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Human Physiology/Formatting

Goal: Excellent Writing Style
One of the challenges we face in making this textbook is creating chapters that flow logically from one to another and that maintain a consistent format and style throughout. We can begin by making sure our individual chapters are as well-written as possible. This is not an English class, but we are all using writing as a teaching and learning tool and will gain more from this process if we pay attention to the quality of our writing. To guide us in this process, here are descriptions of outstanding writing and weak writing, from my colleague N. Straight, who teaches in the English department.

Outstanding

 * The essay will be thoughtfully structured with logical and coherent organization, have an excellent beginning and ending, and earn its conclusions. [. . .] There will be smooth transitions, varied and forceful sentences, fresh diction, compelling voice, and an appropriate tone. The reader will respond by thinking seriously and critically about the arguments.

Weak

 * The writing is unfocused, and the thesis is too general, vague, or confusing. Weak writing often begins with a thesis that is a topic rather than an argument.  The argument may be incomplete or superficial, with flawed reasoning and insufficient supporting detail.  There may be areas where the writer supplies inappropriate or extraneous information.  The writer does not really have a point to make, or the essay merely exploits the obvious.  This writing may be largely summary or description rather than argumentation.  There are major errors in mechanics, usage, logic, or sentence structure that interfere with the communication of the argument.

Templates for use: A note from Whiteknight
Your Human Physiology book looks fantastic! I am very impressed with all the work that is being put into it. Because all your students are getting more advanced with editing here, I wanted to point out some useful templates that Wikibooks provides for working with text:

Also, you can create floating text boxes on the left or the right side of the page. The text from your page will automatically wrap around this floating boxes. To create a floating box on the left, use

However, if you want to create a box on the right, you can use the template to put it on the right. Inside a floating box, you can use formatting like normal. Here is a good example:

Sections to Include in Each Chapter
The true story (about me!) in the sidebox is to remind you to make a little case study at the start of your chapter to draw your reader in. We want our chapters to be so compelling that readers will be anxious to read more. We want our chapters to be so well-organized and well-written that readers will easily gain new understandings about how the body functions. We want them to see new connections between body systems and be in awe of the millions of chemical reactions that are continuously happening within their cells to keep them alive. ~Kevin

Overview
A single paragraph that describes your system in a nutshell, and perhaps highlights some key physiological processes that will be introduced

Headings and subheadings for your content
Note that this is a subheading. Headings have two = signs on each side and show up as a distinct section with a line beneath.

Review Questions
We will have an appendix to enter your answers to review questions. Should we do open-ended questions? I think that would be easier than multiple-choice.

Glossary or Key Terms
What do you think we should call this section? Where should we put it? I prefer it at the end of the chapter so it is out of the way but easily found if you need it, but others might feel it is best at the beginning of the chapter so you can have an overview of the vocabulary before you dive into the content.

Formatting for the glossary should be consistent between chapters (hit "edit" to see code)
 * human physiology :study of the functions and processes of the human body
 * Phrynosoma :The genus of a group of 14 species of horned lizards, commonly referred to as "horny toads"

Professional Associations

 * The American Physiological Society
 * The American Urological Association Foundation
 * American College of Cardiology

Other?
Share your thoughts about other formatting questions either by directly editing this page or contributing to the discussion tab for it. Provophys 22:42, 1 August 2006 (UTC)

 * I'm thinking it would be good to have links to some professional journals and professional associations for people who take a particular interest in the topic, as well as any high-quality external links that would provide additional information to interested readers. Provophys 02:35, 3 August 2006 (UTC)

title: Human Physiology/Formatting


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Movie Making Manual/Colour Grading

Colour grading is the process of manipulating each shot in a film in order to achieve a certain 'look'. The producer/director will require that the whole movie has the same range of colour saturation, contrast, highlights and shadows. The colour treatment is very important in conveying an emotional context that is consistent with and complements the action, sound design and musical treatment of the movie. Simple, but extreme examples are Bollywood extravaganzas that use strong lighting and clear saturated colors to complement a simple story. In contrast, art movies may use low contrast lighting, a palette of soft colours and subtle tones to convey a subtle nuanced story. The Lighting Cameraman or Director of Photography will be shooting to create the desired look, but colour grading is always necessary to fine tune the raw footage.

The job of colour grading is usually done by the editor, in lower budget work, or in higher budget productions the task falls to a specialist referred to as the colourist. Professional colourists can use sophisticated digital finishing units such as the Davinci 2k system.

Grading normally starts with analysis and colour correction of each shot to fix problems such as unwanted colour casts. Next, the colourist can use a myriad of techniques to colour the scene to reflect the artistic preference of the producer/director (for example, reducing saturation can give the scene a bleak look). Once a look is decided upon the grading process for the rest of that scene (or even the whole film) is generally routine, as the colourist aims to provide consistency between shots.

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

title: Movie Making Manual/Colour Grading


text:
Python Programming/Tips and Tricks

There are many tips and tricks you can learn in Python:

Strings
(but don't worry about this unless your resulting string is more than 500-1000 characters long)
 * Triple quotes are an easy way to define a string with both single and double quotes.
 * String concatenation is expensive. Use percent formatting and str.join for concatenation:

Optimized C modules
Several modules have optimized versions written in C, which provide an almost-identical interface and are frequently much faster or more memory-efficient than the pure Python implementations. Module behavior generally does differ in some respects, often minor, and thus C versions are frequently used.

This is primarily a Python 2.x feature, which has been largely removed in Python 3, with modules automatically using optimized implementations if available. However, the /  pair still exists (as of Python 3.4).

importing
The C version of a module named  or   is called , and frequently imported using   to strip off the prefix, as: For compatibility, one can try to import the C version and fall back to the Python version if the C version is not available; in this case using  is required, so the code does not depend on which module was imported:

Examples
Notable examples include:
 * (Python 2.x)  for , up to 1000× faster.
 * (Python 2.x)  for , replaced by   in Python 3
 * for  – the Python   adds significant overhead, and thus   is recommended for most use.
 * (not needed in Python 3.3+)  for , 15–20 times faster and uses 2–5 times less memory; not needed in Python 3.3+, which automatically uses a fast implementation if possible.

List comprehension and generators

 * List comprehension and generator expressions are very useful for working with small, compact loops. Additionally, it is faster than a normal for-loop.
 * List comprehension and generator expression can be used to work with two (or more) lists with zip or itertools.izip

Data type choice
Choosing the correct data type can be critical to the performance of an application. For example, say you have 2 lists: and you want to find the entries common to both lists. You could iterate over one list, checking for common items in the other: For such small lists, this will work fine, but for larger lists, for example if each contains thousands of entries, the following will be more efficient, and produces the same result: Sets are optimized for speed in such functions. Dictionaries themselves cannot be used as members of a set as they are mutable, but tuples can. If one needs to do set operations on a list of dictionaries, one can convert the items to tuples and the list to a set, perform the operation, then convert back. This is often much faster than trying to replicate set operations using string functions.

Other

 * Decorators can be used for handling common concerns like logging, db access, etc.
 * While Python has no built-in function to flatten a list you can use a recursive function to do the job quickly.
 * To stop a Python script from closing right after you launch one independently, add this code:
 * Python already has a GUI built in: Tkinter, based on Tcl's Tk. More are available, such as PyQt4, pygtk3, and wxPython.

 * Ternary Operators:

 * Booleans as indexes:

title: Python Programming/Tips and Tricks


text:
User:Member~enwikibooks

see my WP page

title: User:Member~enwikibooks


text: Hitler's Germany

title: Hitler's Germany


text:
Bartending/Cocktails/Third Reich

Ingredients

 * 1 part Jägermeister
 * 1 part Rumplemintz
 * 1 part Goldschlager

title: Bartending/Cocktails/Third Reich


text:
User:Melissasmith

Thanks for the recommendations. I will work on incorporating a terms and concepts section into our chapter. Brentwaldrop 05:06, 2 August 2006 (UTC)

title: User:Melissasmith


text:
Talk:Guide to Unix/Commands/X11

-=-

DakeDesu:

You should probably set aside a section _-here-_ for getty, or atleast setting up getty for use with xdm, gdm or kdm. Also it is a little unfair that xdm gets mentioned and gdm + kdm do not get mentioned. Yeah, I know they probably have their own subsection in various GNOME and KDE books, but looking at other software on here, I am not sure how many systems have both XFree86 and X.org setup at the same time.

-=-

To supplement
Xhost is also very important. Why not include it?

title: Talk:Guide to Unix/Commands/X11


text:
Cookbook:Baked Ziti

Baked ziti is a type of casserole in Italian-American cuisine. It consists primarily of pasta and various cheeses in a tomato-based sauce.

Ingredients

 * 1 lb (450 g) ziti or other pasta
 * 1 ½ cups (360 ml) marinara sauce
 * 1 lb (450 g) grated mozzarella
 * ½ lb (225 g) ricotta
 * 4 oz (110 g) grated Parmesan cheese
 * 1 egg, beaten
 * 3 tbsp basil, chopped fine
 * 2 tbsp oregano, chopped fine
 * 3 tbsp Italian parsley, chopped fine
 * ½ cup (120 ml) bread crumbs
 * 1 pinch crushed red pepper flakes (optional)
 * Salt
 * Pepper

Procedure

 * 1) Preheat oven to 425 °F (225 °C).  Coat a large baking dish with olive oil.
 * 2) Mix ricotta, egg, basil, oregano, parsley and about half of the mozzarella and Parmesan in a large bowl until well incorporated. Season with salt and pepper.
 * 3) Cook ziti in a large pot of salted water until al dente. Drain well.
 * 4) In a large bowl or pot, toss ziti with marinara sauce and red pepper flakes until noodles are covered. Stir in ricotta mixture and fold until it begins to melt. Pour mixture into greased dish and spread it out with a spoon.
 * 5) Sprinkle remaining mozzarella and Parmesan over the top, then sprinkle bread crumbs over cheese.
 * 6) Bake at 425 °F (225 °C) for 20 minutes or until cheese on top turns golden and begins to bubble.

title: Cookbook:Baked Ziti


text: Category:Book:Western Music History

title: Category:Book:Western Music History


text: Category:Book:What You Should Know About Medicines


text: Category:Book:Reconstruction

title: Category:Book:Reconstruction


text: Category:Book:Technologies for Rural Development


text:
Category talk:Subject:English language

Merge proposal
I've proposed that suggested that be merged into Category:English language. They seem to describe mostly the same thing. I favor English language as it's clearer.

Note that appropriate articles in will have to be edited individually to move to this category. If that category page is then empty, it should be either deleted, or if we're worried about people linking to it when they create pages, it could be made the parent category of Category:English language and Category:English literature; it should then be checked regularly and articles recategorized as appropriate.

Arguably there should be other categories - Category:English as an additional language as a subcat of this one, though it may be hard to decide which category some pages belong in, which are suitable for younger native speakers and also for speakers of other languages.

Category:English literature might be needed, and should be referenced from here in a top dab (disambiguation) for people who've come to the wrong place. --Singkong2005 08:47, 2 August 2006 (UTC)

 * The standard convention is to name a book's category after its title. I think should be used for the English book and the other English books (English as an Additional Language, Business English) should either go here or into their own categories. --hagindaz 03:50, 3 August 2006 (UTC)

 * Ah, thanks for the explanation. In that case, I s'pose Category:English as an Additional Language is the way to go - and there's no ambiguity. It can still be made a subcategory of, or linked from that category page - I don't see any reason against it, and it could help people find the right page. --Singkong2005 10:57, 4 August 2006 (UTC)

title: Category talk:Subject:English language


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Category:User fi

eo:kategorio:uzanto fi ru:Category:User fi

title: Category:User fi


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Talk:Human Physiology

Welcome! This book began as a class project in July 2006 with a small class of pre-nursing students. We knew nothing about how to create or edit a Wikibook, but we decided to do it anyway. We received a lot of help from the active Wikibooks community, and through the chaos a book emerged! I didn't teach physiology again until spring 2007, when we used this book as our textbook and improved upon it chapter by chapter. We are happy with our accomplishments, but the book could still be much improved. We need YOUR help to make this the best introductory physiology textbook available, not simply the best free physiology textbook. No other classrooms have adopted this book or used it significantly as far as I know. If you do use it or are considering using it, please send me a message, and we can discuss future directions for the book. Of course, even the casual reader should take the liberty of editing boldly and bravely. Here is a list of suggested ways to contribute if you are looking for a place to start. If you are new to editing Wikis, then please register on Wikibooks, and read through this editing help page.

Special pages for this book:
Here is a list of additional, special pages, that are used in this book, but which don't appear in the table of contents:

 * Template:Human Physiology
 * Category:Human Physiology
 * Human Physiology/Print Version
 * Human Physiology/Page List

These pages can be changed to anything you need them to be. --Whiteknight (talk) (projects) 12:26, 2 August 2006 (UTC)

Please be careful downloading images!
This wikibook uses a lot of images, and most of these do not have copyright status tags. Without copyright status, images must be deleted! -- SB_Johnny | talk 03:53, 3 September 2006 (UTC)

This Book is Used as an Authoritative Text
Please be cautious when editing or changing this resource as it is now a permanent part of the Free Open University Curriculum. Thanks for all the good work. Freeopenuniversity (talk) 20:03, 13 June 2009 (UTC)
 * Wow! This is a real honor! I'd love to learn more about Free Open University! I'll have to look into it. Provophys (talk) 18:10, 20 June 2009 (UTC)

suggested merge
I suggest merging the "Medical Physiology" wikibook into the "Human Physiology" wikibook. Both books discuss the same topic and have about the same target audience, right? --DavidCary (talk) 17:56, 31 January 2008 (UTC)

 * Does Medical Physiology have any content? Would it even be worth doing? Sethwoodworth (talk) 21:30, 31 January 2008 (UTC)
 * As a primary author of the human physiology book, I would welcome any content from the medical physiology book, but recognize that it may be appropriate to have two books. I would like our book to be more rigorous, but perhaps the intended depth for the medical physiology textbook would overwhelm undergraduate students (my primary audience). In looking at the renal physiology chapter, I liked the focus on medical application, rather than just description. I would like to hear from the creator of the medical physiology textbook whether he/she thinks that the goals of the book could be reached simply by adding content to what we already have put together. I would enjoy collaborating on a project to improve the existing book if it would serve the purpose. Provophys (talk) 17:48, 24 March 2008 (UTC)

Medical physiology tends to be much more indepth and intense than Human physiology - also human physiology tends to focus on how the system works when healthy, and medical physiology does that and then takes it a step further and covers pathophysiology. Totally different aims. I vote for keeping them seperate. And if the renal chapter is anything to go by, the Medical physiology could become a good wikibook in its own right. To be honest, merging these would be like merging a book on Bach with a book on Mozart simply because they both deal with famous composers....

 * I agree with the readers who think that Medical Physiology should be separate from Human physiology. Although there is a lot of overlap, the former is aimed really at medical students - and thus should be more detailed, the latter should be sused as a primary text. Medical Physiology should have sections on Clinical Physiology, either as a separate section, dispersed through the text or both.Boumphreyfr (talk) 16:17, 26 May 2009 (UTC)

Problem Sets
Ideas to make this the greatest book on Human Physiology :

- Lot of problems, cases with good solutions. current set is good but could be lot better - Recorded audio if used in a class.

I would love to contribute to this - but I am just a student.

PDF Version
Would it be possible for an updated PDF version of this Wikibook to be created? The current one is from 2007, and there have been many improvements and changes since then. Regards, HMman (discuss • contribs) 04:45, 21 May 2012 (UTC)

done --Dirk Hünniger (discuss • contribs) 15:30, 15 March 2013 (UTC)

Can we add a chapter on exercise physiology?
This is an amazing textbook and I wonder if we can add a chapter at the end on exercise physiology since some universities (like mine) include some topics like cardio-respiratory responses to exercise... A chapter like this will even make the textbook more 'complete' than what is already now —Preceding unsigned comment added by U1012738 (discuss • contribs)

Skeletal System
I don't see anything about the Skeletal System at all, which I would think would be a fundamental requirement for any book about human physiology. Am I missing something, or is perhaps this book not really completed? --71.51.24.253 (discuss) 20:51, 13 February 2013 (UTC)

Natural science
What are the main processes of the nervous system Mobicel Astro (discuss • contribs) 15:48, 9 March 2020 (UTC)

Nerves Mobicel Astro (discuss • contribs) 15:49, 9 March 2020 (UTC)

title: Talk:Human Physiology


text:
Control Systems/Resources

Wikibooks
A number of wikibooks exist on topics that are (a) prerequisites to this book (b) companion pieces to and references for this book, and (c) of further interest to people who have completed reading this book. Below will be a listing of such books, ordered according to the categories listed above.

Prerequisite Books

 * Linear algebra
 * Linear Algebra with Differential Equations
 * Complex Numbers
 * Calculus
 * Signals and Systems

Companion Books

 * Engineering Analysis
 * Engineering Tables
 * Analog and Digital Conversion
 * MATLAB Programming

Books for Further Reading

 * Signal Processing
 * Digital Signal Processing
 * Communication Systems
 * Embedded Control Systems Design

Wikiversity
The Wikiversity project also contains a number of collaborative learning efforts in the field of control systems, and related subjects. As best as possible, we will attempt to list those efforts here:

 * Control Systems

Wikiversity is also a place to host learning materials, such as assignments, tests, and reading plans. It is the goal of the authors of this book to create such materials for use in conjunction with this book. As such materials are added to wikiversity, they will be referenced here.

Wikipedia
There are a number of Wikipedia articles on the topics covered in this book, and those articles will be linked to from the appropriate pages of this book. However, some of the articles that are of general use to the book are:

 * Control theory
 * Control engineering
 * Process control

A complete listing of all Wikipedia articles related to this topic can be found at:

 * w:Category:Control theory.

Root Locus
Root-Locus is a free program that was used to create several of the images in this book. That software can be obtained from the following web address:

 * http://web.archive.org/20041230124431/www.geocities.com/aseldawy/root_locus.html

Explicit permission has been granted by the author of the program to include screenshots on wikibooks. Images generated from the Root-Locus program should be included in Category:Root Locus Images, and appropriately tagged as a screenshot of a free software program.

MATLAB
MATLAB, Simulink, the Control Systems Toolbox and the Symbolic Toolbox are trademarks of The MathWorks, Inc. Other product or brand names are trademarks or registered trademarks of their respective holders. For more information about MATLAB, or to purchase a copy, visit:

 * http://www.themathworks.com

For information about the proper way to refer to MATLAB, please see:

 * http://www.mathworks.com/company/pressroom/editorial_guidelines.html

All MATLAB code appearing in this book has been released under the terms of the GFDL by the respective authors. All screenshots, graphs, and images relating to MATLAB have been produced in Octave, with changes to the original MATLAB code made as necessary.

Octave
Octave is a free open-source alternative program to MATLAB. Octave utilizes a scripting language that is very similar to that of MATLAB, although there are several differences. Most of the basic examples described in this book will work equally well in MATLAB or Octave, with no changes or only minor changes. For more information, or to download a copy of Octave, visit:

 * http://octave.sourceforge.net

Commercial Vendors
The following are some common vendors of control-related hardware and software. These links are for personal interest only, and do not constitute an official endorsement of the companies by Wikibooks.

 * Systems Technology, Inc
 * SimApp - Dynamic Simulation Made Easy

External Publications
The following books and resources were used as reference works in the creation of this wikibook (books listed in alphabetical order).

 * Brogan, William L, Modern Control Theory, 3rd Edition, 1991. ISBN 0135897637
 * Chen, Chi-Tsong, Linear System Theory and Design, 3rd Edition, 1999. ISBN 0195117778
 * Dorf and Bishop, Modern Control Systems, 10th Edition, Prentice Hall, 2005. ISBN 0131277650
 * Hamming, Richard, Numerical Methods for Scientists and Engineers, 2nd edition, Dover, 1987. ISBN 0486652416
 * Kalman, R. E., When is a linear control system optimal, ASME Transactions, Journal of Basic Engineering, 1964
 * Kalman, R. E., On the General Theory of Control Systems, IRE Transactions on Automatic Control, Volume 4, Issue 3, p110, 1959. ISSN 0096199X
 * Ogata, Katsuhiko, Solving Control Engineering Problems with MATLAB, Prentice Hall, New Jersey, 1994. ISBN 0130459070
 * Phillips and Nagle, Digital Control System Analysis and Design, 3rd Edition, Prentice Hall, 1995. ISBN 013309832X

The following books and resources are suitable for further reading.

 * DiStefano, Stubberud, Williams, Schaum's Outline Series Feedback and Control Systems, 2nd Edition, 1997. ISBN 0070170479
 * Franklin, Powell, Workman, Digital Control of Dynamic Systems, 3rd Edition, 1997. ISBN 9780201820546
 * Brosilow, Joseph, Techniques of Model-Based Control, 2002. ISBN 013028078X

External Resources

 * IEEE Control Systems Society
 * ControlTheoryPro.com A place for controls theory, application, and modeling help.
 * University of Michigan Chemical Engineering Process Dynamics and Controls Open Textbook

title: Control Systems/Resources


text:
Control Systems/Cover

The Wikibook of automatic Control Systems And Control Systems Engineering With Classical and Modern Techniques And Advanced Concepts

title: Control Systems/Cover


text:
User talk:Kfitton

Welcome. If you have not already done so, you might want to take a look at this webpage. --JWSurf 13:03, 2 August 2006 (UTC)

title: User talk:Kfitton


text:
Control Systems/Print version

print unit page|Classical Controls|The classical method of controls involves analysis and manipulation of systems in the complex frequency domain. This domain, entered into by applying the Laplace or Fourier Transforms, is useful in examining the characteristics of the system, and determining the system response.}}

title: Control Systems/Print version


text:
Control Systems/All pages

This is a listing of all the pages in the Control Systems book:

See also: :. Pages listed above in italics are redirect pages, and can likely be deleted.

Templates
Here is a list of templates used in this book:

 * Template:Control Systems/Page
 * Template:Control Systems/Stub
 * Template:Control Systems/Nav

Categories

 * :
 * /Stubs
 * /Images

title: Control Systems/All pages


text:
Template talk:Languages bookshelf

Finnish
The Finnish language books must not be sorted under "Other Indo-European", but under "Finno-Ugric", since Finnish is not part of the Indo-European branch. Can someone correct this? JorisvS 13:50, 2 August 2006 (UTC)

"Q-Celtic"
"Q-Celtic" should be changed to just "Celtic"; Q-Celtic is a somewhat outdated term that reflects a particular theoretical POV. Also, Irish:Gaeilge na hÉireann and Scottish Gaelic for the Family should be added to the list. w:User:Angr 19:42, 27 August 2006 (UTC)

Klingon
Could this wikibook be added to the list of constructed languages? Jonathan Webley 07:54, 12 April 2007 (UTC)

Reorganising this template
On the bookshelf's talk page we have been discussing ideas to reorganise both the full languages bookshelf list and the associated template (this one). The main idea is to replace classification of the books by language families and instead to classify languages by continents only. I would like to refer anyone interested in reading or participating in this discussion (you're still in time!) over there. We have now implemented the chief, consensually agreed changes as far as the full list is concerned, but it remains to adapt the template. If somebody with the authority needed to edit the template would like to do so, the following could be copied there for now any time you like. In view of the ongoing discussion it is still possible that there will be some further changes, but they will be less major than this one.

Thank you. --A R King 15:12, 9 June 2007 (UTC)

 * I'm not sure if the template was unlocked, or if we had just confused registered-user-only locking for protection, but in any case, I have gone ahead and implemented the change. -- Kowey 12:28, 10 June 2007 (UTC)

"Rules" for inclusion in the languages bookshelf template
These are negotiatable, of course, but I thought it would be useful for future reference to summarise here the conclusions from recent discussion of this on the Languages bookshelf page:

Organisation by continents : Items are organised by continents where applicable, followed by other categories (such as "constructed", "other books"...). Order of continents : On the template, the continents are ordered according to the number of items listed for each (most first), otherwise alphabetically. Which items to include : Normally, only books whose progress icons indicate at least 25% completion will be included in the template. Languages with more than one book : When more than one book for a single language is elegible for inclusion in the template by the above criteria, the template will not contain a link to the individual books but to a listing of all the wikibooks relevant to the language in question. (These lists will also be transcluded into the complete language list on the bookshelf page.) --A R King 09:30, 11 June 2007 (UTC)
 * Note: "Continents" refers to the continent where a particular language was formed (thus English and Spanish are "European", but Tok Pisin is "Pacific", Afrikaans is "African", etc.).
 * Note: In the complete bookshelf list, on the contrary, all the continents are in alphabetical order.
 * Exception: Other books may be included to bring the number of items for a continent up to a minimum of three.

 * I have tweaked Alan's comment to say "negotiable" instead of "not nonnegotiable" :-) -- Kowey 09:38, 11 June 2007 (UTC)

 * I shall not refrain from saying: "thank you"! :-) :-) --A R King 09:46, 11 June 2007 (UTC)

Bookshelf for "Other Language Books"?
There are now a couple of "other language books". Since they tend to have rather long titles, I think they take too much space in this template. What about making a bookshelf for them? --Martin Kraus (talk) 20:04, 4 December 2008 (UTC)

title: Template talk:Languages bookshelf


text:
Bartending/Cocktails/Lychee Martini

The Lychee Martini is a cocktail made of Lychee Liqueur (such as Lichido or Soho), Vodka and a dash of Lime Juice. To make it less strong and more fruity, you may add lychee juice to the recipe. The ideal garnish for this cocktail is a single pitted lychee nut. But most anything will do. And it tastes great!

title: Bartending/Cocktails/Lychee Martini


text:
Talk:Bartending/Cocktails/Lychee Martini

(cur) (last) 05:48, 2 August 2006 Bobet (Talk | contribs) (rm afd, add the resulting transwiki notice) (cur) (last) 04:10, 1 August 2006 Bobet (Talk | contribs) m (Reverted edits by Schveinhund (talk) to last version by Valoem) (cur) (last) 12:09, 28 July 2006 Schveinhund (Talk | contribs) (cur) (last) 09:50, 26 July 2006 Valoem (Talk | contribs) (cur) (last) 11:26, 25 July 2006 Lichidogirl (Talk | contribs) (cur) (last) 21:29, 24 July 2006 Quale (Talk | contribs) (afd -- non-notable cocktail, WP:NOT a recipe book, originally an advert but now toned done, no references) (cur) (last) 04:45, 20 July 2006 Xyzzyplugh (Talk | contribs) (removed the unsourced phrase "very popular") (cur) (last) 05:44, 19 July 2006 66.108.62.248 (Talk) (cur) (last) 22:07, 17 July 2006 24.196.138.35 (Talk) (prod -- non-notable cockatil, appears to be an advert, WP:NOT a recipe book) (cur) (last) 20:19, 14 July 2006 Xyzzyplugh (Talk | contribs) (Move to Wikibooks) (cur) (last) 13:32, 14 July 2006 Lichidogirl (Talk | contribs)


text: Talk:Control Systems/Reconstruction Circuits


text:
Canadian Business Law/Partnerships

Partnerships
A Partnership is a form of business organization in which two or more individuals carry on a business. It is a creature of both common law and statute, and has both contractual and agency dimensions.

Partnerships are contractual because the terms of the relationship may be determined or altered by agreement between the parties. It should be noted, however, that a partnership contract will be implied by law in some situations.

A partnership is also an agency relationship because each partner is the agent of the other(s) for the purpose of the business. This means that one partner may bind all the other partners to a contract, or exercise any other power agents generally have. Importantly, this also means that each of the partners owes a fiduciary duty to the others.

Similar to a sole proprietorship (with limited exceptions), the business of a partnership does not have a separate legal identity from the partners. For example, the income of the business is taxed as income to the individual partners. Conversely, if the business fails, each partner is responsible for a proportional share of the losses. The joint responsibility of the partners for any and all losses incurred by the business means the partners have unlimited liability in a general partnership.

In general, a partnership has no legal identity separate from that of its principles. As such it is not capable of things such as owning land or acquiring debt on its own. It may, however, have a separate legal existence in the limited sense that the partners of a business may be sued in the name of the business where civil procedure rules allow for it (see Civil Procedure Rules - Nova Scotia, at Rule 7.01). Further, some partnership legislation in Canada uses language that implies separate legal existence (see Partnership Act, R.S.N.S. 1989, c. 334, at s. 47(b)).

There are several different ways in which a partnership may be structured. The most basic form is the general partnership, but partnerships may also exist as limited partnerships or limited liability partnerships.

General Partnership
The general partnership is the most common form of partnership and has all of the features discussed above. It may occur by agreement or by operation of law. Each partner has unlimited liability with respect to the business and is jointly and severally liable with all other partners.

Limited Partnership
A limited partnership is a statutory creation that differs from the general form in that it provides a way for one or more of the partners to limit their liabity with respect to the operation of the business. Unlike a general partnership, which can be inferred based on the relationship between the parties, a limited partnership must be structured intentionally in accordance with the statutory provisions in the jurisdiction, which will usually require registration. Not all Canadian jurisdictions allow for limited partnerships, and as such, they can only be created in jurisdictions that have passed supporting legislation.

Typically, the legislation will require that there is at least one general partner, whose liability is unlimited. As many additional limited partners as desired can then be added. The limited partners liability will be restricted to the amount of their capital contribution to the business.

title: Canadian Business Law/Partnerships


text:
Engineering Tables/Table of Integrals

This is a small summary of the identities found Here.

title: Engineering Tables/Table of Integrals


text: Engineering Tables/DTFT Transform Table

title: Engineering Tables/DTFT Transform Table


text:
Engineering Tables/DTFT Transform Properties

Where:

 * $$*\!$$ is the convolution between two signals
 * $$x[n]^*\!$$ is the complex conjugate of the function x[n]
 * $$\rho_{xy} [n]\!$$ represents the correlation between x[n] and y[n].


text: Engineering Tables/DFT Transform Table

title: Engineering Tables/DFT Transform Table


text:
Engineering Tables/Laplace Transform Properties

Where:

 * $$ f(t) = \mathcal{L}^{-1} \{ F(s) \} $$
 * $$ g(t) = \mathcal{L}^{-1} \{ G(s) \} $$
 * $$s = \sigma + j\omega$$


text: Talk:Control Systems/Block Diagrams

title: Talk:Control Systems/Block Diagrams


text:
Talk:Control Systems/Root Locus

Rule 4
Rule 4: A point on the real axis is a part of the root-locus if it is to the left of an odd number of poles or zeros.
 * Does this mean: to the left of either an odd number of poles, or an odd number of zeroes, or both? Or does it mean: to the left of an odd number of (poles and zeroes together)? E.g. if there are 1 zero and 3 poles, then the total number is 4, which is even. If there are 1 zero and 2 poles, then the total number is 3, which is odd. What is the rule exactly? --Gerrit 14:11, 20 October 2007 (UTC)

Its both. The root locus on the real axis is to the left an odd number of roots on the real axis. --Ben f

Example 1 is incorrect
The closed-loop transfer function given in Example 1 is:

 * $$T(s) = { 1 \over 1 + 2s}$$

But earlier on the page, the closed-loop transfer function is defined as:

 * $$T(s) = { K G(s) \over 1 + KG(s)H(s) }$$

Combining these two expressions, it follows that:

 * $$KG(s) = 1$$

and

 * $$H(s) = 2s$$

Thus, the open loop transfer function is:

 * $$ KG(s)H(s) = {a(s) \over b(s)} = 2s $$

which has a single zero at

 * $$s=0$$

and a single pole for

 * $$|s| \rightarrow \infty$$

Based on the closed-loop transfer function, it follows that as K approaches 0, the location of the pole must satisfy

 * $$\angle s = -\pi $$

which means that the pole is on the negative real axis at $$s = -\infty$$.

It then follows that the root locus begins at minus infinity on the negative real-axis, and then moves forward along the negative real-axis until reaching the origin. This result is quite different from the analysis and associated graph shown in Example 1. 71.233.119.156 (talk) 02:50, 1 July 2009 (UTC)

Computer simulation shows that the example is correct. In Matlab/Octave: rlocus(tf(1,[2 1])) --129.97.120.36 (talk) 20:11, 15 April 2010 (UTC)

Example 2
Hi, i might be very wrong here(sorry if i am) but I think there's a typo in the transfer function given, i think it ought to be s^2 +4.5s +5.625. (i checked by plotting it in octave)

title: Talk:Control Systems/Root Locus


text: X86 Disassembly/Optimization Examples

title: X86 Disassembly/Optimization Examples


text:
Adventist Youth Honors Answer Book/Vocational/Accounting

4. Be able to reconcile bank balance to book balance in checking accounts, including deposit in transit, service charge, returned NSF, interest on account, and checks in transit.
Bank reconciliation is the process of matching and comparing figures from accounting records against those presented on a bank statement. Less any items which have no relation to the bank statement, the balance of the accounting ledger should reconcile (match) to the balance of the bank statement.

It allows individuals to compare their personal bank account records to the bank's records of the individual's account balance in order to uncover any possible discrepancies.

History
When ledgers were written manually, regular checks were important to ensure they remained in balance. It was important to have a reliable source against which to check the accounts ledger.

The statement of account from a bank would have been hand written by a clerk and checked carefully by the bank manager. The statement can be taken as a reliable source, as banks' primary business is to ensure their ledgers correctly tracked the flow of funds. Hence the bank balance at the end of a given period could be obtained from bank and matched to a bank ledger kept by a company's accountant.


text: X86 Disassembly/Variable Examples

title: X86 Disassembly/Variable Examples


text:
Template:Spice

| Spices and herbs

Usage
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Effect

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title: Template:Spice


text:
Template:Fat

| Oil and fat
 * This template includes pages in Category:Fats and oils
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title: Template:Fat


text:
Arimaa/Attacking/Positioning

Squares adjacent to the trap are key to any trap attack. For simplicity, examples will have Gold attacking the c6 trap. Naturally, the same principles apply when Gold attacks f6, or when Silver attacks c3 or f3.

Positioning the elephant
While attacking the c6 trap, the gold elephant would most often want to occupy d6. On b6 or c7, an attacking elephant would be decentralized and might become blockaded. In most cases, an attacking elephant would rather be on d6 than on c5:
 * A d6 gold elephant prevents a fork between c6 and f6.
 * A d6 gold elephant blocks silver defenders arriving from the east.
 * A d6 gold elephant impedes the forward development of silver pieces in the center.
 * A d6 gold elephant can easily move to e6 to defend or attack the f6 trap.
 * Blocking Silver out of d6 could later compel her to occupy c5, which is not ideal for a trap defender. Any non-elephant silver piece on c5 could be pushed or pulled to c4, and Gold might then have threats in both c3 and c6. To avoid this, the silver elephant might defend its home trap, but then Gold might create a threat elsewhere and overload Silver.

Nevertheless, a trap attack can be effective even with the attacking elephant on c5, where it might prefer to be if something is occurring around c3.

Once on d6, an attacking elephant should stay in place until it is not needed there, or until it is more needed elsewhere. If the attacking elephant leaves the trap, other attacking pieces could then be at risk in that trap. Even if the gold elephant moves from d6 to c5, that might allow Silver to fork a piece between c6 and f6.

Diagram 1 shows an ideal attack. No matter which side has the next move, Gold has firm control of the c6 trap. Notice these positional features:

 * The silver elephant would need more than one turn to reach c5.
 * The gold elephant stands between the silver camel and the advanced gold horse.
 * The a5 dog is the only silver piece that could immediately reach c5 (with da5e ra8s ra6s db5e) and thus become a second silver defender of c6. However, a gold horse could then push or pull the dog to c4, creating a double threat while the gold elephant remained on d6.
 * Silver cannot scatter in time to prevent a c6 capture; even if Silver could do so, Gold could then advance a rabbit on the c-file, threatening goal.
 * If the gold elephant were instead on c5, Silver could move her e7 horse to d6 and also move her elephant a square west.

Silver to move cannot occupy b6 or d6, and cannot safely occupy c5. Silver's forces are quite unbalanced, but would be in better shape if the d6 square were accessible.

By contrast, Gold is very weak in diagram 2 with Silver to move. Silver can play ed5nns Hc7e, freezing the gold horse and preparing to fork it between c6 and f6; this is a risk of having an attacking piece on c7 without the attacking elephant on d6. As an aside, Silver should probably go after the c7 horse immediately, so that Gold can't re-align around c6. The attack on f3 can wait, and will be more effective if Silver already has a threat elsewhere.

Although an attacking elephant should generally not be decentralized, there are exceptions. If an attacking elephant can move through the trap and push the defending camel to a middle row, as occurred on 21g of this game, the double-threat may justify temporarily marginalizing the elephant. In other cases, the gold elephant might go to c7 to unfreeze a b7 hostage. A goal threat might sometimes be strengthened by an elephant on or beside the goal line. Such moves require great caution, however, as an elephant can often become blockaded in a corner. In, Silver may have felt safe placing her elephant on c2 and then c1, as Gold's forces were depleted. However, Gold used silver pieces to help box in the silver elephant.

Key squares
A successful opening attack usually gets the attacker's horse or camel safely onto a decentralized key square. In, Gold attacked in the west, but Silver kept b6 and c7, which Gold is now blocked from. If the gold elephant leaves the trap, Gold will lose material; Silver can now overload Gold, whose western attack has backfired. For most of the game, rabbit advances must be connected to the activity of strong pieces other than the elephant.

Whether an attacker is better on b6 or c7 depends on the position:
 * A gold attacker on b6 is freer to retreat if it becomes necessary to abandon the attack.
 * A gold horse on b6 denies the silver horse its ideal defensive square. In the diagram at left, the a6 silver horse is passive.
 * A gold attacker on b6 restricts the development of silver pieces in the west, securing a space advantage for Gold.
 * An attacking gold horse might be taken hostage by the silver camel, which could often reach and hold c7 more easily than it could b6.
 * A gold attacker on c7 might be pulled toward the f6 trap.

On the other hand:
 * A gold attacker on b6 might block other gold pieces, whereas a gold attacker on c7 would not stop further gold advances on the flank.
 * A strong gold piece on c7 would block silver reinforcements coming from the east.
 * A gold attacker on c7 could weaken the silver goal line.
 * Often, a b6 attacker cannot move and then hope to return to b6; at left, the a6 silver horse is ready to reclaim b6 if the gold horse moves. Were the gold horse on c7, it might be able to step away and return later, meaning that Gold could free his elephant while retaining a long-term threat to c6.
 * A gold piece on c7 could go east if Gold decides to attack f6.

A b6 attacker might later move to c7. Above, Silver blocks that by occupying b8, a7, b7, c7, c6, and c5. Once Gold has firm control of b6 or c7, he might swarm the trap, perhaps freeing the gold elephant while further restricting the silver elephant. If an elephant does not defend its besieged home trap, the attacker might quickly clear space for a goal.

Positioning a rabbit
While rabbits can participate in a trap attack, a friendly rabbit may be a liability for a trap attacker trying to capture material. In diagram 4, it might appear that Silver to move cannot prevent a loss in c6. However, Silver has one "nuisance move" that will delay a capture: hd6s Rc5n hd5we would leave the gold rabbit on c6 and the silver horse on d5, precluding any one-turn capture by Gold. On d5, the silver horse would be less vulnerable than it might seem: if the gold camel went to d6, Silver would have a chance for a camel trade. If the gold camel went to c5, Silver could then place defenders on both c7 and d6. If the gold camel stayed away from the silver horse, the horse might go south and start something. If not for the gold rabbit on c5, Silver could not have avoided an immediate loss of at least a dog. Gold still has a strong position as long as he is careful with his camel, but this shows how one misplaced rabbit can be exploited by the opponent. If both sides were actively attacking, such a delaying tactic could prove decisive. Since a rabbit cannot back out of a trap, it is often best to avoid placing a rabbit next to a trap in which one hopes to make captures.

title: Arimaa/Attacking/Positioning


text:
Category:Barbecue sauce recipes

Recipes involving or for Cookbook:Barbecue Sauce

title: Category:Barbecue sauce recipes


text:
Muggles' Guide to Harry Potter/Magic/Fairy

Overview
Fairies are tiny humanoid creatures with functional wings. They glow with their own light, which makes them useful as decorations.

Extended Description
At the Yule Ball, Harry notes that an area of lawn just outside the Entrance Hall has been turned into a sort of grotto filled with fairy lights. He thinks that this means that there are hundreds of actual fairies sitting in the conjured rose bushes and fluttering over the statuary.

Analysis
Apart from their ability to fly and their light, we have little description of fairies. Much of what we know of them comes from Magical Beasts and Where to Find Them by "Newt Scamander".


text:
Template:Sweetener

| Sweeteners
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 * This template takes an optional sort key for the category:

title: Template:Sweetener


text:
Talk:C++ Programming/Classes/Nice Class

Does anyone else use the terminology of "nice" classes? I've never seen it before. I don't think that trying to establish new terminology is going to be effective, since the C++ community is much larger than the number of people who read and contribute to this Wikibook. --Fishpi (discuss • contribs) 14:12, 24 February 2014 (UTC)

 * I have attempted to make it understood that it is a "container safe" class (there are many nomenclatures to many types of constructs) if you have a problem with the editor choice substitute all "nice class" references to "container safe class" and remove the redundancies. It is most a short hand as it is used in the section, not an attempt to coin a terminology... --Panic (discuss • contribs) 18:04, 24 February 2014 (UTC)

title: Talk:C++ Programming/Classes/Nice Class


text: Engineering Tables/Fourier Transform Properties


text: Engineering Tables/Fourier Transform Table 2


text:
Category:Swiss recipes

Recipes from Switzerland.

nl:Categorie:Zwitserse keuken

title: Category:Swiss recipes


text:
Talk:Serial Programming/DOS Programming

New DOS Serial COMM programs
While it may seem a little unusual to be creating a DOS serial communications package, this isn't really all that far fetched as embedded systems are still very common and you can get very inexpensive hardware that has x386 or even Pentium processors on them, where operating systems like FreeDOS are all that is really needed for the application. To have to resort to a full operating system like Linux or (heaven forbid!) Windows CE when all you need is some simply communications drivers, why not do them in DOS?

