text:
Internet Technologies/History and evolution

The Internet began life as a research project sponsored by ARPA. Previously US defense computers were connected to each other in a one way fashion such that each computer was connected to the others in series. In case of one computer being destroyed all others would lose communication. To avoid this the government decided to connect the computers in a web with each computer connected to all others. The motivation was to connect the few then existing proprietary computer networks to one interconnected network. The first version of the Internet was called ARPANET and was implemented in 1969. It then consisted of 4 Nodes in UCLA, UC Santa Barbara, Stanford Research Lab, and the University of Utah. In 1984, ARPA net has more than 1000 individual computers linked as hosts. In 1986, NSF connects NSF net to ARPA net and becomes what is known as internet. In 1995, NSF net terminates its networks on the internet and resumes status as research network. In 1996, internet2 was founded. It was to be the predecessor of what is today called the Internet. Today more than 550 million hosts connect to internet.


text:
User talk:Wjgilmore~enwikibooks

Try changing your external links to put inside double square brackets before and after. Thus, in your formatting it would look like: ([]) (edit this page to view)

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Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Wjgilmore. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Wjgilmore~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:39, 19 April 2015 (UTC)

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

title: User talk:Wjgilmore~enwikibooks


text:
General Mechanics/Velocity Dependent Forces

We've seen that a Hamiltonian of the form

 * $$H=\frac{\mathbf{p}\cdot\mathbf{p}}{2m}+V(\mathbf{r})$$

describes motion under a conservative force, but this is not the most general possible Hamiltonian.

Many waves are described by another simple form, in the geometrical optics limit,

 * $$H=f(|\mathbf{p}|)$$

What happens if we consider other forms for the Hamiltonian?

Suppose we have

 * $$H=\frac{\mathbf{p}\cdot\mathbf{p}}{2m} +

\mathbf{p} \cdot \mathbf{A}(\mathbf{r})$$

The dot product term is the simplest scalar we can add to the kinetic energy that's dependent on momentum. We'll see that it acts like a potential energy.

Using Hamilton's equations we can immediately write down equations of motion.

 * $$\begin{matrix}

\dot{x}_i & = & \frac{\partial H}{\partial p_i} & = & \frac{p_i}{m} + A_i \\ \dot{p}_i & = & -\frac{\partial H}{\partial x_i} & = & -p_j \frac{\partial A_j}{\partial x_i} \end{matrix}$$

Note that we are using the summation convention here.

Now that we've got the equations of motion, we need to work out what they mean.

The first thing we notice is that the momentum is no longer mv. There is an additional contribution from the potential field A. We can think of this as a form of potential momentum, analogous to potential energy.

The force on the particle is

 * $$F_i = m \ddot{x}_i = \dot{p}_i + m\frac{d}{dt}A_i(\mathbf{r})$$

Using the chain rule, and substituting for dp/dt with the second equation of motion, we get

 * $$F_i = -p_j \frac{\partial A_j}{\partial x_i} +

m\dot{x}_j \frac{\partial A_i}{\partial x_j} $$

Using the first equation, this becomes

 * $$F_i = m \dot{x}_j

\left( \frac{\partial A_i}{\partial x_j} -\frac{\partial A_j}{\partial x_i} \right) + m A_j \frac{\partial A_j}{\partial x_i} $$

The term in brackets is recognizable as being the type of thing we see in cross products. With a little manipulation, using the Kronecker delta and alternating symbol, we can write

 * $$\begin{matrix}

F_i & = & \dot{x}_j \left( \delta_{il}\delta_{jk}-\delta_{ik}\delta_{jl} \right) \frac{\partial A_l}{\partial x_k} & + & m A_j \frac{\partial A_j}{\partial x_i} \\ & = & \dot{x}_j \epsilon_{nij} \epsilon_{nlk} \frac{\partial A_l}{\partial x_k} & + & m A_j \frac{\partial A_j}{\partial x_i} \\ & = & -\epsilon_{ijn} \dot{x}_j \left( \nabla \times \mathbf{A} \right)_n & + & m A_j \frac{\partial A_j}{\partial x_i} \\ & = & -\epsilon_{ijn} \dot{x}_j \left( \nabla \times \mathbf{A} \right)_n & + & \frac{1}{2} \frac{\partial}{\partial x_i} A_j A_j \end{matrix}$$

so, writing the last line as a vector equation,

 * $$ \mathbf{F} = -m \mathbf{v} \times (\nabla \times \mathbf{A}) +

\frac{1}{2} m \nabla A^2 $$

The force from this potential has a component perpendicular to its curl and to the velocity, and another component which is the gradient of a scalar.

If we add a carefully chosen potential energy to the Hamiltonian we can cancel out this second term.

 * $$H=\frac{p^2}{2m} + \mathbf{p} \cdot \mathbf{A}(\mathbf{r}) +

\frac{1}{2} m A^2 \qquad \mathbf{F}= -m \mathbf{v} \times \left (\nabla \times \mathbf{A} \right) $$

This Hamiltonian can be simplified to

 * $$H = \frac{1}{2m} \left( \mathbf{p}+ m\mathbf{A} \right)^2 $$

where the term in bracket is mv, written as a function of momentum.

This simple modification to the Hamiltonian gives us a force perpendicular to velocity, like magnetism. Because the force and velocity are perpendicular, the work done by the force is always zero.

We can use potential fields to describe velocity dependent forces, provided that they do no work.

The coefficient of A in these expression is arbitrary. Changing it amount merely to measuring A in different units so we can equally well write

 * $$H = \frac{1}{2m} \left( \mathbf{p}+ \alpha\mathbf{A} \right)^2 \qquad

\mathbf{F}= -\alpha \mathbf{v} \times \left (\nabla \times \mathbf{A} \right) $$

Having α=m means A is measured in units of velocity, which may sometimes be convenient, but we can use any other constant value of α that suits our purpose. When we come to study relativity, we'll use α=-1.

Notice that the force depends only on the curl of A, not on A itself. This means we can add any function with zero curl to A without changing anything, just as we can add a constant to the potential energy.

Furthermore, it is a standard result of vector calculus that any vector field is the sum of two components, one with zero curl, the other with zero divergence. Since the zero curl component does not affect the total force, we can require it to be zero; i.e. we can require A to have zero divergence.

 * $$ \nabla \cdot \mathbf{A}= 0 $$

This is called a gauge condition. For the moment, it can be considered to define especially natural values for the integration constants.


text:
User:CyborgTosser~enwikibooks

I am studying Electrical Engineering, Computer Engineering, Computer Science, and Physics in college, so these are my primary academic interests at this time.

You can also check out my website to learn more.

I am also a long time contributer to Wikipedia; see my user page there.

title: User:CyborgTosser~enwikibooks


text:
Talk:Probability/Introduction

As I understand it, the "60% chance of rain" means that rain is expected to fall on about 60% of the area. Perhaps there is a better everyday example. CyborgTosser 08:12, 12 Oct 2004 (UTC)

Eibwen, you are mistaken about odds. Please see the Wikipedia article on odds. As it says both here in the text, and there, odds is the ratio of the probability an event will happen to the probability it will not happen. Mathematically, odds = p/(1-p). The probability a coin will land heads is 50%. The probability it will not land heads is 50%. Therefore, the odds it will land heads is 50%/50% = 1:1, not 1:2. CyborgTosser 08:18, 12 Oct 2004 (UTC)

The approach in the material I have added, by the way, is loosely based on Probability and Random Processes with Applications to Signal Processing by Henry Stark and John W. Woods. CyborgTosser 10:47, 12 Oct 2004 (UTC)

Abstract Algebra
It would seem that if somebody had a passable grasp of abstract algebra (other than what you might learn about Fields in freshman year courses) then you'd think that they'd probably have been introduced to probablility to some extent. Wouldn't it be better to omit the abstract algebra if at all possible?

title: Talk:Probability/Introduction


text:
User talk:193.119.54.2

Hello, blanking a talk page, which you have done twice now, is considered vandalism. If this behavior continues, it might lead to this IP address being blocked from editing. Have a nice day, and read Welcome, newcomers for an overview of this projects policies and practices. Gentgeen 10:31, 12 Oct 2004 (UTC)

title: User talk:193.119.54.2


text:
Cookbook:Pastry Dough

| Baking | Dessert | Bread

Pastry dough is made from a mixture of (at minimum) flour, fat and water, used to encase or cover food in the form of pies, tarts etc.

Pastry is generally dry, delicate, and flaky. The delicacy and flakiness of a pastry is determined by how much the dough is mixed, how thin the dough is, how much fat is involved, and the melting properties of the fat. A pie crust, for instance, is delicate due to the relatively low amount of mixing (and hence, low gluten production), and is flaky due to the high fat to flour ratio. A croissant dough, unlike a pie crust, will endure a high amount of mixing (thus more gluten) but the dough is rolled into very thin layers between a large amount of fat.

One of the main goals of pastry dough preparation is to avoid combining the fat and the other ingredients. The fat should be distributed in the other ingredients while remaining unique from them; in a pie crust this is achieved by using a pastry blender to cut the fat into small chunks, which "float" in the rest of the ingredients, while in a croissant this is achieved by mixing the dough separately, folding the dough over the fat, then rolling and folding the dough over itself a number of times to produce distinct layers of dough and fat.

Pastry Dough Recipes

 * Pie Crust
 * Paste for Tarts

title: Cookbook:Pastry Dough


text:
Talk:Internet Technologies/History and evolution

Page
Is the title of this page relevent strictly? Can't it reffer to "internet"? What course is this?

I'm not really sure this is a book. I was hoping for a long "book" about the creation and evolution of the Internet, and where we are today.71.235.40.233 23:52, 23 May 2007 (UTC)
 * I'm pretty sure this is just a subpage of a book with a different focus, the link to the root of the book is Here. I'm not sure if there's actually a book here that examines the history of the internet in depth though it may be an interesting read. Regards, 76.195.234.36 23:57, 23 May 2007 (UTC)


text:
Wi-Fi

Table of Contents

 * /Introduction/
 * /Building an antenna/
 * /Wardriving/
 * /Setting up a hotspot/
 * /Security/
 * /Cantenna/

title: Wi-Fi


text:
File:Algorithms-ClosestPointPair2.PNG

Closest pair of points in Algorithms book. Created in Windows Paint.

title: File:Algorithms-ClosestPointPair2.PNG


text:
File:Algorithms-ClosestPointPair3.PNG

Closest pair of points in Algorithms book. Created in Windows Paint.

title: File:Algorithms-ClosestPointPair3.PNG


text:
Talk:English in Use/Commas

Untitled
Is there a rule for finding an appositive?

title: Talk:English in Use/Commas


text:
Organic Chemistry/Chirality/R-S notational system

Stereoisomers are properly named using the Cahn-Ingold-Prelog (CIP) priority rules to decide which parts of the molecule to consider first.

The rules have evolved to cover many situations, but the basic rules are:

 * 1) Consider the first atom of each part of the molecule. An atom with higher atomic number has higher priority. (e.g. I > Cl > C > H)
 * 2) If the first atom of two groups is the same, consider the second atom(s) in the same way as the first. (e.g. -C(CH3)3 > -CH(CH3)2 > -CH2CH3 > -CH3). If this does not assign priority, consider the next atoms until there is a difference.

Realize that when you do this it will mean that sometimes groups with higher total weights will have lower priority because of a lower weight of the atom that connects them.

R and S Notation
R- and S-notation use the CIP priority rules for the assignment of the absolute configuration around a stereocenter.

First, assign priorities as described above to each bonded group surrounding the stereocenter (1, highest to 4, lowest).

Second, point the lowest priority (4) atom away from you. Follow the direction of the remaining 3 priorities from highest to lowest priority (lowest to highest number, 1<2<3).

A counterclockwise direction is an S (sinister, Latin for left) configuration. A clockwise direction is an R (rectus, Latin for right) configuration.

R-S system RULES OF PRIORITY ORDER:-

(1)According to the atomic number when only atom is present and in a group the direct attached atom is considered with atomic number. (2)When two or more groups have similar first atom, the priority is determined by considering the atomic number of second atom. (3)If the first atom of two same groups have same substitutes of higher no will get more priority. (4)More atomic number containing atom and how many atoms are present of the higher atomic number containing elements.

E-Z notation
The R-/S- notation is valid only for the absolute configuration of a center having single bonds only. In the case of a double bond, the traditional cis/trans nomenclature system is not sufficiently accurate and the E-/Z- is currently preferred.

The basis is again the CIP priority rules.

See main discussion: E-Z notation


text:
What You Should Know About Medicines/Nonsteroidal anti-inflammatory drugs (NSAIDs)

< What You Should Know About Medicines

What are NSAIDs?

NSAID is an abbreviation for Non-Steroidal Anti-Inflammatory Drugs.These drugs are used to reduce pain, fever and inflammation.

Examples of NSAID : Aspirin and Ibuprofen.


text:
User talk:DanShi~enwikibooks

I am interested in wiki usage in Educational environment, such as course website and research group website. I am currently evaluating MediaWiki, PhpWiki, Moinmoin and Xwiki.

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called DanShi. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name DanShi~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:04, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:51, 19 April 2015 (UTC)

title: User talk:DanShi~enwikibooks


text:
User:JasperJenkins

"I am, I sad, to no one there ...not even the chair"  Niel Diamond

From the desk of JasperJenkins: Hello and Welcome.

Don't fret. (unless you play guitar)

Don't Pound on my desk - It's not a piano The piano is over there ->

title: User:JasperJenkins


text:
User talk:JasperJenkins

Key of C: lively Mr. Diamond is away. Now we can Jam :)

title: User talk:JasperJenkins


text:
Talk:Windows: An Overview

Great idea nad great start - good luck with it - will try and contribute - please forgive any mistakes am trying my best Lobster 09:34, 13 Oct 2004 (UTC)

Some info about Windows CE/Windows Mobile...
... is the topic which I plan to cover in this textbook (if the author is agree, of course). Personally I am interested in this topic since I'm a WM newcomer -- and absorb WM-related info (or, maybe, knowledge :)) with the great interest. And please excuse my mistakes. :) --212.45.8.211 22:31, 13 Feb 2005 (UTC)

As I promised, I've written the first three paragraphs about the WM history. To be continued... --212.45.8.211 16:46, 22 Mar 2005 (UTC) (Targi)

Clean up
This needs a expert to go through and do some real clean up to it.....I've done a few touch up but I can not really explain a whole lot

Too big a topic?
Am I alone in thinking that this book may be trying to tackle too big a topic without much real focus? Right now it seems to be a mix between some Windows history with a little bit of Windows optimisation tricks in it and a few other miscellaneous pieces of info.

Would it perhaps be more useful to take the information in this book and put it into other more focused books and delete this one?

 * Yes, I agree that more focused books might be an improvement. But which specific books are you talking about? A Neutral Look at Operating Systems? Operating System Design? Some new books specifically designed include topics discussed in this book that don't already have a place in some pre-existing wikibook? --DavidCary (talk) 04:28, 21 November 2008 (UTC)

 * I agree, it would be a bit of work but do able. I think that each OS should have it's own book. I know a lot about these systems, but I don't know if I qualify as an expret. MWOAP (talk) 02:56, 6 November 2009 (UTC)
 * I would suggest renaming the book to narrow its scope, while permitting a redirect to Subject:Microsoft Windows, similar to how Linux redirects to Subject:Linux. -- Adrignola talk contribs 22:41, 22 May 2010 (UTC)
 * Seems like a reasonable plan QU TalkQu 22:48, 22 May 2010 (UTC)

Google for a list
This Wikibook currently suggests that I "Google for a list".

So I Googled for "a list". But none of the first page of hits has anything to do with computers.

Please replace that tip with a more useful tip. Thank you. --DavidCary (talk) 01:58, 25 November 2008 (UTC)

title: Talk:Windows: An Overview


text:
Talk:Serial Programming/Introduction and OSI Model

I thank the author of the article for his effort. While admittedly a work in progress, He has set the stage for developing educational activities based on the fundementals of serial communications. I agree that this topic has an ideal basis for curriculum inclusion.

I'm especially thankful of the statement that tags the end with a nice anchor for my own thoughts:
 * ''"This doesn't have to be that complicated of a subject, and it is possible for
 * mere mortals to be able to understand how everything works."

Educational Application
Is this section redundant? Is it really about "intended audience" or should Programming:Serial_Data_Communications be deleted? I recognize that the two sections originally came from different books that are still in the process of merging. --SV Resolution 17:35, 8 September 2005 (UTC)

style guide ; feedback (strictly imo)
If you see how http://www.cisco.com/en/US/tech/tk713/tk628/technologies_tech_note09186a00800f9e3a.shtml is written, there is a technical style in use here. I'm not familiar with the rest of the wikibook here to make an absolute judgment. However, it's in my opinion that the style could be changed from a speaker, to a reference. If the goal is to make the content not too technical, I still think it can be accomplished.

Just my two cents. thanks, and good luck. —Preceding unsigned comment added by 66.129.242.4 (discuss • contribs)

 * Keep in mind, this was not intended to be a reference manual originally, but something more of an informal tutorial. I deliberately tried to follow the style used in what IMHO thought was an outstanding tutorial book with Jack Crenshaw's "Let's Build A Compiler!" text (Google the name and you'll find the book).  I certainly didn't want a dry reference manual, as there are dozens of those for serial programming that are available.  In fact, the kind of ultra dry and terse writing that you have given in the above example is precisely what I was trying to avoid.

 * I've sort of run out of steam with this book and haven't really worked on it for... gosh... almost a year now or more. It is something that I want to get back to, and really work on stylistically.  There are a whole bunch of areas that I haven't even touched including some more high-level applications I'd like to get into.  But even so there is some content that can still be useful for understanding the low-level guts of serial communication.

 * I don't want this to sound that I'm "possessive" of this text, and I'm willing to let others "edit mercilessly and redistribute at will". Even so, it is important to know where I was coming from to start this project oh so long ago.  --Rob Horning (talk) 04:11, 29 June 2008 (UTC)
 * Hello Rob. This is a valuable book and the tutorial style is interesting.  Please don't abandon the project.  My first impression is that some of the prose is very wordy and even redundant in places.  Rather than sabotage the tutorial style I suggest making the prose more concise.  I've revised two sentences in the Introduction.  Have a look and revert or revise again according to your preferences.  A good rule in technical writing is to keep sentences short.  That helps a reader focus on a subtle meaning.  Technical prose can also be pleasant to read.  How is that?  Regards, ... PeterEasthope (discuss • contribs) 15:55, 7 February 2018 (UTC)


text:
Visual Basic .NET

Visual Basic .NET is a multi-paradigm, high-level programming language,from Microsoft that is suitable for most development needs. The language is designed with Rapid Application Development in mind, providing several tools to shorten development time. This book introduces Visual Basic .NET language fundamentals and covers a variety of the base class libraries (BCL) provided by the .NET Framework.

 * /Introduction/ : A description of Visual Basic .NET.
 * The Visual Studio Integrated Development Environment (IDE) : A Microsoft application to simplify application development.
 * /Getting Started/ : Making your first application.

Language Basics

 * Variables : The entities used to store various types of data.
 * Arrays : A variable that stores several data of the same data type.
 * Branch statements : The various conditional statements in the language for selective code execution.
 * Loop statements : The various loop statements in the language for repetitive code execution.

Operators

 * Operators in general : What are operators in a programming language.
 * Assignation and comparison operators : Describes the '=', 'Is' and 'IsNot' operators.
 * Arithmetic operators : Describes the operators that work on numerical values, such as the '+' in addition.
 * String and character operators : Describes the operators used for string and character manipulation, such as the '&' and '+' operators.
 * Logical operators : Describes the operators used in boolean logic, such as the 'And' and 'Or' operators.
 * Binary operators : Describes the operators used in maniputating in binary, such as the 'And' and '<<' operators.
 * Exception handling : Handling errors and exceptions

Windows Programming

 * Controls : The windows controls, such as the button and text boxes.
 * Components : Objects that can be added at design time using the Window Designer, but is not visible at runtime, such as the Timer component.
 * Interprocess Communication : How programs can communicate with each other across application boundaries.
 * DataGridView : Programming with the DataGridView control

Classes

 * Classes : The blueprints of objects that describes how they should work.
 * Namespaces : Giving your code its own space to live in.
 * Objects : Cornerstones of any object-oriented programming language, objects are the tools you use to perform work.
 * Encapsulation and accessor levels : Explains protection of object states by encapsulation.

Advanced Data Structure

 * Inheritance
 * Interfaces
 * The IDisposable Interface
 * Abstract and partial classes
 * Object Lifetime
 * Enumerations : A set of related constants defining a value type.
 * Collections : Advanced data structure for encapsulating data.

The .NET Framework

 * The .NET assembly : All .NET solutions have their components contained in assemblies.
 * .NET Framework Overview : An overview of the .NET class library used in VB.NET
 * The .NET framework : A language is merely a way of communication. The .NET framework represents the tools at your disposal to get actual work done.
 * /Security/ : How security is used in the .NET framework.
 * /Visual Basic 6 to .NET Function Equivalents/: For developers making the switch.

GDI+
GDI+ is a way to draw simple graphics and strings on a Form.

MS Office Automation

 * Microsoft Office Automation: Manipulating MS Office documents and even MS Office itself from VB.NET

About this book
/Style Guide/

Visual Basic .NET Visual Basic .NET Visual Basic .NET VB.Net

title: Visual Basic .NET


text:
Linoleum

L.In.O.L.E.U.M. (also called Linoleum or Lino) is a programming language developed by Alessandro Ghignola. It is an assembler, easier than native assembly, and twice as fast as C/C++. Uniquely it is designed to be recompilable across CPUs.

Compilers are free. Versions exist for Linux and Windows, although the Linux port is currently incomplete (most features are working). