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Guitar/Metal

''This article uses musical notation called tablature. If you are inexperienced in reading tablature, you might want to visit this page''

Metal is a genre of music that stemmed from rock in the late 70's. Today, there are many sub-genres of heavy metal that share similarities and differences. Guitars in heavy metal are almost always distorted and are often downtuned.

Techniques
These are some techniques that are mostly unique to metal or hard rock.

Power Chords
A major element of heavy metal is the use of power chords. Standard tuning of a guitar is (from the thickest string to the thinnest) E,A,D,G,b,e Power chords in this tuning can be performed as follows:

e|| A power chord consists of a root note, its higher octave, and the lower note's fifth. b|| G|| D|2-5-7---2-5-7---| <-Octave A|2-5-7---2-5-7---| <-Fifth E|0-3-5---0-3-5---| <-Root

Not always, however, does a power chord have to have an octave. It may be simply the root and fifth.

Drop D and Drop Tunings
In dropped tunings, such as dropped D (D,A,D,G,b,e), power chords are more easily played by lowering the bottom (thickest) string two semi-tones. In dropped D, this note is a D. The same riff, transposed and played in dropped D follows:

e|| b|| G|| D|2-5-7---2-5-7---| <-Octave A|2-5-7---2-5-7---| <-Fifth D|2-5-7---2-5-7---| <-Root

Playing in this tuning makes it possible to use only one finger to fret all three strings, allowing faster and more complex riffing.

Palm Muting
Also, in metal, palm muting plays a large role, although it is also used in other genres. Palm muting is placing the side of your palm, while playing, close to or on the bridge, and lightly muting the strings. This, combined with heavy distortion, creates a thick, "chug" sound. Just one example of this occurs in DevilDriver's "I Dreamed I Died."

X's are placed on the line underneath notes which are to be muted. C#||| A||| E||| B|0--00-0-0-3=========|0--00-0-0-6=========| F#|0--00-0-0-3=========|0--00-0-0-6=========| B|0--00-0-0-3=========|0--00-0-0-6=========| xx x x                          xx x x

Pinch Harmonics
Used in lots of kinds of metal, but more in death metal or extreme metal, pinch harmonics create a "screaming" or "squealing" sound. They are sometimes referred to as "Squealies," and mostly are played on the higher strings of the guitar. To perform a pinch harmonic usually requires the use of a plectrum, or pick. The technique involves holding the pick between the thumb and index, lower on the thumb than normal. By doing this, the bottom of the thumb is closer to the strings, and when a note is hit, the thumb should barely touch the vibrating string.

e|| b|| G|| D|3-2-3-2-3-2-3*--| Often, pinch harmonics are shown by placing an asterisk next to the note that is a harmonic. A|3-2-3-2-3-2-| D|3-2-3-2-3-2-|

Exercises
Here are some tabs that will help you train and condition your fingers.

Power Chords
Here's a basic power chord sequence, no palm muting. e|| B|| G|| D|0-3-2-1-0-1-2-3-0-3-2-1-0-3-6-3-0-5-3-6-0-5-3-6-0-5-3-6-0-6-9-5-| A|0-3-2-1-0-1-2-3-0-3-2-1-0-3-6-3-0-5-3-6-0-5-3-6-0-5-3-6-0-6-9-5-| D|0-3-2-1-0-1-2-3-0-3-2-1-0-3-6-3-0-5-3-6-0-5-3-6-0-5-3-6-0-6-9-5-|

Here's a similar riff, a little harder.

e|--| B|--| G|--| D|0-3-2-1-0-1-2-3-0-3-2-1-0-3-6-3-0-5-3-6-0-3-5-6-0-5-3-6-0-10-12-13| <-\ A|0-3-2-1-0-1-2-3-0-3-2-1-0-3-6-3-0-5-3-6-0-3-5-6-0-5-3-6-0-10-12-13| <-Understand this is "10", "12", 13"  D|0-3-2-1-0-1-2-3-0-3-2-1-0-3-6-3-0-5-3-6-0-3-5-6-0-5-3-6-0-10-12-13| <-/

An even tougher riff, using palm muting.

e|| B|| G|4-5-7-8---5-7-8-| D|003-2-1-001-2-3-003-2-1-003-4-3-003-6-3-005-7-8-0-5-3-6-0-5-7-8-| A|003-2-1-001-2-3-003-2-1-003-2-3-003-6-3-003-5-6-0-5-3-6-0-3-5-6-| D|003-2-1-001-2-3-003-2-1-003---3-003-6-3-00--0-5-3-6-0---| xx     xx      xx      xx      xx      xx      x       x

A riff that requires clever use of fingers:

B|| F#|| D|--7-| A|| E|223-5-3-6-3-225-| A|223-5-3-6-3-22--| xx         xx

Fast Riffing
e|| Remember to start slowly and build up speed once you understand the riff. B|| G|| D|| A|--5---5-0-3/6---| D|0-3-6-0-6---0-3-6-0-6---0-3/6---| x x  x x   x x   x x   x

e|| b|| G|| D|0-0-0-3/6-0-0-0-0-1/3-0-1---| Note: You may find it easier to slide from 3 to 6 with your middle finger A|0-0-0-3/6-0-0-0-0-1/3-0-1---| rather than your index. D|0-0-0-3/6-0-0-0-3/6-0-1/3-0-1---| x x x    x x x     x        ^^^ Hold note

This riff does not only involve power chords:

e|| b|| G|| D|| A|2---1---2---5-2-2-3-| D|2-2---2---2---2-2-2-2-2-5-2-2-3-|(x2) x x  x   x   x x x x x   x x    e|| b|| G|| D|0---0---| A|0---4---0---3-0-0-1-| D|0-0---0-6-0---0-0-0-0-0-3-0-0-1-|(x2) x x  x   x   x x x x x   x x

Metal Styles
This section should explain some differences between many genres of metal and provide example riffs in the style of each.

Progressive Metal
Progressive metal tends to use long, dramatic song structures as well as unusual time signatures. Typically progressive metal draws influence from both metal and progressive rock. There is no defining progressive metal sound, and many progressive metal bands also fit within other genres. Some examples include Neurosis, Fates Warning, Dream Theater and Opeth.

Death Metal
Death metal evolved out of thrash metal. Death metal tends to use a lot of dramatic tempo and key changes as well as atonal chromatic riffing. The genre is famous for its distinct vocal style; called the "death grunt" which is a low, growling form of singing that often make lyrics very hard to make out. Some examples include Origin, Necrophagist, Cannibal Corpse, Suffocation, Deicide, Behemoth and Death. Another variant of Death Metal is melodic Death Metal. Some examples include Amon Amarth, In Flames, The Black Dahlia Murder and Dethklok.

B|| G|| D|| A|| E|4---3---4---3---| B|2-3---3---2-0-1-2-3---3---2-0-1-|

Doom Metal
Doom metal focuses on very slow tempos and atmospheric riffs, with the purpose of creating an eerie and depressive sound. This is probably the metal subgenre with less palm muting and "chug" riffs. Some examples include Candlemass, Cathedral, Funeral, Paradise Lost and Solitude Aeternus.

Black Metal
Black metal is death metal's faster, grimmer sounding cousin. Instead of focusing on being as heavy as possible black metal tends to focus on atmospheric riffs. Some black metal uses keyboards to add a symphonic sound. Some examples of black metal include: Mayhem, Darkthrone, Burzum, Emperor, Gorgoroth, Cradle Of Filth and Celtic Frost.

Grindcore
Grindcore is not (by common misconception) a form of metal. It is a punk sub-genre before all else, although it has had a great influence on the more extreme sub-genres of metal, most notably Brutal Death Metal It is characterized by blisteringly fast and abrasive riffs and downtuned guitars, usually detuned to Drop-C. The band that pioneered this sub-genre of punk was Napalm Death with their album "Scum".

Speed Metal
Speed metal, as the name indicates, focuses greatly on speed. Speed metal is generally considered the precursor to thrash metal (as seen with the first Megadeth and Metallica albums), focusing more on NWOBHM-style riffs at an increased than general thickness of guitar tone. Still, speed metal is an ill-defined genre and is usually paired with power metal. Despite insistence from some metal fans, DragonForce and acts that focus on shredding are not speed metal.

Thrash Metal
Thrash metal started as a hybrid of speed metal and thrash, an offshoot of hardcore punk. Thrash metal tends to employ fast, gallop picked rhythms and complex, technical parts. Some examples of thrash metal are Megadeth, Slayer, Anthrax, Metallica, early Sepultura and Metal Church. Some examples of thrash/thrashcore/crossover thrash are Dirty Rotten Imbeciles, Stormtroopers of Death, Municipal Waste and Charles Bronson.

Alternative/Groove Metal
Groove metal/post-thrash evolved out of thrash metal. Groove metal bands tend to include slow, chunky riffs alongside more thrash oriented riffs. Groove metal was rather successful during the mid-90s and spawned nu-metal. Some examples of groove metal are Pantera, DevilDriver, later Sepultura and Lamb of God.

Metalcore
Metalcore is hardcore punk with metal influences. Metalcore evolved in New York. As New York Hardcore bands added beatdown parts and gradually added more and more metal influences the common 'tough guy' sound became more and more heavy. Some metalcore bands are Shai Hulud, Botch, Killswitch Engage and Throwdown.

title: Guitar/Metal


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User:Gm1121983~enwikibooks/Deep Purple

Deep Purple is a heavy metal band from the late 1960's. From 1968-69, Rod Evans performed the lead vocals, Ritchie Blackmore played guitar, Jon Lord played the keyboard, Ian Paice played the drums, and Nick Simper played bass guitar. From 1969-73, Ian Gillan sang lead, and Roger Glover played bass. From 1973-75, David Coverdale sang lead, and Glenn Hughes played bass. From 1975-76, Tommy Bolin played guitar. From 1976-84, the group was disbanded. From 1984-89, Gillan sang lead, and Glover played bass. From 1989-92, Joe Lynn Turner sang lead. Then Ian Gillan came back in 1992 after Turner left the band. From 1993-94, Joe Satriani played guitar. From 1994-2002, Steve Morse played guitar. Then in 2002, Jon Lord left the band, and Don Airey took his place.

Current lineup

 * Ian Gillan - lead vocal
 * Steve Morse - guitar
 * Don Airey - keyboard
 * Ian Paice - drums
 * Roger Glover - bass

Smoke on the Water
"Smoke on the Water" was first released on Deep Purple's 1972 album Machine Head. It is well-known for its crunching four-tone "blues scale" melody, one of the most famous riffs in hard rock history.

 e|--|---|-| B|--|---|-| G|---3---5--x---|--3---6---5--x-|--3---5---3--| D|---5---3---5---5--|--3---6---5-5--|--3---5---3---5--| A|---5---5--|5--|--5--| E|--|---|-|

Jon Lord doubles the guitar part with his organ, which he plays through a distorted Marshall amp to create a very similar sound to the guitar. Ritchie Blackmore uses two fingers to pluck, so that the pairs of notes can be played exactly simultaneously and to match the organ's timing more closely. This song is about rock and roll history, and the lyrics tell a true story: on December 4, 1971, Deep Purple had set up camp in Montreux, Switzerland to record an album using a mobile recording studio (rented from the Rolling Stones and known as the Rolling Stones Mobile Studio - referred to as the "Rolling truck Stones thing" in the song lyric) at the entertainment complex that was part of the Montreux Casino (referred to as "the gambling house" in the song lyric).

Highway Star
"Highway Star" appears on the same album as "Smoke on the Water". It's the very first song on the album. "Smoke on the Water" is the fifth track. The opening track is one of the earliest examples of speed metal. This song is about a man and his love for his high-powered car, which he says can outrace every other car. It sounds like an engine going full-throttle, and it gets you in the gut like an engine going full-throttle. It has a furious main riff and blistering solos.

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

title: User:Gm1121983~enwikibooks/Deep Purple


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Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Na5/6. Bb5/6...c6/7. dxc6/7...bxc6/8. Qf3

http://www.chessgames.com/perl/chessgame?gid=1429125 and http://www.chessbase.com/newsdetail.asp?newsid=3345 Short vs Hebden 1-0 E5ricky 03:58, 18 October 2007 (UTC)

8.. cxb5
Possible 8...cxb5 Main line 9. Qxa8 Bc5 10. O-O O-O 11. b4 Bb4 12. Nc3 a6 13. Nge4 Qe7 14. Nxf6 Qxf6 15. Nd5 Qg6 16. Nb4 Bb7 17. Nd5 Qe6 18. Ne7+ Qxe7 19. Qa7 Nc4 or Qf6 ∞ ChessCreator (talk) 23:09, 3 February 2008 (UTC)


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User:Programmerq~enwikibooks

Intelligence Intensification/Repetition

title: User:Programmerq~enwikibooks


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African American Vernacular English/Pronunciation

African American Vernacular English (AAVE), differs from standard Mainstream American English (MAE) pronunciation in a number of ways. These mostly involve reductions in consonant clusters, as well as the alteration of the dental fricatives: ð and θ ("th"); and the velar nasal: ŋ.

TH sounds: ð and θ
The dental fricatives: ð as in thy, and θ as in thigh, are cross-linguistically uncommon, and in many dialects of English (not just AAVE), they become alveolar/dental plosives "d" and "t", labio-dental fricatives (v and f) or both. In AAVE, they can become either, and the change depends on the context.

 * 1) At the start of a word, they become plosives, therefore
 * ð becomes d so that "the" is pronounced "da"
 * /ð/  --->   /d/ so that        /ðʌ/      --->      /dʌ/

 * θ becomes a t so that "thin" is pronounced "tin."
 * /θ/  --->   /t/ so that        /θɪn/      --->      /tɪn/

Velar nasal: "ng"
AAVE does not have the velar nasal /ŋ/ (ng) found in MAE, instead, it becomes /n/, a feature is also found in some southern American English dialects.

/ŋ/ (represented as ) is pronounced /n/ () so that talking (IPA /tɔːkiŋ/) becomes talkin', or /tɔːkin/

Final consonant clusters
English has a large number of word-final consonant clusters, these can be divided into three types. Note that for the present time, we are not including consonant clusters formed by plurals and past tense, as AAVE has different rules for those.

 * 1. Unvoiced consonant clusters
 * sp
 * st
 * sk
 * ft
 * pt
 * 2. Voiced consonant clusters
 * nd
 * ld
 * rb
 * rd
 * 3 Mixed consonant clusters
 * mp
 * nt
 * nk
 * lt
 * rp
 * rt
 * rk

All English dialects have already begun the process of cluster reduction, (notice the pronunciation of "thumb" and "thing", "talk") however AAVE takes it further. In normal circumstances, all final consonant clusters of the first two types are reduced, with the second letter not being pronounced. In the third kind, with mixed clusters, the final consonant is pronounced.

Therefore but
 * test ---> tes' /test/--->/tes/
 * tend ---> ten' /tend/--->/ten/
 * tent ---> tent (no change)

Morphophonology
In AAVE, morphological markers are retained, even if they result in word final clusters

Plural
The plural marker in AAVE is pronounced, even if it forms a word-final cluster. Therefore but
 * pest ---> pes' /pest/ ---> /pes/
 * pets ---> pets (no change)

Past tense
The past tense marker is also retained compare
 * past ---> pas' /pæst/ ---> /pæs/
 * passed ---> passed /pæst/ ---> /pæst/ (no change)

Initial consonant clusters
MAE has a number of initial consonant clusters containing three sounds. In this clusters, the first letter is always /s/ (MAE has a few loanwords from Yiddish which start with an "sh" sound, but AAVE does not have these words) the final letter is always /r/, and the middle letter is always an unvoiced plosive: /p/, /t/, or /k/.
 * spring
 * string
 * screen

In AAVE, the consonant cluster "str" is reduced to "sr", however "spr" and "skr" are pronounced in full.

Final R
Er- Is pronounced as [ʌ]. Like Holler is pronounced as Holluh

, Or,Our, - The r or re isn't pronounced so it sounds like doe, foe, shoe, and yo.

A- [ʌ], like, I have uh dolla.

Words such as talking and partner are pronounced like pawtna and tawkin


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User:Bruceanthro

Introduction
I am an Australian born Anthropologist specialising in the anthropology of Aboriginal Australia, particularly for the noth-eastern parts of Australia.

Reason for Signing Up
I started my explorarion of Wikibooks by looking up the Australian history text/book currently being edited/written, and, noting the conspicious absence of Aboriginal Australian pre-history, I took it upon myself to start making some contribution to this aspect of Australian history with which I have some familiarity.

Future 'Book' Ambitions
I am also new to Wikipedia, and on my userpage for that project:

i.  I announced a particular interest in the natural/cultural history of landscapes, including, particularly, north-east Australia's wet tropical forests (inscribed by the World Heritage Committee on the World Heritage list under the World Heritage Convention, back in 1988)

ii. I also announced a grand hope or intention to start making avaialble to readership .. a natural and cultural history of the World Heritage listed wet tropical forests - from Gondwana land through to the present and onwards into a predicted globally warm future 50 years hence.

It occurred to me, in contemplating the above hope/ambition that the intended/hoped for entry would, to be comprehensive and complete, grow too large for a standard 'encyclopedia' entry. Now that I have found/discovered Wikibooks, it is my hope that perhaps it might be possible to contemplate, start, and work on a possible 'Wikibook' on this World Heritage area's natural and cultural history?!!

Advice, Help, Support, and Assistance Greatly Welcomed
Being so new, and definitely unfamiliar with Wikibook protocols, practices etc, any advice, assistance, support, feedback etc at all will be most welcome .. even as I start, first, on making some early/preliminary contribution to the Australian History wikibook/text!!

Bruceanthro 05:14, 18 October 2007 (UTC)

title: User:Bruceanthro


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Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6

Theory Table lines
I'm not sure the Fritz Variation deserves a line in the theory table as the best line quickly transposes in the Ulvestad Variation. The main line with 8. Qf3 could do with a theory line instead after Nigel Short's endorsement of the line. E5ricky 09:21, 18 October 2007 (UTC)


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HSC Extension 1 and 2 Mathematics/Series and series applications

Arithmetic series. Formulae for the nth term and sum of n terms.
A sequence is a set of numbers which follow a rule or pattern. A number in a sequence is called a term and denoted by Tn where n is the position of the number in the sequence. Terms are counted using the natural numbers (1, 2, 3 ...) and so there is no term 0 and no negative terms. Sequences are usually expressed as an equation involving their nth-term and a rule. e.g.

$$T_n\ = 2^n$$

where Tn is the nth-term of the sequence and 2n is the rule which the sequence follows.

The first four terms of this sequence (T1, T2, T3, T4) are 2, 4, 8, 16.

Arithmetic Sequences
An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms is a constant, called the common difference.

If you denote the common difference as d, then the first n terms of an arithmetic sequence can be written as the sum of the first term, T1, and a multiple of the common difference i.e.

$$T_1,\ T_1+d,\ T_1+2d,\ ...,\ T_1+(n-3)d,\ T_1+(n-2)d,\ T_1+(n-1)d$$

where T1 + (n-1)d is the nth-term of the sequence. From this we can write the rule for an arithmetic sequence as:

$$T_n\ = T_1 + (n-1)d$$

where Tn is the nth-term, T1 is the first term and d is the common difference.

From this we can get a more general equation linking any two terms of a sequence and the common difference.

First take two different terms, Ta and Tb, and define them in equations 1 and 2 respectively, according to the rule Tn = T1 + (n-1)d

1. $$T_a\ = T_1 + (a-1)d$$

2. $$T_b\ = T_1 + (b-1)d$$

Now subtract equation 1 from equation 2

$$T_b - T_a\ = T_1 + (b-1)d - T_1 - (a-1)d$$

The T1 term disappears as it is subtracted from itself

$$T_b - T_a\ = (b-1)d - (a-1)d$$

Factorize the two terms on the right hand side of the equation, putting d outside of the brackets.

$$T_b - T_a\ = (b-1-(a-1))d$$

Simplify.

$$T_b - T_a\ = (b-a)d$$

Then just move Ta over to the right hand side of the equation by adding Ta to both sides.

$$T_b\ = T_a + (b-a)d$$

There you have it, a generalized formula for any arithmetic sequences problem. This was probably intuitive for most people when they looked at the equation Tn = T1 + (n-1)d, but anywho. From this you can work out the common difference if you know the values of Ta and Tb, as well as a and b. As long as you know the values of 4 of the 5 variables, you can solve for the unknown one, or if you have 3 of the 5 variables in two equations you can solve using a simultaneous equation.

Questions/Problems

 * 1) find the 20th term in the sequence 1, 5, 9, 13, ...
 * 2) find the formula for the nth term of the sequence 20, 17.5, 15, 12.5, ...
 * 3) write down the first 3 terms of the arithmetic sequence Tn = 8 - 4n
 * 4) write down the equation for the sequence containing all the natural odd numbers (i.e. 1, 3, 5, ...)
 * 5) if T3 = 4 and T7 = 100, find the formula for Tn
 * 6) if T1 = 7, the common difference d is 5, and Tn = 132, find n
 * 7) a ladder's rungs are unequally space, the distance between each rung increasing by 0.5 cm each space between rungs. If the distance from the first rung to the second is 20 cm, what is the distance from the 5th rung to the 6th?

Arithmetic Series
A series is the sum of the terms of a sequence. If we have a sequence defined as Tn = n, then its series would look like this:

$$\ 1 + 2 + 3 + ... + n-2 + n-1 + n$$

If we denote the sum of that sequence from T1 to Tn as Sn, then we can write the equation

$$\ S_n = 1 + 2 + 3 + ... + n-2 + n-1 + n$$

so for example S5 would equal 15. But how is that useful, couldn't you just add them up without writing it out? Well what if you wanted to find S500. Adding up 500 numbers would take a long time by hand, and it would probably be better to use a calculator, but only slightly. But luckily there is a very simple shortcut that we can take to solve this kind of equation. First we write out Sn as the sum of the terms of a sequence using just T1 and d, the common difference. This can be done by using the equation Tn = T1 + (n-1)d, where all the terms in the series are rewritten like this e.g. T3 = T1 + (3-1)d, so T3 = T1 + 2d. So the equation looks like:

$$\ S_n = T_1 + T_1 + d + T_1 + 2d + ... + T_1 + (n-3)d + T_1 + (n-2)d + T_1 + (n-1)d $$

Where T1 + (n-1)d is the nth-term. There are n terms in this series, so therefore there are n terms of T1 in the series. This allows us to rewrite this equation as

$$\ S_n = nT_1 + d + 2d + 3d + ... + (n-3)d + (n-2)d + (n-1)d $$

hmm, well that doesn't really help us. Now we just have T1 times n plus an arithmetic sequence of the common difference. Aren't we still stuck at the beginning? Yep. But this next step will make everything clear.

If we were to now write the sum using the nth term, Tn instead of the first term, using the equation Tb = Ta + (b-a)d, where Ta is the nth-term, so that we only use the nth term and the common difference, we would get the equation

$$\ S_n = T_n + (1-n)d + T_n + (2-n)d + T_n + (3-n)d + ... + Tn - 2d + T_n - d + T_n $$

where Tn + (1-n)d = T1

The common difference is being subtracted this time because, in the equation Tb = Ta + (b-a)d, a = n and in the first term b = 0, then in the second b = 1, so (b-a)d is negative up to b = n, where it is zero. We can reverse this to make it look more like the first series we got by putting the largest d term at the end, and by changing the (b-a) to -(a-b) in the formula Tb = Ta + (b-a)d.

$$\ S_n = T_n + T_n - d + Tn - 2d + ... + T_n - (n-3)d + T_n - (n-2)d + T_n - (n-1)d $$

Again, because there are n terms in this series, there are n terms of Tn in the series. This allows us to rewrite this equation as

$$\ S_n = nT_n - d - 2d - 3d - ... - (n-3)d - (n-2)d - (n-1)d $$

Wow, now we have the nth term multiplied by n that's having an arithmetic sequence involving the common difference being subtracted from it, back to the beginning I guess. But hmm, that reminds me of another equation... uhh... quadratic formula? no... oh wait, we just saw that same series written in a different but similar form:

$$\ S_n = nT_1 + d + 2d + 3d + ... + (n-3)d + (n-2)d + (n-1)d $$

Interesting, but how can we use this? Well if you haven't figured out what we are going to do, don't worry, because this is pretty tricky stuff. We are going to add both equations to each other. How? Like this:

$$\ S_n + S_n = nT_1 + d + 2d + 3d + ... + (n-3)d + (n-2)d + (n-1)d \quad + \quad nT_n - d - 2d + 3d - ... - (n-3)d - (n-2)d - (n-1)d $$

We add one side of the equation to the corresponding side on the other equation, and the other side of the equation to the other corresponding side of the other equation. I probably didn't need to explain this, as something similar has already been shown in use in the arithmetic sequences section, and you have probably seen it before, but anyway.

Now if we simplify by removing the arithmetic sequences of the common difference. Because every common difference term in the first series has a corresponding negative difference term in the second series, they cancel out perfectly. hurray!

$$\ 2S_n = nT_1 + nT_n $$

Wow, no more annoying common difference terms. Now all that's left to do is factorize it by putting n outside the brackets and then making Sn the subject by dividing both sides by 2.

$$\ S_n = \frac{n}{2}(T_1 + T_n) $$

Wow that looks simple. So if we go back to the same sequence of Tn = n, we can find S500 without too much difficulty. n will be 500, T1 will be 1 and Tn will be 500. so:

$$\ S_n = \frac{500}{2}(1 + 500) $$

$$\ S_n = 250(501) $$

so now we can just say 250 times 5 is 1250 times 100 is 125000 plus 1 times 250 is 125250, and there you go, a nice big sum. Of course some problems will require large multiplications that could take an unreasonable amount of time out of our busy lives, but that's pretty much why calculators were invented.

we can go further and use the equation Tn = T1 + (n-1)d to get the equation

$$\ S_n = \frac{n}{2}(T_1 + T_1 + (n-1)d) $$

which simplifies to

$$\ S_n = \frac{n}{2}(2T_1 + (n-1)d) $$

looking pretty good no? What if you want to find the sum of all the numbers from the 5th term to the 10th? Well you can just find S10 and subtract S4 (S5 contains T5 in its sum, and we don't want to subtract that). So that's basically everything you need to know about arithmetic series. Next is geometric sequences and series, lots more fun =).

Sigma Notation
you should probably learn how to understand series written in this format... meh

Questions/Problems

 * 1) show that for the sequence containing all the natural odd numbers (i.e. 1, 3, 5, ...), its series contains only perfect squares (i.e. 1, 4, 9, ...)
 * 2) a runner is running by starting from a point on a field, running 10 meters, then turning back and running 20 meters. The next run will be 30 meters, then 40, and so on. How far will the runner have run after doing 10 laps(back and forth)?

Geometric Sequences
A geometric sequence is a sequence (obviously...) where each term is equal to the term before it multiplied by a constant number. A simple example is 3, 6, 12, 24, 48. In this sequence the constant number being used to multiply the terms is 2. This number is known as the common ratio, because the ratio between a term and the term before it is the same as between any other term and the term before it.

a common way to define a term in a geometric sequence is

$$T_n = ar^{n-1}$$

where Tn is the nth term, a is the common factor, and r is the common ratio

The example used above of 3, 6, 12, 24, 48 would be defined as Tn = 3×2n

To prove that a sequence is geometric, show that there is a common ratio between terms, by using the equation

$$\frac{T_{n+1}}{T_n} = \frac{T_n}{T_{n-1}}$$

this can be rewritten as

$$T_n^2 = T_{n+1} \times T_{n-1}$$

Geometric Series
Just like the arithmetic series, geometric series are the sum of the terms of a geometric sequence. Again, if we denote the sum of the first n terms of a geometric series as Sn and the nth term of a geometric series as Tn = arn-1, then we can make an equation for Sn

$$S_n = a + ar + ar^2 + ... + ar^{n-3} + ar^{n-2} + ar^{n-1}$$

now we are going to find a simple equation involving only the common factor and the common ratio raised to the power of n. To do the we are going to multiply both sides of the equation by r

$$rS_n = ar + ar^2 + ar^3 + ... + ar^{n-2} + ar^{n-1} + ar^n$$

next we will find rSn - Sn by subtracting the first equation from the second.

$$rS_n - S_n = ar + ar^2 + ar^3 + ... + ar^{n-2} + ar^{n-1} + ar^n - a - ar - ar^2 - ... - ar^{n-3} - ar^{n-2} - ar^{n-1}$$

now we just collect the terms. Except for a in the first series and arn in the second, each term has a corresponding term in the other series, so when you subtract one from the other, those terms cancel each other out. That seems to happen a lot in this module.

$$rS_n - S_n = -a + ar^n$$

now we factorize both sides of the equation, placing Sn outside the brackets on the left, and a outside the brackets on the right.

$$S_n(r - 1) = a(r^n - 1)$$

rearranged the right side to put the unsigned number first. Now we just divide both sides by (r - 1) to make Sn the subject

$$S_n = \frac{a(r^n - 1)}{r-1}$$

Now we can find something like the sum of the first 10 powers of three, which would be defined as Tn = 3n-1. Here a = 1, r = 3 and n = 10. Using the formula:

$$S_n = \frac{1(3^{10} - 1)}{3-1}$$

$$S_n = (3^{10} - 1)/2$$

3 to the 10 is 59049, so the answer is 59048/2, which is 29524. hurray. Of course geometric series have much better uses in other areas such as compound interest.

Infinite Geometric Series
So, what happens if n approaches infinity? Well you are going to be adding more and more terms, so the sum will get larger and larger. This sort of requires a knowledge of limits, but not really. In the formula for a geometric series, as n approaches infinity, the only thing that changes is rn. If r is greater than 1, then as n approaches infinity, rn approaches infinity as well. You can see this if you graph y=rx. If r is less than -1, then as rapproaches infinity, rn approaches plus or minus infinity. You can't know for sure whether infinity is odd or even, so r∞ could be negative or positive. The same problem happens when r = -1. You cant know if -1 to the infinity is 1 or -1, so the sum is either undefined (0 divided by 0) or a. If r is 1 then the series formula doesn't work because that would make the numerator and denominator 0. If r = 1 then the sequence is arithmetic, with a common difference of 0, so you use the arithmetic series formula, even though there is a common ratio.

So what if r lies between -1 and 1? A number less than one multiplied by another number less than one gives you a number smaller than both of the original numbers. So as n gets larger, rn gets smaller. If n was infinitely large, then rn would be infinitely small. In fact it would be so small that we could just say that it equaled zero. This way if r was negative it doesn't matter whether infinity is odd or even because zero is neither positive nor negative. We can rewrite the geometric series formula to account for this.

$$S_n \lim_{n \to \infty} = \frac{a(-1)}{r-1}, |r| < 1$$

rn becomes practically 0, and so dissapears. we can rewrite this to make it look neater by multiplying the numerator and denominator by -1 to get rid of the -1 up top.

$$S_n \lim_{n \to \infty} = \frac{a}{1-r}, |r| < 1$$

tada. Now you can show that 1 plus a half plus a quarter plus an eighth plus a sixteenth plus ... is equal to 2. Where is this useful? well it's useful for showing limits for infinite sums, and it gives you another way to turn recurring decimals into fractions.

recurring decimals
Well, you might know the algebraic method for turning a recurring decimal into a fraction. If you don't that's ok because I can give you an example, even though this was covered at the start of the 2 unit course. Lets say you have the number 1.26333... We can turn that into a fraction using algebra.

$$x = 1.26333...$$

$$100x = 126.333...$$

$$1000x = 1263.333...$$

The .333 parts on the right hand side cancel out, getting rid of the recurring problem

$$1000x - 100x = 1263.333... - 126.333...$$

$$900x = 1137$$

$$x = \frac{1137}{900}$$

$$x = 1 \frac{79}{300}$$

tada, fraction. But can we apply geometric series to this? we could rewrite 1.26333... as 1.26 + 0.003 + 0.0003 + 0.0003 + ... + 0.003×101-n. So here 1.26 is just some number that we are adding on, the common factor in the geometric sequence that forms the series is 0.003, and the common ratio of that sequence is 10-1. But the number of terms in this series is infinity. But the common factor is less than 1 and greater than -1, so we can use the formula for an infinite geometric series

$$S_n \lim_{n \to \infty} = \frac{a}{1-r}$$

$$S_n \lim_{n \to \infty} = \frac{0.003}{1-0.1}$$

$$S_n \lim_{n \to \infty} = \frac{1}{300}$$

so now we just add 1 on 300 to 1.26, by cross-multiplying 1.26 by 300 to get 1 plus 378 over 300, which gives you 379 over 300, or 1 and 79 over 300.

compound interest
Geometric sequences are very useful in compound interest. Starting off with basic compound interest, lets say you invest $1000 in a bank. This bank advertises 12% interest per year, but gives interest monthly so the interest is 1% per month (12% divided by 12 months). How much will that initial deposit be worth with all the gained interest after 5 months? Well, it is going to increases by 1% each month, so, after 1 month it will be 1000×1.01, after 2 months it will be what you had after 1 month times 1.01, so 1000×1.012, after the third it will be 1000×1.013, after the fourth 1000×1.014, and after the fifth 1000×1.015. So the deposit keeps being multiplied by 1.01

This can be seen as a geometric sequence, with 1000 being the common factor, and 1.01 being the common ratio. At the end of the first term the deposit was worth $1000×1.01, at the end of the second term it was worth $1000×1.012, and at the end of the nth term it will be $1000×1.01n. Basically this is written as a general formula

$$A_n = PR^n$$

Where An is the amount at the end of n months or years (or however often interest is given)

P stands for principal and is the principal amount deposited.

R is the interest rate plus 1 (so 1% + 1 is 1.01)

Of course this is used for loans too, where the size of a loan increases just like a bank deposit if no repayments are made (which is very irresponsible).

When looking at a problem of this type there are some things you need to be careful of. Firstly, make sure you know how often interest is given and what the interest rate is for that period. Often problems, like the one above, give interest as a percent per year, but the question says the interest is given monthly, so you need to divide the rate given by 12. Another thing to watch for is what part of the month the question wants for the value of the deposit. In the problem above it asked for the amount at the end of each month. If it had asked for the amount at the beginning of each month the first term would be $1000, and the last term would be $1000×1.01n-1 so the formula would change to

$$A_n = PR^{n-1}$$

which is closer to the formula for a geometric series, where, because there is no term 0, the common ratio is raised to the power of n-1.

annuities
This is the next level of compound interest problems. Finding the amount in a bank account or loan is easy enough when you are not adding anything, but what if you make regular payments? The most common case for this is repaying a loan with regular installments.

Ok, so you have borrowed $2000 from a bank at an interest rate of 12% (it's easier to divide by 12) and interest is added monthly, so the monthly interest rate is 1%. You want to repay it in 5 months making regular repayments of Q.

so you start off with $2000 in your loan at the start of the first month, and at the end of each month you want to repay the same amount so that at the end of the 5th month your loan is totally repayed. Lets make some calculations for the amount remaining on the loan at the end of each month.

At the end of the first month you receive 1% interest on your original loan and then repay back an amount Q.

$$$2000 \times 1.01 - Q$$

At the end of the second month interest is added to what your loan was at the end of the first month, so 2000×1.01 - Q is multiplied by 1.01, and you repay an amount Q

$$$2000 \times 1.01^2 - 1.01Q - Q$$

At the end of the third month the interest of 1% is added to the loan, and you repay Q again

$$$2000 \times 1.01^3 - 1.01^3Q - 1.01^2Q - 1.01Q - Q$$

next month...

$$$2000 \times 1.01^4 - 1.01^4Q - 1.01^3Q - 1.01^2Q - 1.01Q - Q$$

lalala...

$$$2000 \times 1.01^5 - 1.01^5Q - 1.01^4Q - 1.01^3Q - 1.01^2Q - 1.01Q - Q$$

ok, so now we have the original loan times a power of the interest, minus a whole lot of Q terms. If you look closely, you may notice that the Q terms make up a geometric series, even though it is negative. I'll rearrange it for ya.

$$$2000 \times 1.01^5 - (Q + 1.01Q + 1.01^2Q + 1.01^3Q + 1.01^4Q + 1.01^5Q)$$

tada. Now we can just rewrite that series to make the thing look nice and neat

$$$2000 \times 1.01^5 - \frac{Q(1.01^5-1)}{1.01-1}$$

Because we want to repay the loan in 5 months repaying Q each month, we can say that after 5 months, the amount in the loan will equal 0, so PRn - the geometric series of Q will equal 0

$$$2000 \times 1.01^5 - \frac{Q(1.01^5-1)}{1.01-1} = 0$$

$$$2000 \times 1.01^5 = \frac{Q(1.01^5-1)}{1.01-1}$$

$$($2000 \times 1.01^5)(1.01-1) = Q(1.01^5-1)$$

$$\frac{($2000 \times 1.01^5)(1.01-1)}{(1.01^5-1)} = Q$$

using a calculator I get a value of 412.08, so to repay the loan in 5 months you would need to make monthly repayments of $412.08.

So now we can just make a general formula like we did for compound interest.

$$A_n = PR^n - \frac{Q(R^n-1)}{R-1}$$

Where An is the amount left in the loan at the end of n months or years (or however often interest is given)

P stands for principal and is the principal amount taken out in the loan.

R is the interest rate plus 1 (so 1% + 1 is 1.01)

But you could also use this for superannuation, or just bank deposits, by adding the geometric series instead of subtracting

$$A_n = PR^n + \frac{Q(R^n-1)}{R-1}$$

You can also use this as a general formula for both loans and investments where regular payments are being made by saying that for a loan the principal amount is negative (which it pretty much is if you think that the loan starts off at 0, then you withdraw P to spend, which creates negative P in the loan to balance it out. Or you could just accept that loans cost you). This way an investment starts positive and just gets bigger, while a loan starts negative and then gets smaller until it gets to 0. Or if your silly you might make negative payments, so you investment gets smaller (e.g. making regular withdrawals from a bank account), and your loan gets larger (borrowing a regular amount from an existing loan).

Again, You need to be careful of the same things as with compound interest. Make sure you know how often the interest is added and what time scale the interest is given in, so make sure if there are monthly payments that you convert the per year percent interest into per month, if it is per year. It might be per quarter, you never know =)

Also, if the question asks you to find the amount in the balance at the start of the term, its the same as if you were looking at the end of the term before, so just change n to n-1 like

$$A_n = PR^{n-1} - \frac{Q(R^{n-1}-1)}{R-1}$$


text:
Australian History/Queensland

Glossary
Native Police: units within the Queensland police force made up of Australian Aboriginal recruits (usually from other areas to which the units are stationed) under the immediate command of an Anglo-Australian 'inspector' or 'sub-inspector' charged, primarily, with policing the Aboriginal populations of Queensland.

Pacific Islanders: people whose ancestry descends from island nations within the Pacific Ocean, including, for instance, New Hebrides (now Vanuatu), New Caledonia, the Solomons, and Papua New Guinea.

Aboriginal Histories
Pre 1859

1858: In January of this year, to aid the colonisation of Queensland, instructions were issued by Commandant E.V Morrisset to officers of the Queensland Australian_History/QueenslandNative Police as follows:

"It is the duty of the Officers .. at all times and opportunities to disperse any large assemblage of blacks: such meetings if not prevented, inevitably lead to depredation or murder"

1859-1869

1870-1879

1874: During this year the first timber cutters encroached into north-east Queensland wet tropical forests (setting up timber camps) cutting red cedar along the Tully, Johnstone, Daintree, and Bloomfield Rivers

1876: During this year settlement begins around Trinity Bay, within the Cairns District along north-east Queensland's coast. The Queenslander newspaper reports that local Aboriginal resistance and conflict is "very bad".

1880-1889

1886: Aborigines now make up about 55 percent of Queensland's pastoral workforce, and the proportion of Aboriginal workers was greater, the more remote the area.

1890-1899

1891: Aborigines along the Mulgrave River in North Queensland were" :

"..very useful to the miners [of the Mulgrave goldfields], who have many difficulties to contend with in a country so much broken and covered with so dense a jungle"

Torres Strait Islander Histories
Pre 1859

1859-1869

1870-1879

1880-1889

1890-1899

Melanesian Colonisation
Pre 1859

1859-1869

1867: Two years after the first sugar cane was planted in the Pioneer Valley [nearest contemporary city is Mackay] Pacific Islanders were brought in (primarily from the New Hebrides - now Vanuatu), as a necessary, major part of that workforce upon which the industry was to be built.

Historian Henry Reynolds, much later (2003) observed:

''"..the [Pacific] Islanders provided practically all the labour for the foundation and consolidation of the sugar industry - not just in the Pioneer Valley but in the cane fields which stretched from the south of Brisbane to Mossman in the far north. Without the cheap labour the industry would have faltered, unable to compete with sugar imported from Mauritius, Fiji and other tropical areas.  On the back of a workforce that cleared forests and scrub, planted, hoed, cut, and transported cane, towns prospered, roads were made, ports established and fortunes compiled .. from the green, humid valleys of the Queensland coast.." ''

1870-1879

1871: The numbers of Pacific Islanders working in the Pioneer Valley sugar industry is estimated at 700 workers

1880-1889 1881: The numbers of Pacific Islander working in the Pioneer Valley sugar industry had increased from the 1871 figure of 700 workers to over 2000 workers, with recruits from the Solomons now becoming more prominent.

1884: Queensland legislation was employed to limit those Pacific Islanders who remained in Queensland (after their work contracts expired) from setting up their own farms or doing any kind of work other than 'field labour in the agricultural industry'.

This restriction constrained all Pacific Islanders excepting those who arrived into Queensland before 1879. The pre-1879 group of Pacific Islanders did, never-the-less, still succeed in leasing marginal or hilly land, setting up their own small farms, growing sugar to sell to the mills, pooling savings to buy stock and equipment, and employing their own kin and Pacific Islanders.

1890-1899 1892: Pacific Islanders involved in the sugar industry were, by this time, well organised and had begun to use collective action, even strikes to improve their economic position, in a form of 'nascent unionisation'.

The editor of the industry magazine, Sugar Journal and Tropical Cultivator observed that the Pacific Islanders

''"..understood the art of keeping up wages far better than white men .. They never undersell one another .. [and they had] .. a kind of unionism among them which worked wonderfully smoothly.." ''

1894: The weekly newspaper, the Queenslander in 1894 noted just how organised the Pacific Islanders were, saying:

"They organise, keep up the rates of wages, travel from place to place in search of better pay, communicate with each other by letter or wire..".."

Chinese' Colonisation
Pre 1859

1859-1869

1870-1879

1880-1889

1890-1899

Asian Colonisation
Pre 1859

1859-1869

1870-1879

1880-1889

1890-1899

Anglo-Australian Colonisation
Pre 1859 : Permanent Anglo-Australian settlement of Australia started in southern parts of the continent, well before European explorers (on land) ventured into the north.

Australian historian Henry Reynolds observed :

"Seafarers skirted the warm, mangrove-fringed coast from the earliest years of [Anglo-Australian] colonisation but few ventured ashore for any length of time. And when settlement belatedly came it was fitful and often transient...For a long time the common view was that white people could not settle permanently in the tropics"

Towns formed and grew up around ports along the coast in support of, and sustained by the growing of sugar cane and by gold mining.

1859-1869 1861: Governor G.F Bowen, in Brisbane, expressed excitement at the apparent onrush of squatters and miners into the vast hinterland outwards from Brisbane writing to his superiors in London describing a 'tide of colonisation'

1870-1879

1880-1889

1890-1899

title: Australian History/Queensland


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7

=Traxler Counterattack=

5. Bxf7+

 * The preferred move for most modern masters, preferring to capture the pawn and keep the position comparatively calm. This move is considered the best way to maintain an edge.

Theory table

 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Nxd5/6. d4

= Two Knights Defence:Lolli Variation =

6. d4!
A strong move which enables White to gain a theoretical edge while avoiding getting into the complexities of the Fried Liver Attack.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 d5 5.exd5 Nxd5 6. d4


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Nxd5/6. Nxf7/6...Kxf7

=Fried Liver Attack=

6 ... Kxf7
No sensible alternative to taking the Knight with the King.

=Theory Table= .
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 d5 5.exd5 Nxd5 6. Nxf7 Kxf7


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Nxd5/6. Nxf7/6...Kxf7/7. Qf3

=Fried Liver Attack=

7. Qf3+
White gives check and attacks the Knight. Black's king has several moves, but only one of them is good. The worst is        7...Kg8?? which loses to 8. Bxd5+ Qxd5 9. Qxd5+ Be6 10. Qxe6# (or 8. Qxd5+ Qxd5 9. Bxd5+ Be6 10. Bxe6#). 7...Ke8? doesn't work because of 8. Bxd5. Black has to defend the knight with Ke6.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 d5 5.exd5 Nxd5 6. Nxf7 Kxf7 7. Qf3+


text:
Famous Theorems of Mathematics/Number Theory

Number theory is the branch of pure mathematics that deals with the properties of the integers and numbers in general, and the wide class of problems that arise from their study.

Please see the book Number Theory for a detailed treatment.

Elementary Number Theory
In elementary number theory, integers are studied without use of techniques from other mathematical fields. Questions of divisibility, use of the Euclidean algorithm to compute greatest common divisors, integer factorizations into prime numbers, investigation of perfect numbers and congruences belong here. Several important discoveries of this field are Fermat's little theorem, Euler's theorem, the Chinese remainder theorem and the law of quadratic reciprocity. The properties of multiplicative functions such as the Möbius function, Euler's φ function, integer sequences, factorials, and Fibonacci numbers all also fall into this area.

Many questions in number theory can be stated in elementary number theoretic terms, but they may require very deep consideration and new approaches outside the realm of elementary number theory to solve.

Algebraic Number Theory
Algebraic number theory is a branch of number theory in which the concept of a number is expanded to the algebraic numbers which are roots of polynomials with rational coefficients. An algebraic number field is any finite (and therefore algebraic) field extension of the rational numbers. These domains contain elements analogous to the integers, the so-called algebraic integers. In this setting, the familiar features of the integers (e.g. unique factorization) need not hold. The virtue of the machinery employed — Galois theory, group cohomology, class field theory, group representations and L-functions — is that it allows one to recover that order partly for this new class of numbers.

Analytic Number Theory
Analytic number theory is the branch of the number theory that uses methods from mathematical analysis to prove theorems in number theory. Its major proofs include that of Dirichlet's theorem on arithmetic progressions, stating the existence of infinitely many primes in arithmetic progressions of the form a + nb, where a and b are relatively prime. The proofs of the prime number theorem based on the Riemann zeta function is another important proof.

The outline of the subject remains similar to the heyday of the subject in the 1930s. Multiplicative number theory deals with the distribution of the prime numbers, applying Dirichlet series as generating functions.

See Discrete Mathematics/Analytic Number Theory.

To Be Classified
/Totient Function/


text:
Talk:XForms/Repeat

Can you add a css styling example for inline repeat output? Thanks.--Lorenzo De Tomasi 11:15, 18 October 2007 (UTC)

title: Talk:XForms/Repeat


text:
User talk:Bruceanthro

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 11:37, 18 October 2007 (UTC)

title: User talk:Bruceanthro


text: User talk:Patrimoniojral

title: User talk:Patrimoniojral


text: User talk:216.204.18.2

title: User talk:216.204.18.2


text:
User:Dinomite

See my user page on Wikipedia.

title: User:Dinomite


text:
Circuit Idea/How to Hide Circuit Ideas

<<< contents - hidden ideas - kill ideas - formulas - page stage >>>

How to Hide Circuit Ideas

'(Useful Tips for Beginning "Circuit Idea Hiders":)

'

...our own ideas...

 * Some people have wealth, other people have beauty..., you have ideas. Being immaterial they are also valuables, especially if you materialize them. Then, why do you give your own ideas to others? All they want is to take your ideas and to exploit them! Then keep them for yourself:)!
 * Another reason to hide your own ideas is the bare truth that they can bring only troubles to you. Nobody will rejoice in your bright ideas and a stroke of genius; your achievements will only arose envy in your chief, colleagues, friends, etc. The expressing of a new idea is an excellent way to make your enemies.

...another's ideas
Make all the possible to hide other's new ideas, if you are:

 * a reputable and famous person and your ideas predominate in the area of electronics,
 * a reputable and famous person but you have no any ideas.

How to use these "valuable" tips

 * It is up to you to decide what to do with these valuable tips: if you are an actual "hider", follow strictly the tips below; if you are not, do exactly the contrary.
 * Refine, improve and even enrich them with new ones (we would be extremely thankful to you).
 * Circulate the tips to make them more popular.

General tips for beginning "idea hiders"
If you have a new circuit idea, put it in:

 * some as much as possible dull and formal scientific magazine preliminarily investing the idea in intricate formulas,
 * transactions of some poor conference; nobody will read your article there excluding the rest participants,
 * your or somebody else's poor and vague dissertation; be sure nobody will turn over its pages (excluding following dissertationists).

If you are an inventor...

 * Do not show how you have invented circuit solutions; this will cloud your glory as famous person. The ordinary people have to think of inventing as a heavenly gift.
 * The best way of hiding your idea is to place it into a woolly patent description; thus it will become absolutely unclear and understandable. Command the services of a patent specialist to hide professionally your idea. It is preferably that he/she is not a good expert in electronic circuits to make a real vague description.

...an electronic producer...

 * Do not reveal the general circuit idea; there is no profit for you to enlighten readers. Show only a specific circuit solution implemented by your own electronic components manufactured. In this way, you will mislead effectively readers; they will think that this is the only possible circuit implementation. If there are not such components as shown, reader will not be able to make the circuit; then, you can suggest to him another of your products.

...a professional...

 * If you write an article for some professional circuit magazine, maintain the benefits of your employer. If it is an electronic producer, cry its wares; use only its components.
 * Show directly how to calculate component value and the all kinds of errors.
 * To hide certainty the basic idea, miss intentionally some circuit component (e.g., R4 in this EDN's article). Do not pay attention to the reader's comments; they have to not mean anything to you.

...a reputable (text)book author...

 * An excellent opportunity to hide your new circuit idea is to place it in a book. Only few people will buy and read it (who read books in these internet times?) You will have no right to publish it somewhere else (including web); so, the new idea will be buried slowly but surely.
 * Do not use clear and simple intuitive explanations; instead, analyze directly circuits by applying sophisticated formal methods. In this way, your book will look more scientific and you can use it to climb up the professional ladder.
 * Place as few as possible images in the text; they disclose circuit ideas.

 * Draw fine but dull and formal circuit diagrams using modern graphic editors. For this purpose:
 * Do not show input sources, loads and power supplies; they are needless and only uncover the idea.
 * Do not show where the currents flow and what the voltages are.
 * Do not use colors in your drawings; make them black-and-white.
 * Do not write any explanatory texts over the circuit diagrams.
 * Do not tolerate handmade (freehand) circuit diagrams; they look non-academic and disclosure circuit ideas. Redraw them according to the advices above, in order to hide all the existing circuit ideas.
 * If you have to show somebody else's idea, do not tell what the actual author is.
 * Do not use active voice, always use passive voice. At the worst, say "we"; never say "I".

...an author of a scientific paper or a dissertation...

 * Maybe, the best places where you can hide your great idea are conference transactions and dissertations. They are favorite scenes for research workers and university lecturers (of course, the main purpose of these people is not to explain circuit ideas but to use these approbated materials for the purposes of their career). Only, be careful when you present your work; the old academic fogies do not like somebody else to have a claim on a new idea.
 * In order to look scientific, do these materials as much as possible formal, dull and vague.

...an author in a hobby magazine...

 * Do not show in the beginning what the basic idea is behind the circuit and how the component's values have been computed; instead, show directly how to make the circuit.
 * Draw dry circuit diagrams by using graphic editors with standard component libraries. Locate the components in the most convenient for you (not for readers) way.

...a university lecturer or a teacher...

 * Do not draw first block-diagrams; give directly specific circuit diagrams.
 * Do not explain circuit diagrams. Do not draw them at the moment of presenting to reveal the evolution of the circuit idea. Instead, show a large number of slides or lengthy power point presentations.
 * Do not show the basic idea behind different specific circuit implementations (tube, transistor, op-amp, etc.) and the universal relationship between apparently completely different circuit solutions. Do not generalize ideas.
 * Do not use analogies to make associations with everyday situations.
 * Do not provoke the human imagination and intuition of your audience.

...a web electronics writer...

 * An excellent way of hiding your great circuit idea is to place it into a paid section of the site (people do not like to pay for bare ideas).
 * Implement your web materials as locked pdf files so that nobody can copy the circuit diagrams.
 * Do not allow any feedback with readers as they will ask you to clarify your idea and you will waste your time.
 * Never place your ideas in Wikipedia or Wikibooks pages since everyone can freely use them. Remember, "Why do we give our own ideas to others? Keep them for yourself:)!"
 * If you are a wikipedian or a wikibookean and you see somebody else's new and fresh idea in some Wikipedia or Wikibooks material do your best to depersonalize it. Use all the tips from the present page: transform continuously the text making it dull and formal (e.g., replacing the active with a passive voice), transmute the circuit diagrams into standard classical form, etc.

title: Circuit Idea/How to Hide Circuit Ideas


text:
Circuit Idea/How to Kill Circuit Ideas

<<< contents - hidden ideas - hide ideas - formulas - page stage >>>

How to Kill Circuit Ideas

(Useful Tips for Beginning "Idea Killers":)

Why we need to kill circuit ideas
New ideas and their authors disturb the public peace:) They destroy the tradition and create chaos in society. That is why, we have to annihilate them ruthlessly and regularly.

For this purpose, we have to create a system of rules and tips, in order to give assistance to beginning "circuit idea killers"; then, we have to update and improve it continuously.

How to use these "valuable" tips

 * It is up to you to decide what to do with these valuable tips: if you are an actual "circuit killer", follow strictly the tips below; if you are not, do exactly the contrary
 * Refine, improve and even enrich them with new ones (we would be extremely thankful to you)
 * Circulate the tips to make them more popular

General tips for beginning "idea killers"

 * Pass new idea suggestions over in silence; do not pay attention to them.
 * Do not feed up inventor's rapture and inspiration; instead, throw cold water on his enthusiasm. A promising beginning is just to say him some killer phrases; as a result, the new idea will probably die.
 * Ridicule the pretender's idea; say that it is trivial and that everyone can do what he claims. Cite and vaunt established names and what they have done, in order to depreciate the new idea
 * If the pretender proposes a fundamental (basic) circuit idea... or an original explanation of such an idea, declare that he is a fogy... and then oppose him a specific advanced implementation. Oppose basic concepts to their implementations... told him that implementations are more valuable than pure ideas
 * Describe him all possible errors and imperfections of electronic devices (finite gain, asymmetry, drift, threshold voltage, nonlinearity, etc.) to make him "come down to earth" and give up those ideal ideas
 * Ridicule and depress the authors of new circuit ideas
 * Form an alliance and exchange experience with other "idea killers" to improve the arsenal of "killing" tools

If you are an authoritarian boss...

 * Do not permit your subordinates to generate new ideas; just forbid them to think creatively (this will only distract their attention and efficiency)
 * If some of your subordinates manages to propose a new idea, do not pay attention to it (unless he has announced you as an only author or, if he has registered you as a co-author staying at the first position). Your subordinates must not forget that only you can generate new ideas

...a famous person...

 * Do not answer rapturous (e)mails that enthusiastic creative persons have naively sent to you. Know that innovators are annoying and troublesome people. These pests must not forget that you are famous while they are nobody, they are nothing. Keep in mind that you and only you can have and suggest new ideas
 * But yet, if you decide to take pity on poor dare-devil, answer carelessly to his petition so that he does not try again. Give him to understand what you are and what he is. Be an inaccessible person (for this purpose, borrow various techniques from stars and females)

...a scientific worker...

 * If you are a reputable research worker, do not allow someone to be a genius. Do not permit unschooled people to suggest new circuit ideas; always ask the pretender, if he is educated
 * Exact of the pretender to show how he has figured out the new idea. If there is no logic in his explanations, proscribe him. Explain him that there are not accidental things in this world. Everything is a result of many years of labour and it is logically determined
 * Ascertain, if he has used formal methods to arrive at this idea. If he has not, declare that his work is pseudo-scientific. Explain him that only math can help to understand, explain and invent new circuits (do not believe that formulas cannot help inventing circuits)
 * Ask him, if he has made a PhD. If not, counsel him first to make a PhD and then to generate new ideas (be sure that he will never do that)

...a university lecturer or a teacher...

 * Do not allow creative thinking students to ask interesting questions about the present topic. If they ask, do not answer them. Treat students as computers, not as human beings
 * Make students redraw and memorize ready-made circuit diagrams; this will mortify their longing for creative thinking
 * During examinations, require your students to reproduce exactly what you have taught during term. Punish mercilessly each attempt at trying to be original

...a reputable editor...

 * If you are an editor of a reputable publisher, magazine or company press division, brush aside the unsolicited proposals presenting circuits from new fresher viewpoints (especially, if they are written in an original and unusual way). Such materials are risky as their authors are unknown; they might be not accepted by readers that like tradition and, what is more, they will offend the reputable professionals
 * Nevertheless, answer kindly the unsolicited proposals explaining that "... your institution does not accept unsolicited materials since...". Then, just in case, circulate the material to the interested company employee; maybe, this will serve company's or someone's purpose

...a friend, a relative, etc...

 * Do not believe, if some of them let you know that he has new idea. It is impossible as both you and he are the same human beings! So, if you do not have any new idea, then he must not have any new idea too!
 * Remember the old proverb, "No one is prophet in his country" and do your utmost to put it into practice.

...a colleague...

 * React instantly against a colleague, if only he tries to declare a new idea (innovators are importunate people; they need to share what they are created with other people). Tell him that his behavior is absolutely intolerable regarding his colleagues; he just compromises them. Explain him with patience that everything in this world is relative. So, what does it mean to have a new idea? This means exactly that others have not any new idea!
 * At least, require of including all the colleagues as a coauthors. Elucidate the extremely useful and widely used principle "now I include you, then you should include me", thanks to which all the colleagues will be satisfied. If the claiming colleague withholds your advices, outlow him

...a reputable wikipedian or a wikibookean...

 * If you notice something new and fresh (a new circuit story, a circuit explanation, a circuit diagram drawn in an original and unusual way, a new viewpoint, a new presentation of a circuit operation, a new calculating procedure, etc.), and especially, if it is not a single idea but a chain of ideas (e.g. a whole circuit philosophy presented in a series of wikipedia pages or in a novel wikibook like the present), do not pay attention to it
 * Remember that the most sophisticated way of reaction is the absence of any reaction; so, do not mention the novel work. Pass it over in silence; behave as if it has not appeared and the author does not exist. In this way, you will probably make him refuse the new idea and change his greatest preoccupation
 * But yet, if you decide to notice the new idea, do not welcome it. Do not comment the story in the page or book talk page and do not leave an approving message in the author's talk page
 * Proscribe the new idea proclaiming it as an original research. Mark the page with tag (as typical examples, see the stories about virtual ground, V-to-I and I-to-V converters). Require from the innovator to meet with the approval of his opponents defending the classical viewpoint (in other words, send him on a wild-goose chase:); be sure, they will never do that.
 * Mark the links pointing to other useful web resources, if they are created by the author(s) with tag (as a good example, see again the story about virtual ground) or, if you are irritate enough, just remove them from the external links list
 * When you do all the changes above, enter anonymously Wikipedia or Wikibooks to keep the author in suspense.

...a contributor in a scientific network

 * In scientific forums (like ResearchGate), vote negatively any comment with an original explanation of a basic circuit idea because it undermines the status quo in circuitry... and brings a disarray in education. This will discourage the author and will reduce his RG score... and it is very likely to make him withdraw from further participation. Do not be afraid; vote bravely! Fortunately, RG administrators have taken care negative votes to be anonymous
 * Never vote positively comments with original explanations of basic circuit ideas because this will encourage the author to continue in the same direction... and he will bury us with more original ideas

title: Circuit Idea/How to Kill Circuit Ideas


text:
User talk:204.218.240.92

-- Herby talk thyme 13:24, 18 October 2007 (UTC)

title: User talk:204.218.240.92


text:
Adventist Youth Honors Answer Book/Nature/Volcanoes

1. What is volcanology and what do volcanologists do?.

 * Volcanology (also spelled vulcanology) is the study of volcanoes, lava, magma, and related geological phenomena.  The term volcanology is derived from the Latin word vulcan, the Roman god of fire.  Volcanology is a branch of geology.

 * A volcanologist is a person who studies the formation of volcanoes, and their current and historic eruptions. Volcanologists frequently visit volcanoes, especially active ones, to observe volcanic eruptions, collect eruptive products including tephra (such as ash or pumice), rock and lava samples. One major focus of enquiry is the prediction of eruptions; there is currently no accurate way to do this, but predicting eruptions, like predicting earthquakes, could save many lives.

a. Composite

 * w:Composite volcano
 * w:Volcanoes

 * Stratovolcanoes are tall conical mountains composed of lava flows and other ejecta in alternate layers, the strata that give rise to the name. Stratovolcanoes are also known as composite volcanoes. Classic examples include Mt. Fuji in Japan, Mount Mayon in the Philippines, and Mount Vesuvius and Stromboli in Italy.

b. Cinder cone

 * w:Cinder Cone (volcano)
 * w:Volcanoes

 * Volcanic cones or cinder cones result from eruptions that throw out mostly small pieces of scoria and pyroclastics (both resemble cinders, hence the name of this volcano type) that build up around the vent. These can be relatively short-lived eruptions that produce a cone-shaped hill perhaps 30 to 400 m high. Most cinder cones erupt only once. Cinder cones may form as flank vents on larger volcanoes, or occur on their own. Parícutin in Mexico and Sunset Crater in Arizona are examples of cinder cones.

c. Shield

 * w:Volcanoes

 * Hawaii and Iceland are examples of places where volcanoes extrude huge quantities of basaltic lava that gradually build a wide mountain with a shield-like profile. Their lava flows are generally very hot and very fluid, contributing to long flows. The largest lava shield on Earth, Mauna Loa, rises over 9,000 m from the ocean floor, is 120 km in diameter and forms part of the Big Island of Hawaii, along with other shield volcanoes such as Mauna Kea and Kīlauea. Olympus Mons is the largest shield volcano on Mars, and is the tallest known mountain in the solar system. Smaller versions of shield volcanoes include lava cones, and lava mounds.

 * Quiet eruptions spread out basaltic lava in flat layers. The buildup of these layers form a broad volcano with gently sloping sides called a shield volcano. Examples of shield volcanoes are the Hawaiian Islands.

d. Caldera

 * w:Caldera volcano

 * A caldera is a volcanic feature formed by the collapse of land following a volcanic eruption. They are often confused with volcanic craters. The word 'caldera' comes from the Spanish language, meaning "cauldron".

e. Fissure

 * w:Fissure vent

 * A fissure vent, also known as a volcanic fissure, is a linear volcanic vent through which lava erupts, usually without any explosive activity. The vent is usually a few meters wide and may be many kilometers long. Fissure vents can cause large flood basalts and lava channels. This type of volcano is usually hard to recognize from the ground and from space because it has no central caldera and the surface is mostly flat. The volcano can usually be seen as a crack in the ground or on the ocean floor. Narrow fissures can be filled in with lava that hardens. As erosion removes its surroundings, the lava mass could stand above the surface as a dyke. Fissure vents are usually found in or along rifts, such as Iceland and the Great Rift Valley in Africa.

3. Be able to label the parts of a volcano on a worksheet or in a drawing of your own.

 * a. Crater:
 * b. Summit:
 * c. Base:
 * d. Conduit:
 * e. Dike:
 * f. Throat:
 * g. Vent:
 * h. Magma Reservoir:

a. Pahoehoe Flows

 * Pāhoehoe (also spelled pahoehoe, IPA:, Hawaiian English, from Hawaiian, meaning "smooth, unbroken lava") is basaltic lava that has a smooth, billowy, undulating, or ropy surface. These surface features are due to the movement of very fluid lava under a congealing surface crust.

 * A pāhoehoe flow typically advances as a series of small lobes and toes that continually break out from a cooled crust. Also forms lava tubes where the minimal heat loss maintains low viscosity. The surface texture of pāhoehoe flows varies widely, displaying all kinds of bizarre shapes often referred to as lava sculpture. With increasing distance from the source, pāhoehoe flows may change into ʻaʻā flows in response to heat loss and consequent increase in viscosity. Pahoehoe lavas typically have a temperature of 1100 to 1200 °C.

b. Aa Flows

 * ʻAʻā (also spelled aa, aʻa, ʻaʻa and a-aa, IPA: /ˈʔɑʔɑː/, Hawaiian English, from Hawaiian meaning "stony with rough lava", but also to "burn" or "blaze") is one of three basic types of flow lava. ʻAʻā is basaltic lava characterized by a rough or rubbly surface composed of broken lava blocks called clinker.

 * The loose, broken, and sharp, spiny surface of an ʻaʻā flow makes walking difficult and slow. The clinkery surface actually covers a massive dense core, which is the most active part of the flow. As pasty lava in the core travels downslope, the clinkers are carried along at the surface. At the leading edge of an ʻaʻā flow, however, these cooled fragments tumble down the steep front and are buried by the advancing flow. This produces a layer of lava fragments both at the bottom and top of an ʻaʻā flow.

 * Accretionary lava balls as large as 3 m (10 ft) are common on ʻaʻā flows. ʻAʻā is usually of higher viscosity than pāhoehoe (often spelled just pahoehoe). Pāhoehoe can turn into ʻaʻā if it becomes turbulent due to meeting impediments or steep slopes.

 * The sharp, angled texture makes ʻaʻā a strong radar reflector, and can easily be seen from an orbiting satellite (bright on Magellan pictures).

 * ʻAʻā lavas typically erupt at temperatures of 1000 to 1100 °C.

c. Block Lava

 * Lava having a surface of angular blocks associated with materials having andesitic and rhyolitic compositions.

d. Pillow Lava

 * Pillow lava is the rock type typically formed when lava emerges from an underwater volcanic vent or a lava flow enters the ocean. The viscous lava gains a solid crust immediately upon contact with the water, and this crust cracks and oozes additional large blobs or "pillows" as more lava emerges from the advancing flow. Since the majority of Earth's surface is covered by water, and most volcanoes are situated near or under it, pillow lava is very common. Examples of this can be seen at Llanddwyn Island.

a. Pyroclastic materials

 * Pyroclastic rocks or pyroclastics (derived from the Greek πῦρ, meaning fire, and κλαστός, meaning broken) are clastic rocks composed solely or primarily of volcanic materials. Commonly associated with explosive volcanic activity – such as plinean or krakatoan eruption styles, or phreatomagmatic eruptions – pyroclastic deposits are commonly formed from airborne ash, lapilli and bombs or blocks ejected from the volcano itself, mixed in with shattered country rock.

1. Bomb

 * w:Volcanic bomb
 * A volcanic bomb is a globule of molten rock (tephra) larger than 65 mm (2.5 inches) in diameter, formed when a volcano ejects viscous fragments of lava during an eruption. They cool into solid fragments before they reach the ground. Lava bombs can be thrown many kilometres from an erupting vent, and often acquire aerodynamic shapes during their flight. Bombs can be extremely large; the 1935 eruption of Asama in Japan expelled bombs measuring 5-6 m in diameter up to distances of 600 m from the vent.

 * Volcanic bombs are a significant volcanic hazard, and can cause severe injuries and death to people in an eruption zone. One such incident occurred at Galeras volcano in Colombia in 1993; six people near the summit were killed and several seriously injured by lava bombs when the volcano erupted unexpectedly.

2. Block

 * w:Volcanic blocks
 * Volcanic blocks are fragments of rock which measure more than 64 mm in size and are erupted in a solid condition.

 * Blocks are formed from material from previous eruptions or from country rock and are herefore mostly accessory or accidental in origin. Blocks also occur due to the impact and breakage of volcanic bombs (a bomb is a block with streamlined appearance, often expelled in a molten state). Bombs can also occur due to the disruption of the crust of a lava dome that has formed up or over a vent during an eruption.

3. Cinder

 * w:Cinder
 * Cinder is a fragment of cooled pyroclastic material (lava or magma). Cinders are either intrusive igneous (magma cooled inside the earth) or extrusive igneous (lava cooled outside of the earth). Cinders are similar to pumice, which has so many cavities and is such low-density that it can float on water. Pumice or cinders are used in soap, xeriscaping, mulch, and rock gardens.

4. Pumice

 * Cinder so bubbly that it floats in water.
 * w:Pumice
 * Pumice is a highly vesicular pyroclastic extrusive igneous rock of intermediate to siliceous magmas including rhyolite, trachyte and phonolite. Pumice is usually light in colour ranging from white, yellowish, gray, gray brown, and a dull red. Most of the time, it is white. As an extrusive rock it was made from a volcanic eruption. Pumice has an average porosity of 90%. Pumice is formed as pyroclastic material is ejected into the air as a froth containing masses of gas bubbles or vessicles, the lava solidifies quickly and the vessicles are contained in the rock.

b. Pyroclastic flow

 * w:Pyroclastic flow
 * A pyroclastic flow (also known as a nuée ardente) is a common and devastating result of some volcanic eruptions. The flows are fast-moving fluidized bodies of hot gas, ash and rock (collectively known as tephra) which can travel away from the vent at up to 700 km/h. The gas is usually at a temperature of up to 1000 degrees Celsius. The flows normally hug the ground and travel downhill under gravity, their speed depending upon the gradient of the slope and the size of the flow.

c. Lahar

 * w:Lahar
 * A lahar is a type of mudflow composed of pyroclastic material and water that flows down from a volcano, typically along a river valley. The term 'lahar' originated in Indonesia.

 * Lahars have the consistency of concrete: fluid when moving, then solid when stopped. Lahars can be huge: the Osceola lahar produced 5,600 years ago by Mount Rainier in Washington produced a wall of mud 180 m (600 feet) deep in the White River canyon and extends over an area of over 320 km².

d. Magma

 * w:Magma
 * Magma (Plurals: magmas and magmata) is molten rock located beneath the surface of the Earth (or any other terrestrial planet), and which often collects in a magma chamber. Magma may contain suspended crystals and gas bubbles. By definition, all igneous rock is formed from magma.
 * Magma is a complex high-temperature fluid substance. Temperatures of most magmas are in the range 700°C to 1300°C, but very rare carbonatite melts may be as cool as 600°C, and komatiite melts may have been as hot at 1600°C. Most are silicate solutions.

e. Plutons

 * A structure that results from the emplacement and crystallization of magma beneath Earth’s surface.

f. Hot spot

 * Areas of volcanism, high heat flow, and crustal uplifting that are a few hundred kilometers across.

6. Explain how a volcano erupts.

 * An eruption begins when pressure on a magma chamber forces magma up through the conduit and out the volcano's vents. When the magma chamber has been completely filled, the type of eruption partly depends on the amount of gases and silica in the magma. The amount of silica determines how sticky (level of viscosity) the magma is and water provides the explosive potential of steam. Obstacles also influence the type of eruption. When the pipe is blocked by a stopple or an accumulation of pumice, the pressure in the pipe will build up very high resulting in an explosion.
 * When magma reaches earth's surface it is called lava. It may pour out in gentle streams called lava flows or erupt violently into the air. Rocks ripped loose from the inside of the volcano or torn apart by the gas may be shot into the air with the lava. The rocks blown out of a volcano are called pyroclastic rocks. The rock fragments fall back to earth in many different shapes and sizes.

7. Define the four levels of volcano activity

 * A popular way of classifying magmatic volcanoes goes by their frequency of eruption, with those that erupt regularly called active, those that have erupted in historical times but are now quiet called dormant, and those that have not erupted in historical times called extinct. However, these popular classifications—extinct in particular—are practically meaningless to scientists. They use classifications which refer to a particular volcano's formative and eruptive processes and resulting shapes, which was explained above.

a. Active

 * Active volcanoes erupt constantly.

b. Intermittent

 * Intermittent volcanoes erupt fairly regularly.

c. Dormant

 * Dormant volcanoes are inactive, but not long enough to determine whether they will erupt again or not.

d. Extinct

 * Extinct volcanoes have been inactive since the beginning of recorded history.

8. What is the Ring of Fire and where is it found?

 * w:Pacific ring of fire
 * Of the more than 800 active volcanoes that have been identified, most are located along the margins of the ocean basins—most notably along the circum-Pacific belt known as the Ring of Fire. This active zone includes a chain of continental volcanoes that consist primarily of composite volcanoes.
 * The Pacific Ring of Fire is an area of frequent earthquakes and volcanic eruptions encircling the basin of the Pacific Ocean. In a 40,000 km horseshoe shape, it is associated with a nearly continuous series of oceanic trenches, island arcs, and volcanic mountain ranges and/or plate movements. It is sometimes called the circum-Pacific belt or the circum-Pacific seismic belt. 90% of the world's earthquakes and 81% of the world's largest earthquakes occur along the Ring of Fire.

9. Describe how the Hawaiian islands were/are still being formed.

 * The Hawaiian Islands result from the movement of the Pacific plate over an apparently stationary hot spot. The island of Hawaii is still forming from the uplifting of mantel plumes under the hot spot. The island of Hawaii is the youngest of the Hawaiian islands, and the island of Kauai is the oldest of the large islands in the Hawaiian chain.

10. Research the eruption of Mount St. Helens or some other volcano of your choice.Write a 1-page report on what you found.

 * Mount St. Helens is located in southwestern Washington State, about 50 miles northeast of Portland, Oregon. It is in the Cascade Range of mountain. It was named in 1792 in honor of the Baron St. Helens. American Indians of the Pacific Northwest called it "Louwala-Clough" or "smoking mountain." The volcano was active in the mid-1800s, but most people in this century did not see it as a menace. In fact, the mountain was snow-covered and very beautiful. The forest on it and around the base was filled with wildlife. At the base of the volcano was Spirit Lake, a clear mountain lake that was very good for fishing and boating.

 * In the spring of 1980, everything changed. First, there was a series of earthquakes and then came one or, maybe, two thunderous explosions. Mount St. Helens began to spew forth ash and steam. Two craters formed on the volcano and there were avalanches of snow and ice, darkened by ash. Over the next two months, the volcano continued to be active, simmering almost like a pot boiling on a stove. Then on May 18, 1980, the volcano suddenly erupted. Part of the volcano collapsed and became a huge landslide that eventually covered an area of about 24 square miles. There was also a release of pent-up pressure from within the volcano. There was a huge blast of rock, ash and hot gases that devastated an area of about 230 square miles north of the volcano. To the south, the devastated area was much less. Scientists have calculated the blast started at about 220 miles per hour but increased to about 670 miles per hour. The blast was heard as far away as Montana, Idaho, Canada and California.

 * The eruption cost 57 lives and many injuries. Many buildings were buried and more than 200 houses and cabins were destroyed. Many tens of thousands of acres of prime forest, as well as recreational sites, roads and trails were destroyed or heavily damaged. More than 185 miles of highway and roads were destroyed or extensively damaged. Four billion board feet of timber was damaged or destroyed and many animals, including dear, elk and bear were killed. Many small animals, such as rodents, frogs and crawfish managed to survive because they were below ground level or water surface. While the ash destroyed many crops in the area, the ash may provide beneficial chemical nutrients to the soil in the future.

 * Mount St. Helens information courtesy of U.S. Geological Survey/Department of the Interior.

Other interesting Volcanoes
Other interesting volcanoes include:
 * Mount Pinatubo eruption of 1991 (Philippines)
 * Krakatoa eruption of 1883 (Indonesia)
 * Vesuvius eruption of 79 A.D. (Italy)
 * Mount Etna eruption of 1669 (Italy)
 * Popocatépetl eruption of 1994 (Mexico)
 * Tambora eruption of 1815 (Indonesia, most powerful eruption in recorded history)
 * Taupo eruption of 181 A.D. (New Zealand, most powerful eruption in the past 5000 years).

11. Find a verse in the Bible that talks about volcanoes. (Hint: use a modern version.)
(Using some imagination)

12. Make your own 3D model of a volcano
There are a number of ways to approach this requirement. A very easy way to meet it is to download this PDF which is a 3D model that can be printed, cut out, and glued together.

You can also build a model volcano using the tube from a roll of paper towels or toilet paper, some newspaper, a cardboard base, and some papier-mâché.


text:
User talk:Dinomite

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 13:46, 18 October 2007 (UTC)

title: User talk:Dinomite


text:
User talk:M1ss1ontomars2k4

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 14:09, 18 October 2007 (UTC)

title: User talk:M1ss1ontomars2k4


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Nd4/6. c3/6...b5/7. Bf1/7...Nxd5/8. Ne4/8...Qh4

=Two Knights Defence:Fritz variation= 8... Qh4 Attacking the White Knight and building a Kingside advantage. A complex position.

=Theory Table= .
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 d5 5.exd5 b5 6.Bf1! Nd4 7.c3 Nxd5 8.Ne4 Qh4

Estimated next move likelihood
Ng3 100%


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Nd4/6. c3/6...b5/7. Bf1/7...Nxd5/8. Ne4/8...Qh4/9. Ng3

=Two Knights Defence:Fritz variation=

9 Ng3 The Knight comes to add protection against the Black Queen. Black's Knight on d4 is now vulnerable, but Black having more development can aggressively create threats. The choice is to move the d4 Knight or create further complications, for a long time 9...Bg4 was consider good but later analysis has indicated that with correct play White has a clear plus.

Theory table

 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 d5 5.exd5 b5 6.Bf1 Nd4 7.c3 Nxd5 8.Ne4 Qh4


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Nd4/6. c3/6...b5/7. Bf1/7...Nxd5/8. Ne4/8...Qh4/9. Ng3/9...Bg4

=Two Knights Defence:Fritz variation= 9 ... Bg4 Attacking the White Queen. A slightly startling move as after 10. f3 Black has two piece hanging.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 d5 5.exd5 b5 6.Bf1! Nd4 7.c3 Nxd5 8.Ne4 Qh4 9. Ng3 Bg4


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7

=Traxler Counterattack=

5... Ke7

 * The king has only two squares, and as Kf8 blocks in the rook, Ke7 is usually played.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7


text:
Chess Opening Theory/1. d4/1...Nf6/2. c4/2...g6/3. Nc3/3...Bg7

= King's Indian Defense = 3...Bg7 is the King's Indian Defense, one of the most heavily analysed openings in chess. Black's idea is to concede the center to white and to then put pressure on it using the bishop on g7, often in conjunction with moves like c5 and Nc6. One of the common themes of the King's Indian Defense is for black to launch a king side attack, typically beginning with the move f5. In reply, White will often launch their own attack on the queen side where they often have a large space advantage.

The King's Indian Defense is a very dynamic opening which can be highly risky but can also give excellent counterplay for black. As such it is often employed by players who wish for a more tactical game than is normal in Queen's pawn openings. In the late 80s and early 90s, Garry Kasparov used it regularly to devastating effect and as a result, it became very popular with players at all levels. In recent years it has been less used at the top level although Teimour Radjabov's excellent results with it helped him to win the strong Corus tournament in 2007 and possibly signalled a comeback for the dangerous defense.

Theory table
.

'1. d4 Nf6 2. c4 g6 3. Nc3 Bg7'


text:
User talk:MetalGeoff

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 17:57, 20 October 2007 (UTC)

Hey, thanks for making all those contributions to the Metal section of the Guitar Wikibook, you've added some very good content! Please consider contributing to any other sections that you have some knowledge about. Thank again, and happy editing. --NickPenguin 22:36, 20 October 2007 (UTC)

WB:HELP
I've replied to your post here. Please use your watchlist so you can see when people reply to your posts. When you leave a message, go to the top of the page, and click the watch tab; this adds it to your watchlist. Then, you can click my watchlist at the top right of the page to easily check when pages on your watchlist have changed. – Mike.lifeguard  | talk 23:50, 22 October 2007 (UTC)

title: User talk:MetalGeoff


text:
Talk:Canadian Copyright Law

Hello,

Can someone write a paragraph about "posthumous work" in Canadian Copyright Law? I don't understand what the legalese means. Thanks, Yann 15:42, 18 October 2007 (UTC)

title: Talk:Canadian Copyright Law


text:
User talk:205.120.101.109

The edits you are making to the Muggles' Guide are considered vandalism. If these do not stop, this IP address will be blocked from editing. Thank you. Chazz (talk) 15:51, 18 October 2007 (UTC)

title: User talk:205.120.101.109


text: User talk:216.56.36.66

title: User talk:216.56.36.66


text:
Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7

ref: http://www.newinchess.com/Yearbook/pdf/YB65_137.pdf E5ricky 23:53, 18 October 2007 (UTC)


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5

=Traxler Counterattack=

6.Bd5

 * Bd5 is often given an exclamation mark by theory books. This precise move gives rise to the possibility of a future Bxc6 and overprotects the e4-pawn.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5


text:
User talk:131.111.18.178

--Whiteknight (Page) (Talk) 18:02, 18 October 2007 (UTC)

title: User talk:131.111.18.178


text:
User:Sblinn

Books I am using:

Programming:Io

title: User:Sblinn


text:
User:Yak!

Account
wbja

Working policy
Working nearly only in Japanese page.

title: User:Yak!


text:
User:Xavier Franc

CTO of Axyana Software, a small company which develops Qizx, an XQuery engine declined in two versions:

 * Qizx/open, an open-source (MPL) plain interpreter

 * Qizx/db, a very fast XQuery native database engine

title: User:Xavier Franc


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8

=Traxler Counterattack=

6 .. Rf8. This rook developing move threatens to win the f2 pawn by Bxf2+, Kxf2 and Nxd5+ discovered check.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6

=Traxler Counterattack=

7 . Bxc6. The latest theory move. The purpose of this move is to allow d3 to be played without the requirement to castle.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6/7...dxc6

=Traxler Counterattack=

7... dxc6. Taking with the queens pawn continues in Black's effort to maintain an active position, now the Black Queen is free to move on the d-file especially to the square d4 if required.

Theory table

 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. Bxc6 dxc6


text: User talk:75.111.197.238

title: User talk:75.111.197.238


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6/7...dxc6/8. d3

=Traxler Counterattack=

8. d3

While this is currently a theory move, it appears to be a mistake. White has difficulty to maintain an edge in this line. So perhaps appropriate is 8. d3?!

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. Bxc6 dxc6


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6/7...dxc6/8. d3/8...Ng4

=Traxler Counterattack=

8... Ng4 Opening the f-file and attacking f2. Three pieces now aim at f2.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. Bxc6 dxc6 8. d3 Ng4


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6/7...dxc6/8. d3/8...Ng4/9. Nh3

=Traxler Counterattack=

9. Nh3. Not only defending the f2 square but emptying the g5 square and thus threatening the aggressive Bg5 move.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. Bxc6 dxc6 8. d3 Ng4


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6/7...dxc6/8. d3/8...Ng4/9. Nh3/9...Nxf2

=Traxler Counterattack=

9... Nxf2 Still a complex line, Black captures a pawn and awaits to see if White has any unspotted replies.

Theory table

 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. Bxc6 dxc6 8. d3 Ng4 9. Nh3 Nxf2


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6/7...dxc6/8. d3/8...Ng4/9. Nh3/9...Nxf2/10. Bg5

=Traxler Counterattack= 10 Bg5+

Theory table

 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. Bxc6 dxc6 8. d3 Ng4 9. Nh3 Nxf2


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Bxf7/5...Ke7/6. Bd5/6...Rf8/7. Bxc6/7...dxc6/8. d3/8...Ng4/9. Nh3/9...Nxf2/10. Bg5/10...Kd7

=Traxler Counterattack=

10... Kd7 Protecting the Queen and avoiding the Qh5 check. This is the correct move. White is now struggling and looks like some inaccurate moves have been played by White to reach this position.

Theory table

 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. Bxc6 dxc6 8. d3 Ng4 9. Nh3 Nxf2 Nxf2 10 Bg5+ Kd7


text: Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. d4


text:
User talk:Khoatam

hello world!
hello

title: User talk:Khoatam


text:
User talk:Walterbyrd

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Thank you for starting the Project+ textbook.

Feel free to leave a comment or question on my talk page. --DavidCary 06:00, 19 October 2007 (UTC)

title: User talk:Walterbyrd


text:
User talk:208.65.151.4

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Thank you for your work on the Project+ textbook. I'm am fascinated by the variety of wiki online. If you find some other wiki that discusses project management, please tell my on my talk page, OK? --DavidCary 06:11, 19 October 2007 (UTC)

title: User talk:208.65.151.4


text:
AQA Information and Communication Technology/ICT3

ICT 3 is a compulsory module in AQA AS syllabus. It is a coursework unit whereby candidates should approach a 'problem' that they can solve via the use of ICT software.

Sections
The coursework unit is marked according to a number of different sections, listed below.

Specification
In this section, the candidate is expected to explain the requirements of the end user and produce a list of requirements. At this state, they should also develop a test plan.

Implementation
This is when the candidate should produce the working system that should meet the end users requirements, if designed correctly. This section should contain screen prints to document the candidates work, partly to prove that it is their own work.

Testing
For this stage of the coursework the candidate is required to use their test plan, which may have been altered or extended as necessary for this stage, to test whether their system meets requirements of the user and functions properly. Testing generally includes the use of valid, invalid and extreme data.

Evaluation
This is where the candidate should critically analyse their solution in accordance with the requirements of the end user- 'does the system do what the end user required?'.

User Guide
The user guide section may vary greatly in its depth and layout depending on each individual's problem that they are solving. However, essentially the user guide is like an instruction manual for the end users of the candidates solution. It should include information on how the user should use the system as well as including a list of common problems, and how the user can solve them.