harry and Ron are astounded; the test is all questions about Lockhart. Hermione gets all the answers right and Lockhart, who is amazed awards Gryffindor 10 points. Lockhart then proposes a practical example, and releases a cageful of Cornish pixies. The pixies promptly wreak mayhem on the classroom. Attempting to return them to their cage, Lockhart performs a spell which has no effect; a pixie grabs his wand and throws it out the window. At the bell, most of the class leaves; Lockhart, also departing, tells Ron, Harry, and Hermione to "finish cleaning up here". Ron says he doesn't think Lockhart is much of a wizard. Hermione counters, saying "Look what he's done!" Ron retorts, quietly, "What he says he's done."

A hero-worshiping Colin Creevey asks Harry to pose for a photograph. Draco Malfoy, passing by, starts making jokes about Harry giving out autographed pictures; Lockhart, arriving on the scene, puts himself in the center of the picture, then takes Harry off for some more "advice about managing his fame". It is mentioned in passing later that the developed photograph shows Lockhart struggling to pull Harry into the picture and failing.

When Ron attempts to curse Malfoy, because Malfoy had insulted Hermione, his wand backfires, and Harry and Hermione take him to Hagrid for assistance, pausing to avoid Lockhart as he leaves Hagrid's hut. Hagrid tells them that Lockhart had been the only applicant for the Defence Against the Dark Arts position, and is uncharacteristically critical of him, saying that Lockhart's books might not be entirely truthful. He also jokes about Harry giving out signed photographs, and says that Lockhart was not happy about Hagrid's saying Harry is already more famous than Lockhart will ever be.

As they return to the castle, Professor McGonagall tells Harry that his detention for the flying car episode will be to assist Professor Lockhart with his fan mail, and that Lockhart had specifically requested him. Harry dully presents himself at Lockhart's office that evening, finding it full of posters of Lockhart, some of them autographed. Harry dully settles down to addressing envelopes, as Lockhart rambles on about the price of fame, and signs photos. Harry suddenly hears a voice other than Lockhart's, but looking around, cannot find the source. Lockhart, recalled to himself, notes the time (they have been in there for nearly four hours) and dismisses Harry.

When Mrs. Norris is found hanging off a torch bracket, Professor Dumbledore indicates a need to examine her; Lockhart volunteers his office. Dumbledore asks Harry, Ron, and Hermione to accompany them as they had discovered Mrs. Norris; Professor Snape, Professor McGonagall, and Argus Filch follow. As they enter, Harry notes the occupants of most of the Lockhart posters whisking themselves out of view; he believes he sees some of them wearing hair curlers. As Dumbledore examines the cat, Lockhart is prattling on about how he could have saved her if he had been there; Harry notes that the poster occupants are peering out around their frames, some of them nodding agreement, and sees that at least one is still wearing his hairnet. When Dumbledore reports that Mrs. Norris is not dead but petrified, Lockhart says that he can whip up a Restorative Draught in no time. Snape rather acidly remarks that he had thought he was the Potions master at the school.

In order to determine if Draco Malfoy is the heir of Slytherin, Hermione hits on a plan to use Polyjuice Potion to allow them to disguise themselves as Slytherins. The instructions for making Polyjuice Potion, however, are in a book, Moste Potente Potions, which is in the restricted section, and they would need a note for it. Ron believes that they will have trouble finding a teacher thick enough to sign a note for a book like that...

Lockhart, meanwhile, after the debacle of the pixies, has resorted to re-enacting scenes from his books, with Harry's assistance. When we next see Lockhart, Harry is willingly playing the werewolf foil to Lockhart as he acts out a scene. We see that Harry is unhappy with this, but we are told that he is playing up to Lockhart for a reason. At the end of class, Hermione, Ron, and Harry approach Lockhart with a note, and Hermione explains that she would like to take Moste Potente Potions out of the library because it would help her understand something in a different one of Lockhart's books. Lockhart signs the note with a revolting peacock-feather quill, and Hermione, with Harry and Ron in tow, heads off to the library to take out the book.

At the Quidditch match with Slytherin, which occurs the next day, a Bludger appears to have been enchanted to concentrate on Harry. While he manages to avoid it for most of the match, as he is lining up to catch the Snitch, the Bludger hits him and breaks his wrist. Lockhart then, over Harry's protests, offers to help, but the spell he uses ends up removing all the bones from Harry's arm.

A week before Christmas break, there is notice of the creation of a dueling club. Harry, Ron and Hermione are interested and attend, but are dismayed when they find it's being run by Lockhart. By way of demonstration, Lockhart faces Snape, runs through the formalities, and is quickly disarmed and flung off the stage. Rather than trying a second time, in the face of Snape's rather obvious anger, Lockhart has the students form groups of two. Snape intervenes at one point, separating Harry and Ron and leaving Harry to face Draco Malfoy; Ron is paired with Seamus Finnigan and Hermione with Millicent Bullstrode. On the count of three, mayhem breaks out; amidst the flying curses we hear Lockhart shouting for everyone to stop, but it is Snape who brings things to an end. Once the smoke has cleared, Lockhart suggests putting a pair of students on stage to demonstrate and suggests Neville and Justin Finch-Fletchley. Snape says that is too risky for Justin, as Neville causes havoc with every spell, and suggests instead Harry and Draco. At the count, Draco conjures a snake. Lockhart says he'll dispose of it, but his charm throws the snake ten feet in the air, and it lands in front of Justin. Seeing it is about to attack Justin, Harry tells the snake to stop, and is surprised when it does. Snape then destroys the snake, looking speculatively at Harry. Justin asks Harry what he thought he was trying to do, and storms off; Harry, Ron and Hermione leave as well, and Ron says that he didn't know Harry was a Parselmouth. Harry admits he didn't know either, and Hermione points out that it is a very rare ability, and historically linked to the descendants of Salazar Slytherin.

After Christmas, there is a long break without any sign of the Monster in the Chamber – Justin's Petrification before Christmas had been the last one. Lockhart, of course, takes credit for scaring away the creature, and suggests that they need a little "morale-booster". On Valentine's Day, we discover what Lockhart's morale-booster is: the Great Hall ceiling is showering down heart-shaped confetti, and Lockhart has recruited a number of dwarfs, dressed as Cupids, to run around the school delivering singing Valentines.

When Hermione and Penelope Clearwater are attacked, Professor McGonagall orders new restrictions for the safety of the students, including a curfew requiring them to stay in their dormitories, a ban on evening activities, and a requirement that they be shepherded between their classes by the teachers. Shortly after this, Dumbledore is suspended as Headmaster, and Hagrid is arrested as he is suspected of being the one who is allowing the Monster out of the Chamber of Secrets. Lockhart now says that the precautions that McGonagall is insisting on are pointless, as with Hagrid arrested there will be no more attacks; the other teachers, though, are not so sure, and are still being very careful about their guard duties.

Harry and Ron, having visited Aragog by this point, believe that it is Moaning Myrtle who was killed by the monster when it was released fifty years before, and need to talk to her to find out what they can about the Monster. It is Lockhart's certainty about the threat being over, along with his fatigue at having to patrol the hallways all night, which allows them the liberty to go and speak with her: they suggest to Lockhart that they can find their way to their next class and that he looks tired. He goes off to his office, and Harry and Ron head off to interview Myrtle.

Having been redirected to the Hospital Wing and received some information from Hermione, Harry and Ron determine where the entrance to the Chamber is, and what the Monster is (a Basilisk), and so decide that they must speak with Professor McGonagall. They are waiting in the Staff Room to speak with her when students are sent back to their dormitories; hiding in a closet, they hear that Ginny has been taken into the Chamber. They also hear Lockhart, arriving late for the meeting with the staff, being called on his boasts about knowing where the chamber is and what's in it, and receiving instructions from McGonagall to go and deal with the Monster. Much shaken, he departs.