While I will admit this is a section has historical purposes, it still demonstrates operating directly with the UART chips (something all serious serial programming will have to deal with in one form or another) and how to perhaps even write and debug the drivers. In addition, I dare anybody to show how serial communications subroutines can be more efficiently written than dealing with hardware on this level. --Rob Horning 21:14, 2 August 2006 (UTC)

title: Talk:Serial Programming/DOS Programming


text:
Category:Caper recipes

Recipes involving capers.

title: Category:Caper recipes


text:
Category:Anchovy recipes

Recipes involving anchovies.

title: Category:Anchovy recipes


text:
User talk:Gakidou

Thanks for the idea about turning lesson 1 into just an introduction. I was kind of stuck on writing the lesson, and you hit the nail right on the head - it's not really a lesson.

Hope you continue to contribute to the project!--HSTutorials 21:52, 2 August 2006 (UTC)

title: User talk:Gakidou


text:
User talk:Cherlin

Thanks for your support of OLPC - Algebra 1 in Simple English
Hope to see more of your input soon. --HSTutorials 22:10, 2 August 2006 (UTC)

Please check your vocabulary on http://simple.wikipedia.org/wiki/Wikipedia:Basic_English_ordered_wordlist. Thanks!--HSTutorials 22:34, 2 August 2006 (UTC)

title: User talk:Cherlin


text:
User talk:Magellan626

Thanks for your support of OLPC - Algebra 1 in Simple English
Hope to see more of your input soon. --HSTutorials 22:10, 2 August 2006 (UTC)

Please check your vocabulary on http://simple.wikipedia.org/wiki/Wikipedia:Basic_English_ordered_wordlist. Thanks!--HSTutorials 22:33, 2 August 2006 (UTC)

title: User talk:Magellan626


text:
Talk:Muggles' Guide to Harry Potter/Timeline

Explicit dates
Wikibooks is not Wikipedia. We are not a place that dumps long lists of useless facts and dates. This page will soon be designed with a flow in mind, and so explicit dates will not be helpful. We are looking for continuity, not explicit citations. The books do not refer to events with dates and neither will we since this is a story and not a history lesson. -Matt 22:13, 2 August 2006 (UTC)
 * Understood... and yet, the dates do tend to make things easier to understand and put in sequence. I would like to make one suggestion: that dates be provided for Harry's birth and first year. The rest can be left dateless... but if we have dates in for the earlier stuff, as I think we should because otherwise it all kind of bunches up and is incomprehensible, we should have a date for the starting point of the story.
 * Dates are only really important for when the story interacts with our world. Book 6, we have the conversation with the Muggle Prime Minister, which from internal evidence would be John Major. Is it worth mentioning that the prime minister who tried to kick Cornelius Fudge out the window would, in that scheme of things, have been Maggie Thatcher? Chazz 23:27, 2 August 2006 (UTC)
 * I understand that it would make current sense to have years there to mark lapses of time, but only temporarily. Once a proper diagram is created, I don't think those years should be there. -Matt 01:45, 3 August 2006 (UTC)
 * The fact that Harry and Neville are born "as the month of July is dying" is important to the story and should, I think, be retained. The fact that this happened in 1980 as per internal evidence in the story, I will grant, is only important to mark the length of time from when the Chamber was last opened. I am going to replace a very limited set of dates, with the intent as you suggested that they be kept only until a proper diagram is in place. Chazz 03:01, 3 August 2006 (UTC)
 * The best way to go about this may be to just create a table and have different background colors for regions of time. Embedding a good look into a wiki is often a hard task, and I'll have to do some research. -Matt 03:04, 3 August 2006 (UTC)
 * One thing I will note is that until I had the time to actually work it out, it didn't seem possible to me that Riddle could have been born in the 20s. One of the reasons for retaining dates is to make that sort of timing plain to the reader... Chazz 03:14, 3 August 2006 (UTC)
 * Is it useful to tell a reader that someone was born in the 1920s though? To me, that brings in bias about the time period and doesn't have to do with the story. Working with something like "60 years before Harry's birth" seems much more appropriate. -Matt 00:38, 4 August 2006 (UTC)
 * A very valid question. My feeling is that it does make some difference, as Merope's life in "Half-Blood Prince" seems unnecessarily primitive unless we do notice that it is in the 1920s; knowing that, it merely seems somewhat backward, as we would expect from the Gaunts. (Granted, the wizards seem to cling to what we would consider outdated technology, and purebloods would do so even more -- though it seems that Grimmauld Place is on the electric grid.) Likewise, Tom Riddle's orphanage, and the street scene there, seems incongruous until we know that it is 1935 or so. Is it important that this timeline, by the way, makes Hagrid about 60 years old? (Voldemort also, but he's had a body refresh so it doesn't count...) Chazz 17:19, 4 August 2006 (UTC)

 * Revision: Grimmauld Place is not on the electric grid; it is evidently illuminated by gas lamps, or some wizarding equivalent --- hopefully one that's a little less dangerous, gas lamps burn a methane / carbon monoxide mixture. Chazz 20:42, 22 August 2006 (UTC)

 * See below for further info, but explicit dates should be included now that the entire series is set and explicit dates exist in the last book. -within focus 18:28, 25 July 2007 (UTC)

Shrieking Shack timeline
Online ephemeris at sunrisesunset.com states that sunset in Glasgow on 10 June 94 was at 9:59 PM, and civil twilight at 11PM. As the Dementor attack was in full dark, it must have happened around midnight. While I am not wedded to the specific date, we do know that it is early June, and that Hogwarts is in Scotland, which gives us a very late sunset in any year. Chazz 09:08, 9 November 2006 (UTC)

Death of Moaning Myrtle and Tom Riddle Sr.
There is considerably more speculation in the Notes On Dates in that particular part of Riddle's history than I would like; I'm actually assigning hard dates to Myrtle's and Riddle's deaths. I don't like that because it does border on the sort of hardcore speculation that we are trying to avoid. But what I'm trying to establish is sequence – what the actual sequence of deaths is. We don't yet know whether it was the death of Myrtle that allowed Riddle to make the diary Horcrux; it seems unlikely because the diary is aware of things that happened after Myrtle died. It is relatively certain that it was the death of Riddle Sr. that allowed creation of the ring Horcrux, and possibly of Riddle's parents (Voldemort's grandparents) that allowed for creation of the diary Horcrux. We can be certain that the locket Horcrux was created later, as it was only in this visit with Morfin, immediately preceding Riddle Sr.'s death, that Tom found out that the locket existed at all; he had definitely not had time to charm it out of Hepzibah Smith. And I believe it may yet be important that Myrtle died a few years before Tom Riddle Sr. to know when Myrtle died relative to Tom Sr. Chazz 09:01, 19 January 2007 (UTC)

 * Revision pending: I ran across something in HBP tonight that throws all this lovely reasoning right away. Chazz 08:57, 1 February 2007 (UTC)

 * Revision: Tom talked with Slughorn about Horcruxes after he had killed his father; in Slughorn's memory we see Tom wearing the Gaunt ring. Presumably he didn't yet know enough about Horcruxes to create one, and Dumbledore does say that after he had made the ring into a Horcrux, he no longer wanted to wear it. So the order of deaths is once again uncertain; Riddle could have killed his father in the summer preceding his fifth year, or in the summer following his fifth year, though not in the summer following his sixth year – Slughorn would have said "You're head boy" rather than "You're a prefect" if it had been Tom's seventh year. But we are led to believe that the death of Riddle's father and grandparents did not allow him to make a Horcrux, because he did not yet know how. Chazz 17:08, 1 February 2007 (UTC)

 * Second revision: Harry says in DH that Dumbledore believed that Riddle had already made one Horcrux when he talked to Slughorn. Thus the ring we see on Tom in Slughorn's memory was a Horcrux, made at the death of his father, and it was only when he had made a second one, and was sure his hiding place, Gaunt's shack, was never going to be disturbed (after Morfin's death), that he stopped wearing the ring, and jinxed and hid it. Chazz (talk) 17:20, 21 May 2009 (UTC)

Hepzibah Smith and DADA application
We don't have a clear indication of when Hepzibah Smith died, except that it was very shortly after the episode where she showed Tom Riddle the Hufflepuff cup and the Slytherin locket. There is an implication that it was within a couple of years after Riddle graduated from Hogwarts, as he was then working for Borgin and Burke, and the implication is that that job did not last very long. We do know that it was ten years afterwards, and winter, when Riddle, then calling himself Voldemort, came to Dumbledore (who had then replaced Dippet) and asked for the Defence Against the Dark Arts job. I have arbitrarily placed both events in mid-February. Chazz (talk) 23:12, 7 March 2007 (UTC)

Voldemort's first reign of terror
In chapter one of Harry Potter and the Philosopher's Stone, Dumbledore says, regarding the celebrations, "They have had precious little to celebrate these past eleven years..." The implication is that Voldemort's reign of terror got properly underway in 1970, to be ended in 1981 when he tried to kill Harry. Thus, Voldemort's application for the teaching position must have happened before that, in 1960 or thereabouts. This does align with our tentative placement of Voldemort's application in February of 1960, and Hepzibah Smith's death in February of 1950. Chazz (talk) 17:20, 21 May 2009 (UTC)

Graphical timelines
Question: I have added to the timeline in year 2 as I was updating the summaries... and I find that there is a heck of a lot there now. I almost shudder to think what the timeline for the later books (GoF, OotP, HBP) will be like when it's fully populated. Have I gone overboard in putting events on the timeline? Chazz 18:13, 31 August 2006 (UTC)
 * I think you're fine. This will eventually be placed in a better-looking format and I think it will work more easily that way. -within focus 02:43, 1 September 2006 (UTC)
 * I've found what we'll use to show the timeline. I dumped a few quick lines in the "Year One" section (even though it looks terrible). It's called EasyTimeline and it's integrated into MediaWiki here. Examples exist on that page and we'll have to start playing around with them to make the dates here look good. -within focus 03:22, 1 September 2006 (UTC)
 * EasyTimeline seems to always want to put recent at the top when set to vertical... I haven't found a way to fix that yet, though I granted have only skimmed it. I'm thinking that we might want to go horizontal instead, which will also allow us to fold the timeline... Chazz 20:16, 8 September 2006 (UTC)
 * So be it. I'd still like to have a method that doesn't use exact years, but we may be stuck with them. It is a complex system, but its integration with MediaWiki is ideal. -within focus 23:22, 8 September 2006 (UTC)
 * We could, of course, go with relative dates in the timeline; or we could set a date format that doesn't include a year. The fact that the actual years (which we luckily have) are required to generate the PNG doesn't mean that we have to show them, unless we want to. But if you don't want to include years, we may have to redact the family tree of the Ancient and Honourable House of Black, which does include dates... and as that is sourced from J. K. Rowling herself, I don't think I want to do that.
 * I think I can see a way to make this look decent; I'll play with it tonight if I can. Chazz 19:22, 13 September 2006 (UTC)
 * I can understand a direct map of information from a person like Rowling to be acceptable. Those dates are also mostly very far in the past. Several dates on our timeline will be from direct references in the book which I also see as acceptable. It's all the speculation of the 1980s and 1990s that I want to avoid since this is not some poppy fan site but a solid documentary of events. I don't ever want this book to be a crystal ball and conspiracy theory archive. We present the facts and form intelligent inferences from them. -within focus 00:23, 14 September 2006 (UTC)
 * I have started building the year 2 timeline, and it is, as you can see, very congested... is this the way we want to present this? Of course, it can be de-congested by stretching it either vertically or hoizontally... I have commented out the text version of the timelines for which graphical versions have been completed, for now, pending approval of the graphics. Chazz 21:01, 18 September 2006 (UTC)
 * The graphics look pretty good to me. We can just expand a timeline horizontally for now. When the book goes to print we may have to recondense the timelines, but for now I think stretching will suffice. -within focus 22:03, 18 September 2006 (UTC)

Prisoner of Azkaban
Chapter 11: Buckbeak's hearing will take place on 20 April according to the letter. Chapter 14: the hearing is the Friday after the Quidditch match against Hufflepuff, which falls in mid February. Somehow we've lost two months. Chazz 07:28, 12 October 2006 (UTC)

D'oh! Revision: Checking the flow of events in the book, the two months are at the other end of things. Scabbers vanishes early April... Chazz 07:46, 17 October 2006 (UTC)

The long gap in the action between the middle of January, when Harry has his first anti-Dementor lesson, until the middle of April, when he gets the Firebolt back, has confused many readers, including me, as to exactly when in the year we were. It is not immediately obvious that we have reached June, so the Divination exam seems to be happening a lot earlier in the year than we would expect. Chazz 15:19, 19 October 2006 (UTC)

Explicit date provided in Deathly Hallows
In the last book, the date of the death of James & Lily Potter is explicitly recorded on their gravestone as "31 October 1981". Does this provide a solid enough anchor for the rest of the timelines? HTH HAND —Phil | Talk 16:01, 25 July 2007 (UTC)

 * Grr, explicit dates have become unavoidable now it seems. We've secretly kept them behind the scenes to design the timelines, but now with so much in context now that the series is complete I concede defeat (although I still agree with what I wrote before this last book came out!). With the epilogue especially, my comments last year shouldn't hold up anymore and I'll strike them. I still would like to avoid contextual references (i.e. WWI / WWII) since they don't have to do with the story, but giving some grounding to what's happened with explicit dates is a good idea.

 * Well, it only really works for "modern times": the above discussion also mentioned historical events, such as Riddle/Voldemort's birth: this new data won't make any real difference to those, right? —Phil | Talk 20:39, 25 July 2007 (UTC)

 * No, what's there for the distant past is far enough away that I think it actually makes sense to references dates for some context, as long as we're not playing into other events of the time period too much and those dates are fact and not extrapolated from various pieces of information. What I mean by this is I want solid explanation for why unknown or vague dates are being set, not just fan-like predictions (we're a solid literary guide and need solid references). Since it's clearer in our memory, modern events should be very careful to reference any other contextual events outside the HP series. What I'm writing here has to do with other issues mostly, but those far-away dates don't seem to have any need for reassessment based on new facts from the seventh book. -within focus 12:19, 26 July 2007 (UTC)

 * For what it's worth, and granted this is a long time after this discussion has been closed, still... Explicit dates do little to enhance the understanding of the story except in a very few cases. The fact that Riddle was born in the 20's, for instance, gives us a better feel for the relative standard of living there, and for the orphanage. Apart from that, the Wizarding world spins on its own, largely independent of ours. I feel that we don't, in honesty, need to add any dates that aren't already there. Having the firm dates in book 7, and the one firm date in book 2, allows us to use real world events if we ned to, but by and large we don't need to. Chazz (talk) 17:28, 18 August 2007 (UTC)

Voldemort's second reign of terror
Should the series timeline show Voldemort's second time in power from when he regained his body and full powers (late in GoF/June 1995), when the Ministry of Magic became aware of his actions (late in OotP/June 1996), or when he took over the Ministry of Magic (early in DH/1 August 1997)? --Whoop whoop pull up Bitching Betty 18:41, 1 May 2011 (UTC)
 * The initial reign of Voldemort is based on when he was clearly in power (as it is based on Dumbledore's "They have had precious little to celebrate these past eleven years" in PS:1). We certainly can't date it from his return in late June of GoF, because he was still hidden then. My personal feeling is that his return to power should be from when he declared himself (early June of OotP), because that's when the panic started, to conform to that same pattern. Waiting until August in DH fits the wording better, but not, IMO, the facts; throughout HBP Voldy is exerting considerable influence over the Wizarding population. Chazz (talk) 01:15, 2 May 2011 (UTC)
 * OK, thanks. (And sorry I took so long to reply, I had some difficulty with school, 9th grade is hard and I'm mostly editing on weekends. Back online now.) --Whoop whoop pull up Bitching Betty 19:28, 6 May 2011 (UTC)
 * Fixed to reflect that. --Whoop whoop pull up Bitching Betty 19:31, 6 May 2011 (UTC)

DH epilogue
Should the series timeline be extended to include the DH epilogue (which, using the phrase "nineteen years later" [the title of the epilogue] and the known years of the earlier events would fall on 1 September 2017)? --Whoop whoop pull up Bitching Betty 14:39, 7 May 2011 (UTC)
 * I'd argue against; there isn't really anything that happens then that is timeline-worthy, and I think it might compress the timeline unacceptably to add 20 more years on the end of it. Chazz (talk) 16:46, 7 May 2011 (UTC)
 * That said: try it, see what it looks like. If nothing else, it will allow us to unfold the "again" from Voldy's second reign... Chazz (talk) 20:27, 7 May 2011 (UTC)
 * Ah, thanks. It'll go on the timeline soon, see what it looks like. --Whoop whoop pull up Bitching Betty 21:28, 7 May 2011 (UTC)
 * There, it's up now, see how you like it. --Whoop whoop pull up Bitching Betty 21:39, 7 May 2011 (UTC)
 * Even on my big monitor, it ended up making the whole thing need side scrolling, which struck me as a not very good thing. I've brought it back to 1050 width, freed up some vertical space by dropping Harry's children to the Hogwarts bar, and eliminated some words that were making things overlap. I think it works a bit better this way... But note that 2017 would be Albus' first year, James Sirius would have been there since at least the year before. Chazz (talk) 00:51, 8 May 2011 (UTC)

Careers Advice
We have been over this ground a few times in the actual chapter (OotP:29). In the UK / Canadian version of the books, the title is "Careers Advice", advice on careers that are available. To that end, we have used that form of the word throughout that chapter, and using it the same way in this timeline is simply retaining consistency. Chazz (talk) 16:46, 7 May 2011 (UTC)
 * You sure about that? My copy of OotP says "Career Advice". --Whoop whoop pull up Bitching Betty 21:40, 7 May 2011 (UTC)
 * Absolutely positive. Yours is the Scholastic edition, yes? There are several differences between the Scholastic (US) and Bloomsbury (UK) editions. My edition is the Raincoast (Canada), which is word-for-word identical to the Bloomsbury. Generally, we use the UK version as being more authoritative, closer to what the author wanted. If there is content in the US editions that don't appear in the UK version, we try to at least note it. In a case like this, where the difference makes no effective difference, we normally keep to the UK version. Chazz (talk) 00:40, 8 May 2011 (UTC)
 * Yes, mine is the Scholastic edition, how did you guess? --Whoop whoop pull up Bitching Betty 14:57, 8 May 2011 (UTC)
 * Elementary, my dear Watson. Your insistence that the name of the chapter was "Career Advice" means that you are using a different edition than I am, and I have seen before that the single letter difference is one of the few places where the Scholastic and Bloomsbury editions differ. Another is in PS:7, or "Harry Potter and the Sorcerer's Stone" as Scholastic titled theirs, where you will find that Dean Thomas is described as a tall, black boy; that text is absent in the Bloomsbury edition, where there is nothing between mention of Quirrell and his purple turban, and the Sorting of Lisa Turpin. There is a note to that effect in our text. Chazz (talk) 18:06, 8 May 2011 (UTC)
 * My name is not "Watson". It is "Whoop whoop pull up". --Whoop whoop pull up Bitching Betty 21:08, 8 May 2011 (UTC)
 * Does no one read the classics any more? A. Conan Doyle, the Sherlock Holmes series. Dated, in places peculiar, but still quite a lot of fun... Chazz (talk) 00:10, 9 May 2011 (UTC)
 * Yes, I KNOW. Still, please don't call me "Watson". --Whoop whoop pull up Bitching Betty 01:30, 9 May 2011 (UTC) What part of "I'm joking" don't you understand? --Whoop whoop pull up Bitching Betty 01:33, 9 May 2011 (UTC)
 * ... the part where you didn't say you were joking? Apologies for not understanding that, but if you truly had never heard of Holmes, you would not have been the first such that I had encountered. If, instead, you had ended your comment with "...and don't call me Shirley," I would have caught it as an Airplane reference and assumed it was all humour. As it stands, though, until this comment I had no way of knowing you intended a jape. Chazz (talk) 03:09, 9 May 2011 (UTC)
 * Ha ha haaaaaaaa... --Whoop whoop pull up Bitching Betty 19:11, 9 May 2011 (UTC)

Battle of the Department of Mysteries
Should there be a subsection of the "Year Five" section for a timeline of the battle at the Department of Mysteries? --Whoop whoop pull up Bitching Betty 22:28, 13 May 2011 (UTC)
 * Withinfocus suggested that at one point, but I'm not sure... it seems to me to be a very linear section of the book, very easy to follow, though fast. I do get the feeling that something more useful would be a map of the sections of the Department that we know about, showing how the various Mysteries are interlinked, and the paths Harry and his friends took through them. Chazz (talk) 22:50, 13 May 2011 (UTC)
 * Just tried it. Couldn't get it to work. --Whoop whoop pull up Bitching Betty 13:22, 29 May 2011 (UTC)

Hallowe'en
Yes, in this article, as we do throughout the book, we use the archaic "Hallowe'en" as a nod to the British way of referring to it - the word is of course short for "All Hallows' Evening", the day before All Hallows'. In the Canadian and British versions of the books, it is spelled with the apostrophe, and so we have elected to keep that. Chazz (talk) 04:12, 12 June 2018 (UTC)


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Talk:Adventist Youth Honors Answer Book/Vocational/Bookkeeping

All of the work done on this module on 2 August, 2006 was actually done by User:VeeAye using my (User:Jomegat) account. It's OK - we're married. I just wanted to properly attribute the work to the correct person (who happens to be a CPA).


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User:Jim Mahoney

see w:en:User:Jim_Mahoney

title: User:Jim Mahoney


text: X86 Disassembly/Loop Examples

title: X86 Disassembly/Loop Examples


text: X86 Disassembly/Branch Examples

title: X86 Disassembly/Branch Examples


text:
User:PaddyC~enwikibooks

Hi, I'm Patrick.

I am a university student in the UK.

title: User:PaddyC~enwikibooks


text:
Talk:College Survival Guide

About

 * Started: 30 March 2006
 * Size: 17,800 words (April 2009)

Various
Is there something you want to know about college?

Ask it here. I'll try to give feedback.

--Cyberman 23:53, 2 August 2006 (UTC)

Warning: This whole book is at present almost nothing but a collection of opinions, many of which I for one don't agree with (Don't have hobbies not related to your classes? Come on! That's simply ridiculous) 84.238.28.62 17:34, 4 November 2006 (UTC)

title: Talk:College Survival Guide


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Template:Chapter navigation

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title: Template:Chapter navigation


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CCNA Certification/Acknowledgements

=Acknowledgements= We would like to thank the following contributors for their time and effort in creating this project:

Name (talk • contribs) small picture  Summary of contribution
 * 1)  Author
 * 2)  Editor
 * 3)  Editor
 * 4) Kgrr.jpg   Author

title: CCNA Certification/Acknowledgements


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Talk:CCNA Certification

This material from the old "CISCO Certification" book, should be merged into the appropriate chapter:

Introduction to the Internet
The Internet has become an essential resource in our society. It is necessary for the day to day operation of many businesses, government and educational institutions, and even home users. The Internet is a worldwide collection of interconnected networks. The networks are of varying sizes and can be private, public and government owned. A stable, well working network requires a full understanding of its workings on all levels.

The Internet can be compared to current telephone networks in the world, a road system, or even the circulatory/nervous system of your body. Just as cars can function without roads, so too can computers function without networking. However, like roads, networking greatly improves and extends the capabilities of computers.

High-speed access to the Internet is currently available to the general public in most the western world and large parts of Asia. High-speed access is still somewhat lacking in remote areas due to cost.

End users computers sit at the very edge of the internet, much as the leaves on a tree are the very end of the twigs, or a person's driveway the end of the road system.

Network Topologies
There are various ways computers can be physically connected. These are called topologies.

 * Bus - In a bus topology, all computers connect to the same 'wire'.
 * Star - A star topology consists of a central 'hub', which each computer connects to with a separate wire.
 * Ring - Computer in a ring topology are connected in a loop. Information is passed around the loop until it reaches its destination.
 * Hierarchical - A hierarchical topology involves several distinct layers, where each layer combines the connections of lower layers.
 * Mesh - A mesh topology is unique: each computer has multiple connections to other computers.

The Internet can be best described as a hierarchical mesh.

Relevancy of book
Just wondering if anybody is reading/editing this book, and if anybody is likely to use it as part of their CCNA study (the subject is broadly covered). If there is any interest I'll keep contributing, but not gonna wast time writing a book no one will read?

 * I believe there is room for a free, living book on CCNA that keeps up with the changes in the Certification and technology. I would like to donate a good outline and several articles and diagrams.  It needs a lot of organization and materials, but after it starts taking shape, it will be widely read. kgrr  talkKgrr16:35, 2 March 2007 (UTC)

Type of Book
A comprehensive study guide for the CCNA Intro, CCNA ICND and CCNA Certification exams.  kgrr talkKgrr16:35, 2 March 2007 (UTC)

I am studying and have found this book very useful, thank you for putting it together. Please keep adding to it as many will benefit and appreciate this free resource. Many Thanks to you.

As a holder of CCNA certification, I would advise you understand the paths to the various professional status. This largely depends on your career goals. Vachus2004 (discuss • contribs) 10:28, 29 September 2018 (UTC)

Target Audience
Adult, first year community college  kgrr talkKgrr16:35, 2 March 2007 (UTC)

Scope
This book should cover all basic networking knowledge for the CCNA exams  kgrr talkKgrr16:35, 2 March 2007 (UTC)

Thesis Statement
CCNA is a cornerstone of many IT careers. This book is a free, living book on CCNA Certification that keeps up with the changes in the technology and certification.  kgrr talkKgrr16:35, 2 March 2007 (UTC)

Topics
CCNA Intro 640-821 Topics: * Network Types * Network Media * Switching Fundamentals * TCP/IP and OSI networking models * IP addressing and subnetting * Switching * VLANs, and Trunking * Routing and Routing Protocols * WAN Technologies * Operating and Configuring IOS Devices * Managing Network Environments. * Basic router configuration and operation * Discovering information about an IP network * Analog modems, PAP/CHAP, DSL and Cable

CCNA ICND 840-811 Topics: * LAN switching concepts * Extending Switched Networks with VLANS * STP, VLANs, and trunking * Determining IP Routes * Managing IP traffic with Access Lists * Establishing Point-to-Point connections * Establishing Frame Relay Connections. * IP addressing and subnetting * LAN switching concepts * RIP, IGRP, EIGRP, OSPF, and static route configuration * VLSM support and route summarization * CIDR and NAT * Point-to-point leased line implementation * ISDN and Dial-on-Demand Routing (DDR) * Frame Relay configuration * IP Access Control List (ACL) security

Did I miss topics that have to be covered?

 kgrr talkKgrr

Outline
Part I - CCNA Intro

Chapter 1 - The OSI Model * 7 layers * TCP Model (5 layers) Chapter 2 - Network Layer * IP Protocols * TCP * UDP * ICMP * DHCP.

Chapter 3 - Addressing *    * Classes * Subnetting

Chapter 4 - Routing * Routing and Routing Protocols Section 1 - RIP Section 2 - IGRP Section 3 - OSPF Section 3 - EIGRP Chapter 5 - Data Link Layer * MAC * LLC * ARP * RARP

Chapter 6 - Switching * LAN switching concepts * VLANs and trunking

Chapter 7 - Physical Layer * WAN Technologies * Analog modems, PAP/CHAP, DSL and Cable

Chapter 8 - Router Operation * Operating and Configuring IOS Devices * Managing Network Environments. * Basic router configuration and operation * Discovering information about an IP network

Part II - CCNA ICND

Chapter 1 - Advanced Addressing Topics * IP addressing and subnetting * Classless Addressing (CIDR) * NAT

Chapter 2 - Advanced Routing Topics * Determining IP Routes

Chapter 3 - Advanced Switching Topics * LAN switching concepts * Extending Switched Networks with VLANS * STP

Chapter 4 - Security * Managing IP traffic with Access Lists

Chapter 5 - WAN * Establishing Point-to-Point connections * Establishing Frame Relay Connections * Point-to-point leased line implementation * ISDN and Dial-on-Demand Routing (DDR)

Chapter 6 - Configuration * RIP, IGRP, EIGRP, OSPF, and static route configuration * VLSM support and route summarization * Frame Relay configuration

Is this a good presentation order?

 kgrr talkKgrr

fixing links
All the copying from wikipedia has left the book with a lot of bad links. They Need to be fixed. We have a few things we can do. We can: Remove the links find an existing link to add pages/books that fit the links

I would like us to decide what we feel would be best for this book. If no one adds to this discussion. I will move ahead fixing this. --2tailakitsune 20:06, 2 October 2007 (UTC)

Lets try this again
Soon the exam is going to change. So we need some incite into what is going to change. The Cisco site tells all.

2nd, most of the pages are still just copes of other wiki pages. Some of the things in the pages are not on the exam, and a lot of things are missing from the pages. Most of the pages that are not just copes are stubs at best.

All of the things in the INTO exam can be learned from other Wiki books. I feel that this book would not be hard to do.

I'm going to start cutting out things that are not on the CCNA Exam.

% Complete
Some of the % complete boxes seem horribly wrong. I am going to go through the book and update some of them, as I work through it. Urzumph (talk) 04:02, 2 July 2008 (UTC)

title: Talk:CCNA Certification


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Rhetoric and Composition/Q&A

 Welcome to the Rhetoric and Composition questions and answers page. Feel free to post any questions you have while learning rhetoric and composition. Please sign and date your entries by inserting  --  at the end. If you have questions about this book, post them on the Rhetoric and Composition discussion page.

Ask a question!

rhetorical question
When a character poses a rhetorical question in a sentence of dialogue should I use a question mark at the end?

for example:

"I don’t think anyone knew. I mean, they might have guessed. It was all so long ago who can remember."

After remember?

dmc

A: Yes, you do need a question mark in this situation—inside the quotation marks at the end. (A comma after "ago" would help as well.)

rbs

Answer: Your example would best be written this way, "I don't think anyone knew. I mean, they might have guessed. It was so long ago. Who can remember?" I would divide the last sentence into two.

-

Any thoughts on specific styles/approaches to writing comments for online/wiki writing (to go in your 'advanced' section)?

rhetoric
what different types of rhetoric are there?

Answer: There are three basic kinds: Judicial Rhetoric, Deliberative Rhetoric, and Epideictic Rhetoric. Judicial rhetoric is used to judge what is right or wrong- for example a lawyer defending in court uses judicial rhetoric. Deliberative rhetoric is used to persuade a person to do something, like you would use to persuade friend to come to dinner. Epideictic rhetoric is used to praise (or blame) somebody. It is most often used in eulogies.

Rhetorical Description
Do you have any example of description of a person?if you think so than you stupid

Summarizing
Can you give me some tips about summarizing an article?

Think of it as an extreme condensation of the article, one that shows what the article is about and what it emphasizes. If the title is "John Adams" -- then which John Adams is the article about? Is it the second President of the United States? Is it the composer? Or is it someone else? To get something so basically wrong is to show either failure to understand the article, a superficial reading, or failure to look at it.

Take the most important parts of an article. If the article is a description, then look for the key pints of the article. Begin with a definition of the item in question and then the leading facts -- the ones that the author seems to hold most important, even if those leading facts are less interesting than some tangential material that you find more interesting.

The title is a clue. Ideally an author of what purports to be truth will create a structure that centers upon the aspects of a phenomenon, object, event, or work that the title suggests. It could be very broad or very narrow. Needless to say, an article on "The Tiger -- an Endangered Species" will say little about circus tricks involving tigers, and an article "Tiger Taming", on training tigers to perform in circuses without getting the trainer or the tigers hurt, won't dwell on a tiger's endangered state in the wild. "The Battle of Waterloo" won't be about the desirability or non-desirability of war, it won't be about the childhoods of Wellington or Napoleon, and it certainly won't be about D-Day. When it happened, participants, events leading to it, how troops were moved into battle, size of forces and their weapons, the win-loss situation, and consequences will all be relevant.

With an object, a living thing, a place, or a natural phenomenon in general you will need to describe it so that you prevent confusion. If the article is "Pencils", then you might want to show what pencils are, their primary uses, what materials they are made of, when they came into use (typically, when they were invented) how many are made, what was used before them, and characteristics that make them desirable or undesirable.

An author might try to connect very different things, so look for such -- and find the connection. Show it.

Rules for writing
Can someone tell me what are the rules for writing not only and but also.

ESSAY
HOW DO YOU WRITE AN ESSAY WITHOUT KNOWING ABOUT THE SUBJECT?

First, clarify what is asked for. Maybe you got verbal instructions from someone who did not speak clearly. Maybe you have a difficulty with hearing. Most good teachers gladly accommodate a student on that by putting the assignment in writing.

Second, find out what the subject is. Wikipedia is one of the most accessible stores of basic information in a wide variety of subjects. Maybe you know more about the subject than you think for the simple reason that someone has called something by some odd name unfamiliar to you.

Find multiple sources for information. Those can include books and magazines. Video? That's tricky. If your essay is on "Lions" and you see a wildlife documentary on lions, then how do you cite that you saw lions in a group? However instructive video is, watching it for information is not an effective use of time when you are trying to get information quickly as you must do for creating an essay under the pressure of time. You can search the Internet for websites that offer the information that you seek. That's reading, but it's easier to find some information on the Internet than to take a trip to a library far away.

NEVER -- NEVER -- NEVER directly copy any material, especially from an encyclopedia of any kind, and then put it into your essay unmodified or even paraphrased. Your teacher will know what is in Encyclopedia Brittanica, World Book, and perhaps the June 1962 edition of National Geographic Magazine should it be in the classroom. Your teacher will also be able to look into Wikipedia for the relevant article, and if your article on George Washington reads like this:

''George Washington (February 22, 1732 – December 14, 1799) served as the first President of the United States of America (1789–1797), and led the Continental Army to victory over the Kingdom of Great Britain in the American Revolutionary War (1775–1783).

''The Continental Congress appointed Washington commander-in-chief of the American revolutionary forces in 1775. The following year, he forced the British out of Boston, lost New York City, and crossed the Delaware River in New Jersey, defeating the surprised enemy units later that year. As a result of his strategy, Revolutionary forces captured the two main British combat armies at Saratoga and Yorktown. Negotiating with Congress, the colonial states, and French allies, he held together a tenuous army and a fragile nation amid the threats of disintegration and failure. Following the end of the war in 1783, Washington retired to his plantation at Mount Vernon, prompting an incredulous King George III to state, "If he does that, he will be the greatest man in the world."''

(These two paragraphs come unmodified from the beginning of the Wikipedia article "George Washington" -- and your instructor will discover that quickly and easily -- then you will have committed plagiarism. That is a huge no-no in writing; it shows that you did nothing creative and individual. You WILL get a poor grade!

You can use encyclopedias for finding other sources of information. (You may make a direct quite of the clever words of a well-renowned thinker -- but identify the person and the source).

The rest is easy to say and hard to do. You then find different threads of information and put them together in a way that only you can do. That is exactly what you would do if you knew something about the subject in the first place.

history of school
when did school began

title: Rhetoric and Composition/Q&A


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User talk:203.57.147.20

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. --hagindaz 02:51, 3 August 2006 (UTC)

title: User talk:203.57.147.20


text:
User talk:210.18.215.2

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. --hagindaz 02:51, 3 August 2006 (UTC)

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. --hagindaz 09:25, 3 August 2006 (UTC)

This is your last warning. The next time you vandalize a page you will be blocked from editing Wikibooks.  --hagindaz 09:36, 3 August 2006 (UTC)

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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title: User talk:210.18.215.2


text:
Talk:Persian/Websites

Easypersian.com
easypersian.com is the best website for beginners, trust me! —The preceding unsigned comment was added by 71.112.148.173 (talk • contribs).

Add sites in Persian
It would be good if someone could add sites fully in Persian that would be useful for advanced learners. Poppy 12:03, 25 February 2007 (UTC)

title: Talk:Persian/Websites


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CCNA Certification/Appendix A - About the Exam

= About the Exam =

The purpose of this page is to make you more familiar with the test itself, what options you have, and how to sign up.

The Available Exams
The CCNA Routing and Switching certification test can be taken in one of two ways:
 * You can take the Interconnecting Cisco Networking Devices Part 1 exam (100-105 ICND1) and the Interconnecting Cisco Networking Devices Part 1 exam (200-105 ICND2).
 * You can take the combined Interconnecting Cisco Networking Devices: Accelerated (200-125 CCNA).

These exams replaced the former CCNA exams (640-822, 640-816, and 640-801) in 2013 and 100-101,200-101 and 200-120 in 2016.

The ICND1 exam tests for the ability to manage a small branch office network. The ICND2 exam tests for the ability to manage a small or middle-sized enterprise branch network. The combined CCNA tests all the material covered in the ICND1 and ICND2 exams. (For information about the exam and your options, see Appendix A.)

The Material Covered In Each Exam
The ICND1 covers "Network Types, Network Media, Switching Fundamentals, TCP/IP, IP Addressing and Routing, WAN Technologies, Operating and Configuring IOS Devices, and Managing Network Environments." More information about the ICND1 is available from Cisco.

The ICND2 covers "Extending Switched Networks with VLANS, Determining IP Routes, Managing IP traffic with Access Lists, Establishing Point-to-Point connections, and Establishing Frame Relay Connections." More information about the ICND2 is available from Cisco.

The combined CCNA covers all topics cover on the ICND1 and ICND2. More information about the CCNA is available from Cisco.

Which Should You Take?
The cost of taking the combined CCNA test is significantly lower (approximately $395 as on 20Mar2017) than taking the ICND1 and ICND2 Exams (approximately $200 as on 20Mar2017 each). The only disadvantage to taking the combined CCNA is that you will be tested on a larger amount of information. The ICND1 and ICND2 exams allow you to focus on smaller subsets of the entire course.

The Format of the Test
All tests are given on a PC at the testing center. Everyone who is comfortable using a computer should have no difficulties using the testing software. If you like, you can take a practice test to get the hang of the program.

All questions fall into one of the following categories:
 * Multiple choice
 * Fill-in-the-blank
 * Drag-and-drop
 * Simulated lab

The multiple choice questions requires you to select a circle next to the correct answer. Some questions will have multiple correct answers. In these cases, you will usually be told how many answers you should select.

The fill-in-the-blank questions require you to enter the word that missing from a sentence. You must type the answer exactly right to receive credit.

The drag-and-drop questions require you to click and drag a button or icon to another location on the screen. Often you will have to order multiple items into a list with the correct order.

The simulated lab will give you access to a theoretical network with multiple routers. You must be able to navigate the routers, find the cause of a malfunction, and fix it. To prepare for these questions, you should practice on a real lab set-up or on a network simulator until you feel comfortable. There are many software network simulators. One of these is available here.

Signing up for Exams
You can sign up to take the test with Pearson Vue. As of now, Pearson Vue is the only authorized testing center for CCNA certifications. You should be able to schedule the time of your test and will be able to select the location from a list of Testing Centers in your area.


text:
Greek Mythology/Heroes/Perseus

Birth of Perseus
Perseus is the son of Zeus and Danaë, only child and daughter of King Acrisius of Argos. He was known as the slayer of the Gorgon atles. Before his birth, it was predicted by the oracle of Apollo that he would kill his grandfather. King Acrisius first locked Danaë in a bronze house, but Zeus saw the beautiful Danaë and visited her in the form of showers of gold (because the bronze house was sunk underground and only part of the roof was left open). Danaë became pregnant and kept it secret to her father, but soon it was discovered (when Perseus was a young child). When Acrisius found out about the boy, Danaë told to him that Perseus was her son to Zeus. Even though the young Perseus was the son of Zeus, Acrisius was still afraid of the prediction about the young boy, so Acrisius locked the mother and son into a chest and floated them in the sea.

Perseus and his mother drifted to an island called Seriphus and was discovered, still inside the chest, by a fisherman named Dictys. Dictys took them in to his home where he lived with his wife, and they were treated as his family.

Perseus and Medusa
The ruler of the island, Polydectes, fell in love with Danaë and thought that Perseus would hinder his plan to marry her. He thought of a plan that would get rid of Perseus: He announce that he will marry Danaë and invited all his friends to a celebration. Perseus was among the guests. Each guest should have a present for the celebration, but Perseus had nothing to give. Polydectes asked Perseus to slay and behead the Gorgon Medusa and bring back her head as his gift. Perseus agreed to do so.

He received a mirror-like shield to take on his journey. Because the Gorgons could turn anybody to stone by looking in their eyes, Perseus cleverly looked in the shield, so that Medusa couldn't look directly into his eyes.

Mitologi Yunani/Perseus

title: Greek Mythology/Heroes/Perseus