text:
Adventist Youth Honors Answer Book/Health and Science/Chemistry

a. Elements
A class of substances that cannot be separated into simpler substances by chemical means, all these basic substance elements are first reformed, altered and extruded by stars. Like for instance Iron.

b. Compounds
A uniform substance composed of two or more elements. For example steel (that defines many different similar compounds of iron and primarily carbon), is also defined as an alloy (metallic compound material).

c. Chemical symbols
Every element is represented using an abbreviation of one or two characters that represent the name of the element. The first character is always capitalized, and the second character if it exists is always lower case.
 * H represents hydrogen
 * He represents helium
 * Li represents lithium
 * C represents Carbon

Some of the symbols do not represent the modern name, but an original name.
 * Ag represents argentum (Latin) or silver
 * Au represents aurum (Latin) or gold
 * W represents wolfram (German) or tungsten

There are 94 elements that are found naturally on earth, and there are another 17 that have been created in atomic accelerators, and have very short half lives. A further 7 elements have been reported but they are still in the confirming/naming stage. All of these elements are organized using a "Periodic Table of Elements" which was created by Dimitri Mendeleev.

d. Solutions
A mixture of two or more substances that do not react chemically. If you dissolve sugar, salt, or another substance in water, you are creating a solution.

e. Atoms
Atoms are basic building blocks of matter. Atoms range in size from .5Å to 24Å. ( Å is the symbol for a unit of measure known as an angstrom. A blond hair is between 170,000 and 500,000Å  in diameter and a black hair is between 560,000 and 1,810,000Å in diameter)

Atoms are mostly empty space, but because the electrons are moving so rapidly, the matter we touch can feel very solid. Hydrogen is the simplest atom, it is made of one proton and one electron. A classical model of an atom is to think about the electron orbiting the central proton. If we created a model of this atom with the proton the size of a basket ball, then the electron would be the size of a grain of salt and will be orbiting at a distance of 40,000 feet.

We cannot directly see atoms with a regular microscope. Light has a wavelength of between 4,000Å and 7,000Å which is about 1000 times the diameter of an atom. Because the wavelength of light is so long it has almost no interaction with the atom. The center of an Atom can be "viewed" and the positions of the electron cloud around an atom can be determined by using an X-ray, (neutron, or electron) beam (which have much smaller wavelengths than light) in such techniques as X-ray crystallography, Neutron crystallography, or Electron crystallography. Or a scanning tunneling microscope can be used.

f. Molecules
Two or more atoms that have bonded to each other.

g. Periodic Table
The periodic table of the chemical elements is a tabular method of displaying the chemical elements. The table illustrates recurring ("periodic") trends in the properties of the elements.

h. Combustion
We often use the word combustion to describe the chemical process of a fuel combining rapidly with a oxidizer (usually oxygen)i.e. burning. This process usually is associated with flames, light, heat, and smoke.

i. Acid
The word acid is from the Latin word acidus which means sour. In the early days of chemistry, it was a common practice to taste or smell things and record the sensation. Many things that are acidic are sour. Lemon juice is sour because of the citric acid in it.

Because many substances can be toxic, this probably killed a number of chemists including the famous scientist, Humphry Davy, the man who came up with the theory that explained the nature of an acid.

Davy's hypothesis was that acids were substances that contained replaceable hydrogen. This hydrogen could be replaced by metals and this reaction would leave behind a salt.

 * 2HCl + Zn → ZnCl2 + H2
 * Fe + H2SO4  → H2  +  FeSO4

j. Salt
A salt is a term for the solid form of an ionic compound, such as Sodium Chloride (Na+Cl-) or potassium hydroxide (K+(OH)-).

k. Proton
A positively charged particle that is a part of the nucleus of an atom. Protons have a mass of $$1.67 \times 10^{-27}$$ kg. One cubic centimeter of water contains $$6.02 \times 10^{24}$$protons that form the nucleus of the atoms of hydrogen and oxygen. Hydrogen has one proton at its center and oxygen has 8 protons.

l. Neutron
A neutrally charged particle that is a part of the nucleus of an atom. Neutron's have a mass of $$1.67 \times 10^{-27}$$ kg. When we look at water we find that it is made up of Hydrogen and Oxygen. Hydrogen has no neutrons, but each atom of oxygen has 8 neutrons.

Neutrons are held together by what is called the "Weak Force". Free neutrons decay with a half life of about 10.3 minutes into a proton, electron and an electron nutrino. In the neucleus of an atom, the neutrons can be quite stable because of another force known as the "Strong Force"

m. Electron
A negatively charged particle with a mass of $$9.11 \times 10^{-31}$$ kg. Electrons form a cloud about the positively charged nucleus of an atom.

n. Distillation
Distillation, which is heating the liquid to boiling and collecting the condensed vapors, is a useful technique to separate components based on different boiling points. Distillation separates two volatile liquids where the more volatile component is more pure. The farther apart the boiling temperatures, the more likely that the distillation will be successful. The lower the boiling point, the more volatile the compound is and therefore the faster it will vaporize. Success also depends on the interactions between particles, since two dissimilar liquids that are dissolved in each other are likely to form azeotropes. If this occurs, the liquid and gas phase will both have the same composition and therefore boiling will not cause further separation.

o. Fractional Distillation
Fractional distillation is a technique in which several distillations occur in the same column, mediated by some sort of porous medium. It allows the separation of substances with closer boiling points than simple distillation, and also makes the distillation of the same solutions more efficient. Fractional distillation yields better separation in comparison to simple distillation due to few factors. One is that the distillation column is usually packed with copper, stool wire or glass beads. This increases the surface area, which enables efficient and continuous vaporization and condensation by exchanging heat between the vapor and the condensate.

p. Filtration
Filtration is a technique in which a solid precipitate (or solid waste) is separated from a liquid. The mixture is placed on filter paper, which allows the liquid to pass through, leaving the solid behind. Typically the liquid is first brought to a temperature such that there is little solid dissolved in the liquid, so that separation is most effective. This filtration can be done using only gravity or suction can be used.

2. What gases extinguish life, and how? Explain the principle of one kind of chemical fire extinguisher.
In the extreme, almost any gas can kill a person. Even pure oxygen can kill because the body cannot deal effectively with pure oxygen. The gases can kill by:

 * 1) Suffocation- The gas displaces oxygen and the body now starved of oxygen dies. Some of the most dangerous suffocants are oxidation compounds such as $$CO_2$$ or CO

 * 2) Poison- There are gases such as Cyanide gas HCN which are highly poisonous. Cyanide binds to the iron atoms in the enzyme known as cytochrome c oxidase and thus blocks the production of ATP. ATP is the universal energy currency of all living organisms.

 * 3) Explosion- Many gases are quite flammable and can explode quite destructively. Most of the light Hydrocarbons in mines can be set off with only a small spark.

Fire, like life, requires oxygen, so a common method used in fire extinguishers is to use a gas or liquid that will keep the oxygen from getting to the fuel.

Try using this "door foldable" to teach this honor: http://www.youtube.com/watch?v=Ymk6Di-WUM8

3. Name two common sources of carbon monoxide. Why is it dangerous?
Automobile exhaust before the catalytic converter contains large amounts of CO (Carbon Monoxide). If the exhaust system is damaged before this point, then there is a danger of breathing the suffocating gas. The catalytic converter converts most of the CO to $$CO_2$$ (Carbon Dioxide) There may still be enough CO in automobile exhaust to be fatal, but since most is now $$CO_2$$ which has an odor or at least sensation, there is less chance of accidental asphyxiation.( $$CO_2$$ can be fatal as well, but is quite caustic, creating a burning sensation in the nose and lungs. If you have ever breathed the bubbles from a Soda Pop can, you have smelled $$CO_2$$.)

Another common source of CO is natural gas or propane stoves, heaters, hot water heaters, or clothes dryers. If these appliances become damaged they can be quite dangerous. It is a good idea to have a CO detector near an old furnace or water heater to provide an early warning.

Oxygen is carried to the cells from the lungs by red blood cells and CO2 is carried back to the lungs to be breathed out. Red blood cells have a 3-D space that fits oxygen and CO2 but allows them to be ejected when they reach their destination. CO can also fit the space but won't let go, so a red blood cell that has CO loaded is no longer available to do its job. If enough red blood cells are affected, the body cells cannot get the oxygen they need and waste CO2 builds up, leading to death.

Try using this "door foldable" to teach this honor: http://www.youtube.com/watch?v=Ymk6Di-WUM8

4. What are the states of matter?

 * Solid
 * The atoms are in a fairly rigid structure that at the macroscopic level feels hard or solid. The atoms may be arranged in a very rigid crystaline structure, but there is still vibration within the structure.

 * Liquid
 * The atoms are free to move around, but do not separate like a gas. Liquids can flow and in general do not feel solid or rigid. Liquids are not compressible.  When helium is cooled close to absolute zero, it behaves oddly, turning into a superfluid. It is dangerous to handle because of its temperature.

 * Gas
 * The molecules of a gas are completely free to move around and at standard room temperature they move tens of meters before hitting another molecule. A gas is airy. You will not necessarily know that it is there unless you move through it and feel the wind.

 * Plasma
 * The molecules of a plasma are ionized, which causes them to repel each other, so a plasma can appear to flow almost like a liquid, and it glows as some of the molecules change ionization states.

The states of matter are largely defined based on the level of interaction between the molecules and atoms that form the matter. This interaction is temperature (and pressure) dependent, and there are well defined freezing (liquid to solid) points, melting(solid to liquid) points, boiling (liquid to gas) points, condensation( gas to liquid) points, for each element or molecule at a particular air pressure(i.e. normal sea level pressure).

''This is why water boils at a lower temperature on a mountain which has less air pressure than at sea level. This can effect the efficiency of sterilizing water by boiling and a longer time is needed.''

''CO2 is a unusual gas as in its solid form it doesn't melt but goes straight to a gas (sublimate). This is why frozen CO2 is known as Dry Ice as it does not go through a liquid form so is not 'wet'.''

Try using this "door foldable" to teach this honor: http://www.youtube.com/watch?v=Ymk6Di-WUM8

a. Try to light a sugar cube, first without and then with some ash applied to the cube, thus showing the action of a catalyst.

 * Materials:
 * Sugar Cubes
 * Ash from fireplace or campfire
 * Matches or lighter
 * Aluminum foil
 * Piece of wood or trivet to act as insulator
 * Method
 * Lay a piece of aluminum over the trivet or a piece of wood.
 * Place the sugar cube near the center of the foil.
 * Take another sugar cube and coat it with ash.
 * Place the ash-coated sugar cube next to the first sugar cube, but do not let them touch.
 * Try to light each sugar cube. It should be easier to light the ash-coated sugar cube.

b. Place an ice cube in a glass of water, place a four-inch (10.2 cm) string on top of the glass and ice, then solve the problem of taking the ice cube out of the water without touching it.

 * Materials
 * Ice
 * Salt
 * Water
 * Glass
 * String 10 cm long
 * Method
 * Put the ice cube in the glass
 * Tie a loop on the string and place it on the cube
 * Put a pinch of salt on the loop and cube
 * Wait a while then pull up the string

c. With the use of water, turpentine, and soap, transfer a newspaper picture to a blank sheet of paper.

 * Materials:
 * 30 ml soap powder (example: Ivory Snow)
 * 60 ml hot water
 * 15 ml turpentine
 * Small bowl
 * Measuring cup
 * Paint brush
 * Newspaper or old magazine

 * Method:

 * Dissolve soap powder in hot water and then add turpentine.
 * To use, dip a brush into the ink and brush over the picture to be transferred, wait about ten seconds then place a piece of paper over the picture and rub the back of it with a spoon. The picture will be transferred to the paper.

The ink will solidify in its container after a little while. To reverse this simply set the bottle in a pan of warm water until melted and then shake.

d. With the use of a candle and a piece of cardboard, demonstrate visually the three parts of a candle flame.

 * 1) Blue zone : The blue area is the base of the flame. In this area, pyrolysis takes place (where the candle wax changes state into the combustible gas). Also, part of combustion takes place here. The temperature in this area is about 1200-1400 °C.

 * 2) Dark zone : The dark area in the middle of the flame just above the tip. This dark core of the flame is around 800-1000 °C. Within these bluer regions, hydrogen is being separated from the fuel and burned to form water vapor.

 * 3) Luminous zone : The yellow luminous area is above the dark area. This brighter, yellower part of the flame is the remaining carbon being oxidized to form carbon dioxide. The incandescent soot particles causes the orange and yellow glow. This area is approximately 1200 °C.

 * 4) Flame Mantle : this is on the outer rim of the flame, and is colorless, or a very faint blue, and is the hottest part of the candle flame. About 1400 °C.

e. With a bowl of water, wooden match sticks, a lump of sugar, and small amount soap, demonstrate the action of sugar and soap on the floating match sticks.

 * Materials:
 * Sugar cube
 * Dish soap
 * 2 Small bowls
 * 12 Toothpicks (or wooden match sticks)
 * Water

 * Method:
 * Fill both bowls water.
 * Drop half the toothpicks into each bowl
 * Place the sugar cube in one bowl. The toothpicks should be drawn to it.
 * Place one drop of dish detergent in the other bowl. The toothpicks should be repelled from it.

Sugar absorbs water, and as it does, it creates a small current that draws the toothpicks toward it. The Soap, on the other hand, breaks the surface tension of the water and immediately spreads out over the surface. As it moves across the surface, it too creates a current, carrying the toothpicks along as it goes.

f. Place a fresh egg in fresh water and then salt water, noting the difference.

 * Materials
 * Fresh (uncooked) egg
 * Water
 * Salt
 * 2 Bowls

 * Methods
 * Add the salt and of water to a bowl and stir until the salt dissolves.
 * Add the other of water to the other bowl - do not add any salt.
 * Place the egg in the salted water. It should float
 * Move the egg to the unsalted water. It should sink.

Salt water is more dense than fresh water, meaning that a volume of salt water will weigh more than an equal volume of fresh water. The density of an egg is between the density of salt water and fresh water. An item will float if it is less dense than the liquid in which it is placed. Since the egg is more dense than fresh water, it sinks. But because the egg is less dense than the salt water, it floats. NOTE: If nothing happens, then get two eggs and place one in the fresh water and the other in the salt water. The fresh water egg should expand and the salt water egg should shrink due to osmosis.

g. Demonstrate that rust uses up oxygen with the use of steel wool, a pencil, a rubber band, a water glass, and a dish of water.

 * Materials
 * Steel wool (plain, without soap)
 * Pencil
 * Rubber band
 * Drinking glass (clear glass)
 * Bowl
 * Water

Use the rubber band to attach the steel wool to the eraser end of the pencil. The pencil should be short enough that it can fit inside the glass without sticking out the top. Fill the glass halfway with water, and place the pencil in the glass with the wad of steel wool at the bottom. Place a bowl upside-down over the top of the glass, and carefully turn the glass and the bowl over so that the glass is upside-down and the bowl is right-side-up. Add some water to the bowl and mark the water level on the side of the glass. Place the apparatus some place where it will not be disturbed. After a few days, check the steel wool - it should be rusty.
 * Method

As the steel wool rusts, it uses up oxygen trapped in the glass. This reduces the volume of air inside the glass, and the atmospheric pressure outside the glass will compensate by pushing down on the water inside the bowl. This will in turn push the water in the glass higher. Verify by comparing the current water level to the level marked at the beginning of the experiment.

h. Demonstrate the colors produced when the following are burned: salt, copper sulfate, and boric acid.

 * Salt : Common table salt is Sodium Chloride Orange-Yellow
 * Copper Sulfate : Blue-Green

i. Make an invisible ink.

 * Materials
 * Water
 * Vinegar, Lemon juice, sugar, onion
 * Small cups
 * Candle or stove flame
 * Tooth picks
 * Paper

You can mix vinegar, lemon juice, sugar or onion juice with water to create an invisible ink. To make the ink visible, carefully hold it over a heat source. The "ink" will turn colors and become visible. Try mixing a small amount of ink using each type of ingredients to see which works better.
 * Methods

j. Show that washing soda or sodium carbonate contains water.

 * Materials
 * Test tube/tongs
 * washing soda (baking soda does pretty much exactly the same thing, but the requirements say washing soda)
 * Candle or stove flame

Put a small amount of the washing soda into the test tube. Hold the test tube with the tongs over a flame. You will see a tornado-like effect inside the test tube as the water makes its "escape". Very fun for everyone to watch!
 * Methods


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Template:Control Systems/Nav

This template is a bottom-of-the-page navigation template for the Control Systems book. The optional first and second arguments are the previous and next page links, respectively.

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

title: Template:Control Systems/Nav


text:
Statistical Mechanics

This project will cover the basics of statistical mechanics, as typically taught in undergraduate physics courses.

< Cover & Interwiki

=Table of Contents=
 * 1)  /The Foundations/
 * 2) * Extensive and Intensive Parameters
 * 3) * Definitions
 * 4) * Fundamental Equations
 * 5) * The Postulates
 * 6) /The Two-State Problem/ This is actually a huge example problem to introduce the statistical definition of entropy
 * 7) * Multiplicity
 * 8) * Properties of the Two-State System
 * 9) /Boltzmann and Gibbs factors and Partition functions/
 * 10) * Boltzmann Factors
 * 11) * The Partition Function
 * 12) * Gibbs Factors
 * 13) * The Grand Partition Function
 * 14) /Density of States/
 * 15) /Thermal Radiation/
 * 16) /Debye Theory/
 * 17) /Ideal Gas/
 * 18) /Quantum Gases/
 * 19) /Thermodynamic Potentials/ (Here on you can consider the border from Thermal Physics to thermodynamics.)
 * 20) /Phase Transformations/

Further Reading and Resources

 * SklogWiki - a wiki for people interested in thermodynamics, statistical mechanics, and the computer simulation of materials.

統計力学I

title: Statistical Mechanics


text:
Talk:Statistical Mechanics

Same warning as with the other books I've started up. Any questions? Want to do something? Want to collaborate? Go to my discussion page. Fephisto 23:57, 30 October 2006 (UTC)

Crap, I think The one in the Modern Physics book came up while I was planning this. Does anyone think I should just edit that? Or make Stat-Mech its own book?

I'll continue this book, the Modern Physics book is more or less specifically Thermodynamics, I plan to make this book have a more foundational statistical mechanics flare to it. Fephisto 17:55, 1 November 2006 (UTC)

=List of Known Problems for editors=

 * Needs Latex formatting instead of HTML tags.
 * Examples are really sparse, in reality I'm really rushing ideas through here.
 * Prior to Debye Theory I don't believe I mentioned the energy-representation T v. Kelvin-scale T
 * It would probably be best to make Foundations and its subsections as one complete section.
 * The Quantum Gases section can use Density of states material to study the fermi/bose gases in further depth.
 * The Van-der-Waals Equation should be fit in somewhere.
 * As mentioned in the Thermodynamic Potentials page, if anyone could do a /teeny/ amount of art for me.....

If there are any calls for further clarification, I will do so. Fephisto 10:06, 19 December 2006 (UTC)

title: Talk:Statistical Mechanics


text:
English for B2 Students/Using Verbs Together

In English, as in most languages, it is common to use verbs together in a sentence - e.g. "I enjoy playing football". In some languages the second verb used must always be used in the infinitive (dictionary form). In English there are three common forms for the second verb used:

 * infinitive - to play, to see, to love, to hate, etc.
 * ing - playing, seeing, loving, hating, etc.
 * bare infinitive - play, see, love, hate, etc.

The form of the second verb depends on the first verb. Look at the three examples below and you'll see what form the second verb should take after the verbs enjoy, want and will:

 * 1) I enjoy playing football.
 * 2) I want to play football.
 * 3) I will play football.

Examination of the above sentences should reveal that:

 * ENJOY is followed by ing
 * WANT is followed by infinitive
 * WILL is followed by bare infinitive

Verbs followed by ing

 * Phrasal verbs
 * Suggest, Avoid, Depend on, Object to, Be/Get used to/accostumed to, Deny To, refer to, Can't help/stand/bear, Finish ,Admit

Verbs followed by infinitive

 * want, wish, would like, afford, agree, aim, decide, help, mean, offer, prefer, promise, refuse, tend, happen

If in doubt about which form to use you should use the infinitive as this is the most common form.

e.g. I want to go home. He offered to open the window.

Verbs followed by bare infinitive
e.g. I might go to bed. You should do more exercise.
 * Modals Verbs: Can/Could  May/might   Shall/Should    Will/Would   Must  Needn't   Would Rather  Had better
 * Let s.o do sth.   Make s.o do sth.   Help s.o (to) do

Verbs with both forms

 * Verbs followed by infinitive or gerund without change of meaning:

Like Dislike Hate Begin Love Detest Start Adore Loathe....

-situacion continua: I like playing tennis -situacion concreta: I would like to play basketball instead

 * Verbs followed by infinitive or gerund with change of meaning:

Remember Regret Forget Try Stop Mean Go on

For example:

Effort: I tried to lift the box Experiment: I tried lifting the box

I really want: I mean to be a ballet dancer Implies: It means doing lots of exercices


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Talk:The Computer Revolution

A number of the chapters in this book are improperly named (i.e., not as chapters but as books), and need to be moved to the book space.

If they're not moved, they're likely to be mistaken for articles and/or definitions, and could end up deleted. -- SB_Johnny | talk 00:24, 31 October 2006 (UTC)

Important Persons
I'm worried that the titles refer to technologies rather than concepts and persons. The folk history, particularly of the personal computer era, is full of famous names. Steve Wozniak, Bill Gates, Lee Felsenstein, Jef Raskin, Brenda Laruel, Alan Kay, Richard Stallman, Doug Englebart, Ted Nelson, Chris Crawford, Alan Turing, Ada Lovelace, Charles Babbage, Grace Hopper, John McCarthy, Vint Cerf, Len Kleinrock, John Draper, Kevin Mitnick, Michael Hauben, and hundreds of others.

Conventions
I moved this from the timeline page, since no one adopted and I see it as extremely hard to implement some innovations are in multiple fields for instance the Internet was both a software and a hardware innovation.

The proposal was that in the timeline page the:

Color codes:
 * orange will be used for hardware entries.
 * green will be used for system software entries.
 * red will be used for Internet entries.

Should be used. --Panic (discuss • contribs) 10:14, 24 February 2012 (UTC)

Introduction to Python - text seemed added to wrong page
An anonymous editor added text about Python to the page on Object Oriented Programming, overwriting the previous text concerning OOP. I think they intended to create a new page, but only made a new link to the OOP page by mistake. I have reverted the edits to the OOP page, and corrected the link to the page on Python so that the author can add their text again to the correct page. I have not done this myself as it could confuse the attribution of the material to the correct author, but the Python text is still accessible in the page history of the OOP page. Recent Runes (discuss • contribs) 23:12, 13 November 2012 (UTC)

title: Talk:The Computer Revolution


text:
Talk:Adventist Youth Honors Answer Book/Health and Science/Chemistry

Periodic Table
There's a nice periodic chart on wikimedia commons at http://commons.wikimedia.org/wiki/Periodic_table

Scroll down a little. You might want to use it here.

Jim Thomas 00:36, 31 October 2006 (UTC)

Liquid Helium
Liquid Helium is not a separate state of matter - it's a liquid. It should not be listed as a separate state. -- Jomegat 00:50, 16 April 2007 (UTC)
 * Aren't there two different liquid states of helium? (Helium-I and Helium-II I think they're called). Though I think you're right, they're both liquid. Mattb112885 (talk) 01:49, 16 April 2007 (UTC)


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Control Systems/All Versions

This page is going to be used to maintain a list of all the different versions available for the Control Systems book. Each different version will contain different amounts of material presented in different orders. Each version will target a different audience. Instructors can pick and choose which versions best meet their needs and the needs of their students. Readers can choose to print only the particular information that they are interested in reading.

See the Discussion Page to discuss the child versions of this book. All child versions should include the Control Systems/Child template.

All printable versions contain the standard cover page, and all the necessary end-texts. Warning: Printable versions are typically very large pages, and can take a long time to load in your browser.

Full Version

 * colspan=2|This version is the full-text of the Control Systems book, presented in the same order as it is listed on the main TOC. This is the version that the PDF Version is derived from. Every page listed on the main TOC is included in this version. This is the "master version" of the book. Trying to open the PDF version in your browser might be slow, so right-click on the link above, and select "Save Target As".
 * Print Version
 * Over 230 pages long
 * PDF Version
 * Over 2Mb
 * Table of Contents
 * }
 * Over 2Mb
 * Table of Contents
 * }
 * }
 * }

Introductory Systems

 * colspan=2|This version serves as a basic introduction to systems theory. Advanced topics, such as integral transforms and state-space domain are not covered in any detail. Topics covered include:
 * System Identification
 * System Metrics
 * Block Diagrams
 * Signal-Flow Diagrams
 * Print Version
 * Over 60 pages long
 * Table of Contents
 * }
 * Table of Contents
 * }
 * }

Classical Controls

 * colspan=2|This version contains only the classical control methods, and limits the inclusion of modern control methods. This version will focus on integral transforms, and frequency response methods.
 * System Identification
 * Transforms (Laplace, Fourier, Z, Star)
 * System Representation
 * Stability Methods (Root Locus, Routh-Hurwitz, Nyquist)
 * Controllers and Compensators
 * Print Version
 * Over 175 Pages long
 * Table of Contents
 * }
 * Table of Contents
 * }
 * }
 * }

Modern Controls

 * colspan=2|This printable version focuses on the modern control methods, and attempts to minimize the inclusion of classical control methods. The primary focus of this version will be on state-space equations, solutions of state-space equations, and Lyapunov Stability methods.
 * System Identification
 * State-Space Equations
 * System Representation
 * Stability (Lyapunov Stability)
 * Controllability, Observability
 * Controllers, Compensators
 * Print Version
 * Over 130 pages long
 * Table of Contents
 * }
 * Table of Contents
 * }
 * }

Digital Controls

 * colspan=2|This version will focus its study on digital control systems, focusing on the Z-transform, the use of digital systems with the state-space representation, jury's stability method, and other topics of interest to digital systems engineers.
 * Print Version
 * Over 120 pages long
 * Table of Contents
 * }
 * Table of Contents
 * }
 * }
 * }

title: Control Systems/All Versions


text: Control Systems/Classical Controls/Print version


text: Control Systems/Modern Controls/Print version


text:
C++ Programming/Conventions

|.

Adopted Rules
If not stated otherwise here as a general rule, all guidelines from Manual_of_Style are in effect.

The following conventions are the local manual of style for the C++ Programming book in an attempt to provide stability and consistency to the project.

Page naming and structure [[Image:yes check.svg|20px]]
We are using the slash convention as described in Naming_policy. Proposed: never Contested --Panic (talk) 10:32, 27 July 2010 (UTC) Changed: on the grounds of being the actual setup --Panic (talk) 10:32, 27 July 2010 (UTC)

One book with many faces [[Image:yes check.svg|20px]]
There are two indexes: A chapter-by-chapter version and a all-in-one page version (via transclusion). New pages should be listed in both the C++ Programming/All Chapters  [ edit ]    index and the C++ Programming index.

Size of pages [[Image:yes check.svg|20px]]
A chapter indexed from the main page should be on one Page. However, no single page should be larger than about 30k. Larger pages should be split up.

Use specialized topics [[Image:yes check.svg|20px]]
By adding contributions, try to help us give some structure to the book, do so by creating as much different and separate chapters/sections and sub-sections possible using unique (if doable) specialized topics so to give the reader the most complete and logic understanding of the language, you are also encouraged to add empty ones, so future contributors my add to them.

Authors section [[Image:yes check.svg|20px]]
Every person making non-trivial changes to this book may add themselves to the Authors section. This can be done by adding your name/alias and including a link to one of your wikimedia page, web-page or an active email address where you can be reached.

Proposed: 19 Sept 2005 Voted: 21 September 2005 Moved to adopted by: --Panic 04:24, 17 January 2006 (UTC)

Level 1 Heading Nummeration [[Image:yes check.svg|20px]]
We are using level 1 headers ( =header= ) for the parts. To allow transclusion, main submodules should always start with and have at most 1 level 2 header ( ==header== ).

Proposed: 20 Sept 2005 Not Contested, Moved to adopted by: --Panic 04:24, 17 January 2006 (UTC)

Source code style [[Image:yes check.svg|20px]]
To allow adoption from other sources, there is no mandatory brace / indentation style throughout the book for code examples. However, please be consistent within one example.

There is a non adoption of a single standard on styles (i.e.: brace style) so to make the work of importing any other snips of code easier, it also shows readers all the options they can make, so you can use the style you prefer and modify any existing code on the book, but authors are not expected to follow a particular style.

Common Programming Errors [[Image:yes check.svg|20px]]
Common programming errors should pointed out throughout the book.

Proposed: 18 Sept 2005 Not Contested, Moved to adopted by: --Panic 04:24, 17 January 2006 (UTC)

NOTE Boxes [[Image:yes check.svg|20px]]
Proposed: 27 Nov 2004 Not Contested, Moved to adopted by: --Panic 04:24, 17 January 2006 (UTC)

TODO Boxes [[Image:yes check.svg|20px]]

 * Additional parameters for user names can be added. (Customized todo-lists)

Proposed: 18 Sept 2005 Not Contested, Moved to adopted by: --Panic 04:24, 17 January 2006 (UTC)

This book uses the United States English [[Image:yes check.svg|20px]]
For consistency's sake, it should be used whenever possible.

Proposed: --Panic 02:20, 31 July 2008 (UTC) Not Contested, Moved to adopted by: --Panic (talk) 06:03, 10 August 2008 (UTC)

This book prefers hyphenation
Hyphenation should be preferred (as in used if possible). Hyphens are meant to aid comprehension.

Proposed: --Panic 19:11, 21 August 2009 (UTC) Not Contested, Moved to adopted by: --Panic (talk) 01:07, 20 June 2010 (UTC)

Proposed Issues have a lifetime of 7 days [[Image:yes check.svg|20px]]
If a proposed issue is not contested, debated or altered in 7 days it should be moved out of the Proposed section as adopted.

Proposed: --Panic 05:02, 17 January 2006 (UTC) Not Contested, Moved to adopted by: --Panic 03:48, 4 March 2006 (UTC)

Print Version [[Image:yes check.svg|20px]]
The book will only have a single print version, that may include by chapter subsections

Proposed: --Panic 00:05, 10 April 2008 (UTC) Not Contested, Moved to adopted by: --Panic (talk) 17:18, 19 July 2008 (UTC)

Title/Cover Page [[Image:yes check.svg|20px]]
Cover page will display the historical book index and any significative change (>51%) to the cover page will be have to be the object of previous discussion resulting in acceptance without objections

Proposed: --Panic 00:19, 10 April 2008 (UTC) Not Contested, Moved to adopted by: --Panic (talk) 17:23, 19 July 2008 (UTC)

title: C++ Programming/Conventions


text: Control Systems/Systems Introduction/Print version


text:
Control Systems/Manual of Style

This page is going to serve as a local manual of style for the Control Systems book. Guidelines listed in this page should be followed when adding new content to this book. Sections of the book not conforming to this manual should be changed. To discuss changes to the guidelines on this page, make a note on the discussion page.

Page Formatting
Pages should all have the Control Systems/Page template at the top of the page, and the Control Systems/Nav template at the bottom of the page. These templates both take 2 optional arguments, the first one is a link to the previous page, and the second one is the link to the next page in the book. These links should be accurate.

Examples
Examples should appear in the TextBox template.

Sidenotes
Side notes should appear in the SideBox template.

New Pages
When you create a new page, follow these steps:

 * 1) Update the main page TOC to show your new page.
 * 2) Format the page with the Control Systems/Page and Control Systems/Nav templates, as described above.
 * 3) Update the pages before and after your new page, so that their links point to your new page as appropriate.
 * 4) Add your new page into the full print version of this book, in an appropriate place. Make sure to use the Print chapter heading template to label the page. Use the Print unit page template, if necessary, to start a new subject unit.
 * 5) Add your new page into any of the other printable versions, following the above guidelines, where appropriate. Not every page is appropriate to include into every print version.

New Child Versions
"Child versions" represent suggested reading orders for the material in this book. To create a new child version, follow these steps:

 * 1) Add an entry to Control Systems/All Versions.
 * 2) Create a new Table of Contents for your child version at "Control Systems/(Child Version Name)", where (Child Version Name) is the title of your child version. Be sure to include the Control Systems/Page, Control Systems/Nav, and Control Systems/Child templates on the Table of Contents page.
 * 3) Create a new print version at "Control Systems/(Child Version Name)/Print version".
 * 4) List the length of your child version's printable version on the Control Systems/All Versions page.

title: Control Systems/Manual of Style


text:
Talk:Control Systems/Manual of Style

This page is for the discussion of the local manual of style for the Control Systems book.

Is there somebody here that can review any additions I make to the book? I am horrible about misreading style sheets and such.

Ray

title: Talk:Control Systems/Manual of Style


text:
Talk:Advanced Mathematics for Engineers and Scientists

Should I continue my additions? Fephisto 03:11, 31 October 2006 (UTC)

Rewrite Begun: 7 December 2006
I'm currently a senior ME student and, as a project for the stupid holidays (today I gave my last final exam), I intend to make a serious textbook out of this. I will be adding content regularly until around 8 January, after which I may occasionally do so. There wasn't much content in the book to begin with, so I wiped it in favor of starting fresh. I don't mean to piss anyone off (likely will reuse it in the future when the book is further developed).

Stay tuned, Ben pcc 01:56, 7 December 2006 (UTC)

I'm going to be out for two weeks. I will do work before school resumes, but not much.

Ben pcc 20:16, 19 December 2006 (UTC)

This is very nice, I'm quite jealous that you've been able to make something like this, good job Ben. Fephisto 03:31, 14 January 2007 (UTC)

I'm able to make something like this because I have nearly no social life. So, don't be jealous. Thanks, though.

Ben pcc 19:20, 16 January 2007 (UTC)

Am going to be busy with another project (modest homework that's turned into software development...) for maybe as long as a month. So, little or no work from me until then.

Ben pcc 23:45, 14 February 2007 (UTC)

Please choose another title
Could you please choose another title for you wikibook. Something like "Applied PDEs" or "PDEs for Engineering Sciences" or "PDEs for Engineering Students" would be more appropriate. I'm a mathematician working in PDEs. I must admit that even the start of your book is worlds away from what is done in mathematics of PDEs. —The preceding unsigned comment was added by 128.131.37.74 (talk • contribs).

 * In the next half year, I will try to transform this wikibook into a book which is what mathematicians look for. --Mathmensch (discuss • contribs) 01:45, 24 November 2013 (UTC)

 * Hi Mathmensch, how interested in the existing contributed material are you? I am considering requesting for this project to be moved a new book called Advanced Mathematics for Engineers and Scientists (leaving the space open for Partial Differential Equations), and might be able to keep the current PDEs material in there since it is more of the brief and applied nature an engineer would take it.  Do you think you'd be better off starting from scratch or would much of what's here be useful for you? Rememberlands (discuss • contribs) 04:18, 26 November 2013 (UTC)
 * Actually, this might be a good idea (moving the current book and then starting from scratch). I thought I would just somehow include the current stuff, but starting from scratch would probably be a lot easier, because then I don't have to think so much about the structure of the book.
 * But if you move the book, please don't move the section about distributions, which I created some days ago and which might already be OK for the new book on PDEs. --Mathmensch (discuss • contribs) 16:27, 26 November 2013 (UTC)

 * Ok. Let's move the book. The easiest thing will probably be to bring your section back after recreating a new overall PDEs page. Rememberlands (discuss • contribs) 19:46, 26 November 2013 (UTC)

 * The book is moved! I could only move a page at a time, so your page has stayed put.  I'm leaving the various redirects for the time being.  Have fun!  Rememberlands (discuss • contribs) 20:25, 26 November 2013 (UTC)

 * I will probably do the most work in the christmas holidays, because I will be busy with studying and also working on this too. Thanks for moving the other book. --Mathmensch (discuss • contribs) 18:47, 27 November 2013 (UTC)

Examples?
Could you please consider including real, worked out examples versus general, vague examples with undefined variables? Thanks! Cammy169 (discuss • contribs) 16:37, 24 April 2014 (UTC)

TODO
The creators of this book left a TODO page for anyone interested in continuing their work. See Advanced Mathematics for Engineers and Scientists/todo. Thenub314 (talk) 21:29, 23 February 2023 (UTC)


text:
Cookbook talk:Brigadeiro (Brazilian Chocolate Fudge)

Butter is mentioned in first step of instructions but not in ingredient list, would correct but don't have any idea how much butter to use. Some one who knows the recipe, or understands the principle may be able to suggest. I might try experimenting when I get home and see if i can work something out.

Needs work
I attempted to make this, and did produce something tasty, however it's not solid enough even after chilling for eight hours in the fridge to hold a sphere shape. Will try again and post updates. 76.227.231.62 (discuss) 21:36, 6 February 2011 (UTC)


text:
User:Geek~enwikibooks

I am Singularity on Wikipedia, and other projects.

I plan to complete a textbook on the Hawaiian language here.

title: User:Geek~enwikibooks


text:
Guide to Unix/Explanations/Interprocess Communication

PIPEs
One of the beauties of UNIX/Linux are pipes. Pipes are used for redirecting STDOUT (standard out) to STDIN (standard in).

$ command1 | command2

command1 standard output is redirected as standard input to command2.


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

Overview
Evanesco is the Vanishing Spell, used for causing an object to disappear, almost like Disapparition.

Extended Description
This charm is mentioned only in passing; it is used to make objects vanish and in the books is most often seen used for cleaning. In a number of places in Potions class, Professor Snape will use this charm to clear an incorrectly made potion out of a cauldron; on one occasion, Hermione used it to clear up a potion that Harry wasn't done with yet. It is also used by Harry to clean Hedwig's cage, in the seventh book.

In Harry Potter and the Deathly Hallows, Professor McGonagall is asked the question "Where do Vanished objects go?" by the Ravenclaw door-knocker, to which she replies "Into non-being, which is to say, everything." This suggests that Vanished objects cease to exist, until they are re-conjured.

Analysis
This spell seems to be used for cleaning things out of containers; Scourgify and Tergeo, while similar in effect, seem to be used for cleaning things off surfaces. Presumably there is a mental component of this spell, as well as the verbal and wand motion components: we expect that the spell caster must visualize either the resulting cleaned container, or (more likely) the objects he or she wishes to have vanish, when the spell is cast. Otherwise, it would be far too easy to clean the cauldron (e.g.) completely out of existence.


text:
Cryptography/DRM

Digital Rights Management (DRM)or Multimedia Content Security or Digital Watermarking

1. Digital Rights Management (DRM) can be viewed as an attempt to provide "remote control" of digital content. The required level of protection goes beyond simply delivering the digital contents—restriction on the use of the content must be maintained after it has been delivered. In other words, DRM requires "persistent protection", i.e., protection that stays with the contents. 2. Recent advances in multimedia document production, delivery and processing, including the wide availability of increasingly powerful devices for the production, communication, copying and processing of electronic documents, have made available a large number of new opportunities for the dissemination and consumption of multimedia content (audio, video, images, 3D models, …).. At the same time, these rapid developments have raised several important problems regarding intellectual property, digital rights management, authenticity, privacy, conditional access and security, which risk impeding the diffusion of new services. Multimedia data can undergo, during their 'life', a wide variety of (possibly lossy) data manipulations that does not modify their substance (e.g. a change in file format, some processing for quality enhancement, the extractions of subparts,..) and that are not even perceived by the human perception system. This particular characteristic makes sometimes ineffective the classical solutions for security based on cryptography, but on the other hand offer the opportunity to design new solutions exploiting the fact that different documents bearing the same semantic information can be judged as equivalent by the human perceptual system. Driven by the necessities outlined above, the last few years have seen the development of new tools to tackle the problems encountered in media security applications leading to the concept of Secure Media Technologies. Secure Media encompasses a wide range of diverse technological areas working together to cope with the complex problems characterizing this rapidly evolving field. Enabling technologies include watermarking, data hiding, steganography and steganalysis, cryptography, biometrics, fingerprinting, network security and digital forensics. In particular, there are presently research activities concerning the following areas:

a. Robust digital watermarking techniques for images and video sequences: they allow to robustly hide some data useful for proving the content ownership and then to track the copyright violations, identify the content, monitor its usage, etc. They are often designed to be used in the framework of a Digital Rights Management System for the protection of the Intellectual Property Rights. The robustness here means that the embedded information remains intact even after that the content has been altered.

b. Digital watermarking techniques for 3D models: it is a more recent research area with respect to image and video watermarking. Since a mesh (geometrical representation of 3D objects) can't be easily represented in a frequency domain, it is not possible to directly apply to them transformations and filters in the frequency; processing methods for this kind of data then turn to ad hoc mathematical representations, that are different to the methods operating on other multimedia content.

c. Fragile or semi-fragile digital watermarking techniques for the authentication of images: these techniques allow to hide into an image some information useful to prove subsequently its authenticity. In this case, the embedded information is removed when the content is modified. It is possible to assure that an image has not been tampered, and in some cases also to locate the manipulations occurred that altered the original content of the image.

d. Fingerprinting: these techniques allow to unambiguously identify each copy of a multimedia content. In this way, it is possible to identify who, in a group of users in possession of a copy of a same document, illicitly distributed his/her own copy of the content, failing to meet possible limitations of use and distribution.

e. Digital forensic: they are processing techniques supporting detective activities to use multimedia content as an evidence of possible criminal acts. In our case, we are interested in proving if a image or a video sequence we have at disposal has been acquired with a given digital camera.

f. Signal processing in the encrypted domain: it is a new research field studying new technologies to allow the processing of encrypted multimedia content without removing the encryption. Most of technological solutions proposed so far to cope with multimedia security simply tried to apply some cryptographic primitives on top of the signal processing modules. These solutions are based on the assumption that the two communicating parties trust each other, so that the encryption is used only to protect the data against third parties. In many cases, though, this is not the case. A possible solution to the above problems could consist in the application of the signal processing modules in the encrypted domain.

g. Steganography: it is the science of hiding sensitive messages into an apparently innocuous document in such a way that no one apart from the intended recipient knows of the existence of the message. In case of a multimedia document, the information is hidden by means of the application of not perceivable modifications.

h. Steganalysis: it is the science of detecting the presence into a document of messages hidden using steganography techniques, exploiting perceptual or statistical analysis.

title: Cryptography/DRM


text:
User:Doldrums

meta userpage

title: User:Doldrums


text:
User:Webaware/sandbox

This page left intentionally blank.

title: User:Webaware/sandbox


text:
Cryptography/Biometrics

Biometrics

1. "Biometrics" is the science of human identity recognition based on physiological or behavioural characteristics that are unique to each individual. 2. Due to recent advances in the use of Biometrics in Passport Documents, ATM, Credit Card, Cellular Phone, PDA, Airport Check-in, Electronic Banking, web Access, Network Logon, Laptops Data Security there are presently research activities concerning the following areas:

a. Advanced finger recognition: it focuses on the finger retrieval from large database which is crucial part of the automatic fingerprint identification system. Conventional exclusive fingerprint classification partitions fingerprints into a few pre-specific non-overlapping classes(usually 4 or 5 classes) based on the Henrry classes. This limits the efficiency the efficiency of the fingerprint indexing. The continuous fingerprint classification overcome limitation of the number of classes. However, the exhaustive search of the whole fingerprint database required by this approach could be time-consuming. Research is going on in exploring the methods that inherits the merits of both the exclusive and continuous fingerprint classifications and overcomes the limitations and drawbacks of these two conventional approaches.

b. Multi-scale image processing of the fingerprint image to enhance fingerprint verification accuracy: Multi-scale image processing provides an effective way to find the optimal image enhancement of the fingerprints, which is very important to improve the quality of heavily corrupted fingerprint images.

title: Cryptography/Biometrics


text:
Cookbook talk:Rabbit with Abbey Beer (Konijn met Paterbier)

This cookbook needs to be added to the correct category but I don't know how to do this. Can someone who's watching this page do it so I can see what must be done in future? Xania 12:27, 31 October 2006 (UTC)


text:
Talk:LaTeX/Basics

why ps2pdf?
What's the good point of doing tex-->ps-->pdf to create a PDF if you can simply do tex--> PDF? in the first (old) approach you get bad fonts, no hyperlinks, etc. Creating the PDF straight away you'll get a good document with high quality pictures and internal links, why shouldn't we suggest to use pdflatex whenever possible?? Alessio Damato 13:07, 31 October 2006 (UTC)

You might be using a package like pstricks to draw lines etc. These won't appear in the PDF if you just run pdflatex. 131.111.232.123 (talk) 23:52, 2 June 2010 (UTC)

How exactly do I create output from my *.tex source file?
This chapter lacks precise information on how exactly output files (*.pdf, *.dvi, *.eps, etc.) are obtained from the *.tex source file. I myself have downloaded MikTeX 2.7 and pdflatex is included. I also have my *.tex file. Where do I place it and how exactly do I use this pdflatex plugin to produce an output file?
 * See the section "A Typical Command Line Session". The details regarding pdflatex aren't there, but they should be (and I'll add it). You might also want to consider installing a nice editor to write the tex files, and compile the PDF, etc. documents by pressing buttons (rather than typing commands from a command prompt). I'd recommend Texmaker, which is free. From this program, I just click on the "PDFLAT" button, then the Adobe reader button, and then I can see the output. +mt  22:29, 6 September 2007 (UTC)
 * Lots of tex editors have compliers built right into them. I use TeXnicCenter and it has a button "build and view current file" that does the wacky command line stuff for you. Perhaps the command line is used because there's such a huge amount of tex editors out there (with no real standard version I guess), or because of a million other reasons, but if you're using a tex editor that's fairly mainstream, there should be a button that does the cmd line stuff for you. -ai 1:24, 26 May 2008

Explanation of environments
Where can I get more information about environments which is used by \begin command? These environments are used in many pages like in "Title Creation" but I can not find in the right side floating TOC the explanation of them.

UTF?
In instructionto make first document:
 * Edit/Create your LaTeX input file. This file must be plain ASCII text. On Unix all the editors will create just that. On Windows you might want to make sure that you save the file in ASCII or Plain Text format.

But in internationalizations topic are mentioned that I can write unicode characters as well. So file cannot by ASCII!! After reopening I'll get mess. But if saving in UTF-8, BOM is allowed or not?
 * If you save in UTF-8, in order for the characters to appear correct, one must add \usepackage[utf8]{inputenc}.187.106.55.135 (discuss) 06:33, 25 March 2011 (UTC)

Special Characters
The special characters are not explained, i get the spanish version of ? and ! (turned by 180 degree) instead. Would be quite helpful if this chapter would explain why.

 * Those are not special characters as explained in that section. -- As they are so rare in normal text, and usually used in math contexts, they will print just as in math. In text context, the cmr fonts map those to the spanish forms of question mark and exclamation mark. I'll make sure to leave a note soon. -- Johannes Bo (discuss • contribs) 21:23, 20 July 2015 (UTC)

Modernization effort
I've submitted a fairly significant rewrite with the following goals:
 * 1) Encourage modern engines and PDF output: When most of this book was originally written, XeLaTeX and LuaLaTeX were very new. Ten years later, this is no longer the case, and the average user probably wants PDF output. On that note...
 * 2) Optimize reading for the average user: A discussion of DVI and PostScript output is kept around, but placed after the common .tex -> .pdf workflow.
 * 3) Remove questionable advice: I've removed the section suggesting to use Ghostscript to "compress" the output PDF. Modern LaTeX engines do a pretty good job of minimizing PDF output size, and the recommended technique gets lots of its savings by lossily recompressing images in the document. (see ). While it may be a useful technique, it's probably not good general-purpose advice.

Feedback is greatly appreciated. Nitpick away - while I've made a fair number of Wikipedia edits, it's been a while, and I'm sure there's things I could do better.

Mkline (discuss • contribs) 03:36, 31 December 2017 (UTC)

 * Any updates welcome, but please don't steer users into Xe and Lua too much, pdftex is still the standard engine. --Johannes Bo (discuss • contribs) 08:22, 1 January 2018 (UTC)

 * Would you mind elaborating a bit? I'll try not to suggest that one engine is preferred over another in my writing, but the ability to work with fontspec and Unicode over all the traditional TeX encoding challenges seems like an obvious benefit to newcomers. Mkline (discuss • contribs) 05:37, 10 January 2018 (UTC)
 * Any usual english journal uses either latex (really dvi mode) or pdflatex. Use of another engine can lead to different results. But journals normally just use the content, the LaTeX code is pretty uninteresting for most. For a thesis, non of this applies and people are free to use anything, unless there is some bad template around. --Johannes Bo (discuss • contribs) 18:02, 11 January 2018 (UTC)

Is "switch" a good label?
I'm new to LaTeX, so I'm seeking some feedback before making changes to the article.

In Section 1.5 LaTeX Commands:

"Most standard LaTeX commands have a switch equivalent."

This phrasing made me assume switches aren't commands. After much confusion, I went back and looked at the definition of a LaTeX command, and found that switches DO meet the definition of a command.

When I was trying to understand this concept I searched for "switch" in this WikiBook. Most of the finds were just the common verb meaning of switch rather than the noun concept in this section. The hits that are relevant are:

https://en.wikibooks.org/wiki/LaTeX/Fonts There is a table with the headings "LaTeX command" and "Equivalent switch". Also "Generally, one should prefer the commands over their equivalent switches because the former automatically corrects spacing immediately following the end of the selected style." These example give the impression that switches aren't commands.

https://en.wikibooks.org/wiki/LaTeX/FAQ "Most likely you have used \raggedleft, \raggedright or \centering at some point and forgotten to switch it off. These commands are switches—they remain active until the end of the scope, or until the end of the document if there is no scope." This one agrees with me that switches are commands.

So, two problems. Firstly there's internal contradiction as to whether switches are commands. Second, the term "switch" as a noun is used so infrequently that it made me question whether it's useful to use that term at all. So I started wondering whether "switch" has any provenance. I tried to find a formal definition of "switch" in the definition of TeX/LaTeX. I couldn't find one, but again, I'm new to this, so maybe I wasn't searching in the right place.

Anyway, I'm wondering whether we should rewrite this section to avoid the term "switch" entirely. Something like the following.

"Many LaTeX formatting commands come in pairs.

 * 1) A form with an argument, where the argument is the text to which the format is applied.
 * 2) A form without an argument, where the formatting will be applied to all text after the command until the end of the current scope. This form should almost never be called outside of any scope, otherwise it will apply on the rest of the document.

One example of such a pair are the commands \emph and \em."

Then launch into the excellent example that contrasts the use of these two commands.

Jim 14159 (discuss • contribs) 10:53, 22 May 2021 (UTC)

 * Responding to my own question. Having learnt more about LaTeX, I now know my proposed wording is wrong, because for some commands the "switch" form can have arguments, and the other form can have more than one argument, as occurs in the pair: \textcolor and \color It would be good to have a short word to describe each form. I still haven't located the provenance of the word "switch". I'm wondering whether "scope form" is clearer, with the other form being described as the "argument form". Here's a second attempt at my previous suggested wording.
 * "Many LaTeX formatting commands come in pairs.
 * An argument form, where one of the arguments is the text to which the format is applied. Often there is only one argument.
 * A scope form, where the formatting will be applied to all text after the command until the end of the current scope. This form should almost never be called outside of any scope, otherwise it will apply on the rest of the document. Often the scope form has no arguments.
 * One example of such a pair are the commands \emph and \em."
 * Then continue as before with the \emph and \em example. Then do a similar example with \textcolor and \color.
 * Also, some environment/command pairs also use the scope form the command, so we need the label there too. Jim 14159 (discuss • contribs) 02:05, 31 May 2021 (UTC)

title: Talk:LaTeX/Basics


text:
Transwiki talk:AutoCAD Layers

Transwiki
This page was originally at AutoCAD Layers (moved to w:en:User:Endgame1/AutoCAD Layers after deletion). Here is a copy of the page history:

(cur) (last) 16:50, October 26, 2006 Samir (The Scope) (Talk | contribs | block) (remove afd, cleanup) (cur) (last) 16:49, October 26, 2006 Samir (The Scope) (Talk | contribs | block) m (moved AutoCAD Layers to User:Endgame1/AutoCAD Layers: userfying) (cur) (last) 15:54, October 19, 2006 Cryptic (Talk | contribs | block) m (whatever it is, it's hardly a stub) (cur) (last) 13:28, October 19, 2006 Endgame1 (Talk | contribs | block) (cur) (last) 12:36, October 19, 2006 Endgame1 (Talk | contribs | block) m (cur) (last)  21:26, October 18, 2006 Endgame1 (Talk | contribs | block) m (cur) (last)  21:26, October 18, 2006 Endgame1 (Talk | contribs | block) m (cur) (last)  18:37, October 18, 2006 Endgame1 (Talk | contribs | block) (cur) (last) 18:35, October 18, 2006 Endgame1 (Talk | contribs | block) (Categorization1) (cur) (last) 09:25, October 18, 2006 Endgame1 (Talk | contribs | block) m (→Organising Data) (cur) (last) 09:10, October 18, 2006 Endgame1 (Talk | contribs | block) m (→What are Layers in AutoCAD) (cur) (last) 23:48, October 17, 2006 Mcginnly (Talk | contribs | block) m (grammar) (cur) (last) 21:19, October 17, 2006 Ju66l3r (Talk | contribs | block) (listing for afd) (cur) (last) 21:18, October 17, 2006 Endgame1 (Talk | contribs | block) (More improvements) (cur) (last) 21:14, October 17, 2006 Endgame1 (Talk | contribs | block) (→AutoCAD Layers =) (cur) (last) 21:14, October 17, 2006 Endgame1 (Talk | contribs | block) (Improved article) (cur) (last) 21:10, October 17, 2006 Ju66l3r (Talk | contribs | block) (cur) (last) 20:46, October 17, 2006 Endgame1 (Talk | contribs | block) (cur) (last) 20:42, October 17, 2006 Endgame1 (Talk | contribs | block) m (→What is Layers in AutoCAD) (cur) (last) 20:41, October 17, 2006 Endgame1 (Talk | contribs | block)

title: Transwiki talk:AutoCAD Layers


text:
Cookbook:Sauerkraut I

| Fermented food recipes | Europe | Cuisine of Germany | Midwestern U.S. cuisine | Vegetarian Cuisine

Sauerkraut is a traditional fermented vegetable food made from cabbage. This basic recipe produces a tangy sauerkraut with live bacteria. No cooking is required.

Ingredients

 * 1 large (2.5 kg / 5 lb) fresh cabbage
 * 2–3 tablespoons non-iodised salt

Procedure

 * 1) Clean and dry a large (3 litres) preserves jar or crock, chopping board, and large bowls if needed.
 * 2) Quarter the cabbage and remove the core.
 * 3) Slice the cabbage finely or thickly, as you prefer.
 * 4) If desired, bruise the sliced cabbage by beating with a rolling pin or mortar and pestle.
 * 5) Layer the cabbage in the jar or crock, sprinkling salt in between the layers.
 * 6) Pack tightly into the jar, leaving 1 cm space at the top; don't seal the jar yet.
 * 7) Juice should rise to top of jar as you tightly pack the cabbage in; if not, add a little chlorine-free water.
 * 8) Cover the jar with a clean cloth or cling-wrap. Set the jar in a bowl or on a plate, so that any juice that might overflow will be collected and won't make a mess. Don't seal the jar while it is fermenting, as it will build up gas pressure and might break the jar.
 * 9) Every morning and evening, insert a narrow long object into the jar to let the air out, then collect the juice from the plate and re-add it to the jar. Ensure the temperature is kept constant during the fermentation—otherwise the fermentation may not proceed correctly, and the wrong bacteria may grow. If you don't heat your kitchen in winter then you will need to store the jar in your bedroom or another area with a steadier temperature throughout day and night.
 * 10) The sauerkraut will be fermented in three days to about a week. Wipe any excess liquid from around the jar, and put the lid on tightly before moving it to a cool place (e.g. the refrigerator) to mature. It is ready to eat after the first week, but it will improve with age as the bacteria slowly consume the more complex sugars in the cabbage.

Notes, tips, and variations

 * The salt used should be non-iodised, since iodine can slightly inhibit the fermentation. Use what you've got, but best results will be obtained without the iodine.
 * Add other vegetables, fruits, or spices such as juniper berries, cored and sliced apple, diced pineapple, onion, chili, or grated carrot.
 * The cabbage can be quickly sliced to a regular thickness by using a mandoline.

title: Cookbook:Sauerkraut I


text:
User:LrdChaos

Other projects
I use the same username on several Wiki projects:
 * Wikiquote — q:User:LrdChaos
 * Wikipedia — w:User:LrdChaos
 * Wikisource — s:User:LrdChaos
 * Commons — commons:User:LrdChaos
 * Wikinews — n:User:LrdChaos
 * Wiktionary — wikt:User:LrdChaos
 * Meta — m:User:LrdChaos

title: User:LrdChaos


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XForms/Vertical Menu

Motivation
You want a navigation bar on the left edge of a form that allows you to swap different sections of a large form into view.

Screen Image

Vertical Tabs

Discussion
This is similar to the horizontal tab menu. It uses the CSS-3 target pseudo element.

title: XForms/Vertical Menu


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User:Robert Elliott

Go to v:user:Robert_Elliott for more information about me.

title: User:Robert Elliott


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User talk:Robert Elliott

Go To v:User talk:Robert Elliott or email me at "r_purser -at- innercite.com".

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 14:53, 30 September 2007 (UTC)

I couldn't help but notice that you're also getting folks to head to your talk page at your most active project. – Mike.lifeguard  | talk 14:53, 30 September 2007 (UTC)

title: User talk:Robert Elliott


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User:InvisibleSun

I am also q:User:InvisibleSun on Wikiquote, w:User:InvisibleSun on Wikipedia, s:User:InvisibleSun on Wikisource, commons:User:InvisibleSun on Wikicommons and wikispecies:User:InvisibleSun on Wikispecies.

title: User:InvisibleSun


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Radiation Oncology/Supportive care

Commonly Performed Medical Procedures

 * Ascites Tapping
 * Central Venous Access
 * Endotracheal Intubation
 * Foley Catheterization

Palliative Care

 * Dac Teoli et al. Palliative Care. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan. 2023 Feb 6. ( 30725798)
 * Mehak Swami et al. Effective Palliative Care: What Is Involved? Oncology (Williston Park). 2018 Apr 15;32(4):180-4. ( 29684230)
 * Toni L Glover et al. Palliative medicine and end-of-life care. Handb Clin Neurol. 2019;167:545-561. ( 31753154)

Types of Treatment

 * Palliative Radiotherapy
 * Palliative Chemotherapy
 * Palliative Surgery
 * Symptom Control Medications

Supportive Care
Radiation Therapy Supportive Care
 * Official Guidelines
 * Performance scales - Karnofsky, ECOG, Lansky (pediatric)
 * Constitutional
 * Dietary interventions
 * Anemia
 * Cachexia
 * Fatigue
 * Hot flashes
 * Pain
 * Exercise
 * Stress
 * /Libido/
 * Neurologic symptoms
 * Head and neck
 * Oral mucositis
 * Osteoradionecrosis
 * Thorax
 * Dyspnea and Pneumonitis
 * Gynecomastia
 * Gastrointestinal symptoms
 * Nausea and vomiting
 * Esophagitis
 * Diarrhea
 * Proctitis
 * Genitourinary symptoms
 * Cystitis
 * Skin care
 * Thromboembolism
 * Hyperbaric oxygen

 * ''Level I Evidence

Nutritional Support

 * Paula Ravasco et al. J Clin Med. 2019 Aug; 8(8): 1211. Nutrition in Cancer Patients ( 31416154)

title: Radiation Oncology/Supportive care


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Radiation Oncology/Supportive care/Neurologic symptoms

Radiation brain injury
For brain tumor patients after brain irradiation:
 * Introduction
 * Radiation induced injury is manifested by fatigue, confusion, and cognitive impairment.
 * Imaging studies show demyelination, decreased cerebral perfusion, decreased cerebral metabolism, and decreased cerebral N-acetyl aspartate (ref: PMID 16549835)

 * Wake Forest; 2007 PMID 17869448 -- "A Phase III, Double-Blind, Placebo-Controlled Prospective Randomized Clinical Trial of d-threo-methylphenidate HCl in Brain Tumor Patients Receiving Radiation Therapy." (Butler JM Jr, Int J Radiat Oncol Biol Phys. 2007 Sep 13; [Epub ahead of print])
 * Randomized. 68 patients with primary or metastatic brain tumors. Arm 1) prophylactic d-MPH 5mg BID -> 15mg BID vs. Arm 2) observation. Outcome measure QOL and cognitive function
 * Outcome: No difference in fatigue, QOL, or cognitive function
 * Conclusion: Prophylactic d-MPH not beneficial in brain tumor patients

 * Donepezil (Aricept) - acetylcholinesterase inhibitor
 * Wake Forest, 2006 (2001-2003) - PMID 16549835 — "Phase II study of donepezil in irradiated brain tumor patients: effect on cognitive function, mood, and quality of life." Shaw EG et al. J Clin Oncol. 2006 Mar 20;24(9):1415-20.
 * Phase II. 5 mg/d x 6 weeks, then 10 mg/d x 18 weeks. Total of 24 weeks, followed by washout. Evaluated by multiple cognitive tests
 * 35 pts receiving partial or whole brain RT > 6 months before the study; KPS >= 70%; no evidence of tumor progression; steroids allowed but had to be stable or decreasing dose.
 * 24 of 35 pts remained on study for 24 weeks. Significant improvement from baseline to 24 weeks for attention/concentration, verbal memory, and figural memory and a trend for verbal fluency. Improvement in confused mood and a trend for fatigue and anger. Improved health-related QOL. 48% of pts chose to continue taking donepezil after the 24 weeks.

Driving impairment
Imposing driving restrictions on patients with brain tumors or neurologic symptoms from cancer

 * See Official guidelines

 * U.Wisconsin, 2011 PMID 20972603 -- "Current practices of driving restriction implementation for patients with brain tumors." (Thomas S, J Neurooncol. 2011 Jul;103(3):641-7.)
 * Survey of U.S. practitioners
 * "This survey highlights the lack of consensus regarding the responsibilities of physicians treating brain tumor patients in designing and enforcing driving restrictions. We propose that a panel of experts generate driving restriction guidelines to be used in conjunction with objective testing of motor and sensory impairment. These would aid practitioners in developing individualized driving restrictions for every brain tumor patient."

Review

 * Wake Forest; 2006 PMID 17032563 -- "Managing the cognitive effects of brain tumor radiation therapy." (Butler JM, Curr Treat Options Oncol. 2006 Nov;7(6):517-23.)


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Linear Algebra/Diagonal Matrix

A diagonal matrix, $$A$$, is a square matrix in which the entries outside of the main diagonal are zero. The main diagonal of a square matrix consists of the entries which run from the top left corner to the bottom right corner.

In the example below the main diagonal are $$a_{11}, a_{22}, ..., a_{nn}\!$$
 * $$ \quad A=\begin{bmatrix}a_{11} & 0 & \cdots & 0 \\ 0 & a_{22} & \cdots & 0 \\ \vdots & \vdots & \ddots & \vdots \\ 0 & 0 & \cdots & a_{nn}\end{bmatrix}$$

title: Linear Algebra/Diagonal Matrix


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User talk:195.93.21.72

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 18:42, 31 October 2006 (UTC)

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. -- Herby talk thyme 11:08, 4 November 2006 (UTC)

title: User talk:195.93.21.72


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Sound Recording/Recorder

There are numerous recorders that is available, be it a standalone hardware or a software for your computer.

Hardware

 * 4-track tape recorder
 * 8-track tape recorder using 1-inch, open-reel tape
 * 16-track tape recorder using 1-inch, open-reel tape
 * 16-track tape recorder using 2-inch, open-reel tape
 * 24-track tape recorder using 2-inch, open-reel tape

Commercial

 * DK Hit Kit ($15 CDN). Cheap, comes with a lite version of emagic Logic. Can edit 8 audio track and 16 midi track. Comes with a good quality mic too, easily the price of the Hit Kit itself. For Windows and OS X.

Free and Open Source

 * Audacity: Released under GNU. As many audio tracks as your computer can handle, and have lots of effects and plugin. For Windows, OS X, Linux, BSD, and Solaris.
 * Ardour: Released under GNU. 64 audio tracks and 16 MIDI tracks available. For Linux and OS X
 * Dyne:bolic Multimedia oriented LiveCD Linux that includes Audacity, Ardour, drum machine, and audio streaming engine, as well as tools to edit videos. Version 1.4.1 Can run on any 586+ PC (with CD reader) with 64mb RAM and X-Box; version 2.2 can run on most computer made within last 2 years.

I would recommend Audacity if possible. Yes, I do know that Audacity is not perfect, and many commercial software ARE better. However, there are a few reasons why I would recommend Audacity: Get version 1.3.2b. for the most part, it is stable enough. The user manual for Audacity is located at here.
 * 1) It's free and libre, and suitable for home recording... and semi-professional graded too if needed
 * 2) It can be used for any operating system, not just Windows or Linux or Mac. This allow any computers that have Audacity program to open Audacity project files, without the need for a Live CD (which is useless on a Mac, as far as i know).

Seting up

 * 1) Get Audacity 1.3.2b here, and install it.
 * 2) Get LAME ver. 3.97 release here. Get the bundle version.
 * 3) Extract the lame_enc.dll from the Bundle, and place it inside the Audacity folder.

title: Sound Recording/Recorder


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Portuguese/Contents/L1/Lesson Eight - Meeting People

Return to Portuguese – Return to Contents – Go to Lesson Nine

In this case ( Do I know you? = Eu conheço você?)

I know how is it. ( Eu sei como é isso)

 * Who are you? Quem é você?
 * What is your name? Qual o seu nome?
 * Where are you from? De onde você é?
 * What are you working in? No que você trabalha?

Remember
 * What is this? O que é isso?
 * What is your name? Qual o seu nome?
 * Who is he? Quem é ele?
 * How can I help you? Como posso ajudar você?

Espero ter ajudado, qualquer coisa editem pessoal.

de:Portugiesisch: Lektionen: Leute treffen


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Chemical Process Control

What is Process Control?
The manipulation of an object (actuation device) to maintain a parameter within an acceptable deviation from an ideally required condition. At it's core, process control is the transfer of variability from on variable to another.

There are two basic process control philosophies, feedback and feedforward control.

Feedback Control
In feedback control, the controlled variable is measured and compared with a set-point. The deviation between the controlled variable and the set-point is the error signal. The error signal is then used to reduce the deviation of controlled variable from set-point.

Direct Acting Control
If the controlled variable increases as the manipulated variable increases, then direct acting control is used.

Feedforward Control
Feedforward control refers to manipulating a variable towards an expected result. This suggests prediction can be made, or that a model is available, about the output of a process due to manipulating a variable.

Conservation Laws
The conservation laws on mass, energy and momentum are fundamental bases for the development of models of chemical processes. The general form of the law for a variable, when applied to a control volume (CV) is

$$\frac{d(X~IN~to~CV)}{dt} - \frac{d(X~OUT~of~CV)}{dt} + \frac{d(GENERATION~OF~X~within~CV)}{dt} - \frac{d(DISAPPEARANCE~of~X~within~CV)}{dt} = \frac{d(ACCUMULATION~of~X~within~CV)}{dt}$$

When applied to mass this becomes the Law of Conservation of Mass. Assuming no nuclear reactions take place, then the rate of generation or disappearance of mass is zero. Hence, we have

$$\frac{d(Mass~IN)}{dt} - \frac{d(Mass~OUT)}{dt} = \frac{d(ACCUMULATION~of~Mass)}{dt}$$

In symbols we may say

$$\dot{m}_{in} - \dot{m}_{out} = \frac{dM}{dt}$$

where M stands for the total mass within the CV

Glossary

 * Actuator : The mechanical device that cause the activation or movement of a final control element.

 * Direct Synthesis :

 * Final Control Element : A physical device whose activation or movement causes a change in a dynamic process. In process control, the most common final control elements are control valves.

 * Frequency Domain :

 * Internal Model Control :

 * IMC-PID Tuning : A method for PID tuning that selects tuning parameters to approximate an IMC-derived controller.

 * Ladder Logic : A semi-graphical programming language used to represent control algorithms. The language is expressed using symbols for logic devices.  The arrangement of the device symbols and their connections has the appearance of a ladder.

 * Laplace Transform : An integral transformation from time domain to Laplace domain. Given a function of time $$ f(t) $$, the Laplace transform is given by the following

$$ F(s) = \int_0^\infty \! f(t)\; e^{-s t} dt $$

 * The use of $$ F(s) $$ to represent the Laplace transform of $$ f(t) $$ is a common convention; however, in dynamics and control it is common to use $$ f(t) $$ and $$ f(s) $$ to represent a time-domain function and its Laplace transform, respectively.

 * PID Controller :

 * PLC : Programmable Logic Controller, a microprocessor-based electronic device for implementing control algorithms.

 * Time Domain :

 * Ziegler-Nichols Tuning :

title: Chemical Process Control


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Horticulture/Permaculture

In the late 20th Century, permaculture started to become used as a design tool by gardeners and farmers as a way to ecologically design gardens. Permaculture had 3 main guiding design ideas:
 * 1) Care for all the people.
 * 2) Care for the planet.
 * 3) Pass on any surplus created in a system. For example, if a wall retains heat, pass on the heat to a plant that needs it; if a plant provides shelter, place it on a wall that needs cooling.

title: Horticulture/Permaculture


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Cookbook:Bubur Candil (Sweet Glutinous Rice Balls in Coconut Sauce)

 * Cuisine of Indonesia

Bubur candil are traditional Indonesian glutinous rice balls in a sweet coconut sauce.

Dough

 * 225 g glutinous rice flour
 * 120 g tapioca flour
 * 175 ml water
 * ¼ tsp salt

Sauce

 * 750 ml water
 * 250 ml coconut milk
 * 125 ml diluted gula jawa (palm sugar)
 * 1 piece pandan leaf (or some pandan paste)
 * ¼ tsp salt

Serving

 * 300 ml coconut milk, boiled for few minutes

Procedure

 * 1) Combine rice flour and tapioca flour until well-mixed. Make a well in the middle, then gradually mix in water and salt. Mix well by hand until it forms a soft dough. Make sure that the dough is not to hard; if necessary add a bit more of water.
 * 2) Shape the dough into little balls about 1 cm in diameter.
 * 3) Boil a lot of water in a big stock pot. Put the little balls one-by-one in the boiling water. Cook for about 5 minutes until they float to the surface of the boiling water. Take them out and drain.
 * 4) For the sauce, mix all the sauce ingredients in a saucepan, and heat until bubbly.
 * 5) Place the rice balls in the sauce. Cook for further 20 minutes and set aside.
 * 6) To serve, pour the coconut milk on top. Serve hot.


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User:Rakela

es:User:Rakela

 * Hablemos bien la lengua castellana,
 * la lengua de isabela y el machengo,
 * la lengua sol, con el latín y el griego,
 * por bella, por fecunda, por cristiana.

 * José Joaquín Casas

 Wikipedia - Commons -  Meta -  Wikiversity

title: User:Rakela


text:
Wikijunior:The Elements/Introduction to The Elements

Introduction to The Elements
The whole universe is built of matter. Right now, you are surrounded by it. The air we breathe is matter, and all the things you see around you are matter. The odors you smell are matter and the sounds you hear are caused by the movement of matter in your ears.

Matter is everything that takes up space and has weight. Scientists say that matter has volume and mass. Matter is made up of tiny building blocks called atoms. The purest type of atom is called an element. The elements are what give matter its different qualities.

Today we can see atoms by using a special instrument called an electron microscope. An electron microscope lets us see things that are millions of times smaller than the things we can see with a powerful optical microscope.

Most of the matter around us has more than one element in it. But some matter is made up of just one element. If you have ever held a diamond, for example, it is made of just one element, Carbon. Surprisingly, the graphite in a pencil that you use for drawing or writing is also Carbon, just its atoms are differently arranged.

Some other examples of matter that contain just one element are:

 * An aluminium drink can
 * 24 carat gold
 * The helium gas in a balloon that floats upwards
 * Cast iron garden railings
 * Lead sheeting used by builders on the roofs of houses

NOTE: These examples are not truly pure elements, because metals will always have tiny amounts of other elements present as impurities.

Not many elements occur as a pure substance. Some elements like Gold and Sulphur do naturally occur as a pure substance, as does Carbon when it is a diamond. But most substances are made up of several elements bonded together. For example, water has the chemical formula H2O meaning that one molecule of water is composed of two hydrogen atoms and one oxygen atom.

Ancient people knew how to extract the element iron from iron oxide. They heated iron oxide dug from the ground with charcoal. The iron was originally a "compound" of two elements, iron and oxygen. By heating them, they separated. The oxygen joined with the carbon in the charcoal leaving the purified iron behind.

The Periodic Table of Elements is a table showing the different kinds of elements arranged according to their different characteristics. Much of it was worked out many years ago. So far we have identified 90 elements that occur naturally. There are approximately 25 more that are man-made.

Wikijunior Die Elemente/ Einführung Elemente fr:Wikijunior:Les éléments/Introduction aux éléments