Harry and Ron find Lockhart in his office, frantically packing. Lockhart admits to them that he has not actually done the things in his books, that other people had done them and he had simply recorded what they had told him. The people who had done these things weren't photogenic, so it was better that he, the handsome and dashing one, take credit for their activities. And he also had a very good line of memory charms that would keep them from recalling having done the things that he was now claiming. So saying, he attempts to charm Harry and Ron, but Harry Disarms him. Ron throws Lockhart's wand out the window. With two wands pointed at his back, Lockhart is marched to Moaning Myrtle's bathroom. There, Harry opens the entrance to the Chamber. Lockhart is sent down the tunnel first; Harry and Ron follow. Eventually, they discover a huge, cast-off snake skin. Lockhart seems to faint at the sight, then, grabbing Ron's wand, tells Harry and Ron that he will take some of the snake skin as proof that he had vanquished the monster, tell them he was too late to save Ginny, and that Harry and Ron lost their minds at the sight of her mangled body. However, when he tries to use Ron's broken wand to modify Ron's and Harry's memory, it backfires and explodes. The ceiling falls between Harry and Ron, and Lockhart loses his memory forever.

When Harry returns from the Chamber with Ginny and Fawkes, Lockhart can barely remember who he is himself, and only vaguely recognizes Harry. He spends the remainder of the book going where he is told, staring vaguely at things, and humming quietly to himself.

Order of the Phoenix
While visiting Arthur Weasley at St. Mungo's Hospital in London, Harry, Ron, Hermione, and Ginny happen to see Lockhart, who is still recovering there from his memory loss. The charge nurse seems to be so pleased that Lockhart has visitors that the four students feel compelled to stop and visit with him for a while. Lockhart appears to have made little progress in recovering his memory; he cannot remember Harry, and is unable to remember why people keep writing to him. He has, however, regained his love of autographing pictures of himself, which the charge nurse finds encouraging, and he has finally managed to re-learn joined-up writing.

Harry's visiting Lockhart is primarily a way to introduce us to several other characters who are also suffering long-term spell damage: Broderick Bode, and Frank and Alice Longbottom, parents of Neville Longbottom.

Strengths
His smile is an important strength, at least to him, and he refers to his five awards repeatedly and with what he considers to be charming humor (although Harry and Ron seem to find it slightly sickening). He has the ability to manipulate other characters by using his charm and physical appearance. He also seems to have excellent skill with Memory charms.

Weaknesses
Lockhart is inept at using magic other than the Memory Charm. When he tries to mend Harry's broken arm, the spell goes completely wrong, causing Harry's bones to disappear.

Lockhart is a fraud, a liar, and a cheater, lying about his achievements in order to gain celebrity. In Defence Against the Dark Arts class, he only assigns his own published works as textbooks, and he brags constantly about his published exploits, adventures which we discover actually happened to other, less-photogenic wizards and witches. Despite all his magic going wrong, Lockhart does not seem to be aware that those whose successes he has claimed as his own have fed him false information as to how the deeds were done.

Lockhart has an overblown sense of his own importance, and an inability to view things from any viewpoint other than his own. He quite clearly seems to believe that Harry's sole motivation, like his own, is love of the limelight, and tries to give Harry tips on managing his fame.

Relationships with Other Characters
Lockhart is popular with female characters in Chamber of Secrets, particularly Molly Weasley and Hermione Granger. He is a celebrity in the Wizarding World for his (fraudulent) exploits which he has documented in a series of best-selling books.

Lockhart exploits others for publicity, in particular creating headline-grabbing opportunities with Harry whenever possible. He forms a false attachment to Harry purely to generate publicity for himself. His supposed fondness for Harry is exposed as fake when he attempts to use a memory-obliterating charm on him.

Analysis
Despite Lockhart's fame, Harry and Ron almost immediately see through his act, and consider him an ineffectual, self-aggrandizing fop. Harry may come to this conclusion even before Ron does; Ron apparently does not see the failure of Lockhart's de-gnoming technique. Many female students, including Hermione, have a crush on him, as do many middle-aged witches including Mrs. Weasley.

Lockhart is almost stunningly oblivious to other people. He seems to feel that everyone is as self-aggrandizing as himself, and keeps taking Harry aside to give him helpful little tips about how to manage his fame. He cannot see that Harry does not want to be famous. Harry sees, much more than Gilderoy, that when one is in the spotlight, every action, including the less flattering ones, is observed. Lockhart clearly feels that he can make no mistake, or can use a memory charm to cover over his mistakes, whereas Harry still feels quite keenly that he is not as much a part of the Wizarding world as he should be.

It is interesting, perhaps, that despite his many and sophisticated efforts to hide his fraudulent behaviour, the entire staff of Hogwarts, including Poppy Pomfrey and Professor Sprout, both of whom are squarely in his "middle-aged witch" target demographic, seems to be aware that he is not who he claims to be. Dumbledore's comment on learning that Lockhart has destroyed his own memory, "Impaled upon your own sword, Gilderoy?" implies that he is not at all surprised that memory charms are what Gilderoy has based his success upon. Whether Dumbledore had already known this, or whether he was simply unsurprised by the revelation, is unknown, and ultimately unimportant.

It may be worth commenting on Lockhart's wand. We note that the author has made an effort to have the wand match the wizard's or witch's personality in some way; there is more information on this in the article on wands. Apart from his foppishness and self-aggrandizement, Lockhart is more than a bit of a romantic. For the sort of syrupy personality who could conceive of sending mock Cupids around the school to deliver Valentine's Day greetings, what would be more appropriate than heartstrings in the wand? We will note the romantic connotations of cherries, as well; but in thinking about that point, we must remind readers that the audience for this book is generally not yet adolescent, though not far away from it.

The author has stated that Gilderoy Lockhart is the only person in the books who is directly modeled on anyone in her life. She has further stated that Lockhart was not modeled on her first husband.

It is somewhat difficult to understand why the author felt a need to introduce a character like Lockhart to the story. It is true that Harry must have some sort of antagonist in every book to afford interest before the climactic battle, whatever that battle may be. The author also seems to be quite skilled in the art of indirection, providing a low-level antagonist to deflect our attention away from the main battle. But why such a popinjay as Lockhart? Perhaps the intent is to show the audience that this type of adult does exist; we will grant that the intended audience for this book, those aged about 12 or under, likely have some experience detecting self-aggrandizement among their associates, and the author may be attempting to illustrate that the problem is not restricted to children. We suspect that by limning the existence of this sort of glamour, the author intends to try to somewhat inoculate her readers from it.

Questions

 * 1) Lockhart's personality remains the same, even though his memory has been removed. What does this say about a person's character vs. a person's experiences?
 * 2) Why shouldn't someone lie about their accomplishments?
 * 3) Given Lockhart's character, and what he has done, which House at Hogwarts do you believe he should have been Sorted into? Why?

Greater Picture
Apparently, Lockhart's childhood explains the reason why he lied to gain fame. Him and his mother were the only magical people in the family (his father and 2 older sisters were Muggles). He was constantly praised by his mother, but all that praise went straight to his head, making him believe he was better than he actually was. It is uncertain whether Lockhart's reappearance in Harry Potter and the Order of the Phoenix was planned when Lockhart damaged his mind at the end of Harry Potter and the Chamber of Secrets, or whether it was a fortuitous linkage. It is necessary to bring the Trio into contact with some people who have long-term spell damage; in particular, their meeting Broderick Bode at that point is a necessary side light to the plot, as it is part of the sequence that reveals Voldemort's interest in the prophecy stored at the Ministry. It is useful, though arguably not necessary, to have the Trio introduced to Neville's parents at this stage; while the reader has been told about them, it does aid in our understanding of Neville for us to actually see them. Having Lockhart appear at the stairwell door does give us a much better "hook" into visiting with Bode and the Longbottoms than we would get any other way. Bode, wandering, would mean little to Harry, and the only time they would be likely to see Neville is as he is arriving at, or leaving, the ward. If Harry fell in with Neville as they were approaching the ward, likely the Trio would have gone on their way to the tea shop, out of delicacy, rather than staying with Neville as he went to visit his parents. And if Neville were leaving, there would be no incentive for the Trio to visit where he had just left. We have as yet met no other wizard with long-term mental damage, spell-caused or otherwise, and so we would have no reason to visit with Bode, absent Lockhart. His presence, however, could still be purely incidental, rather than being a plan on the author's part.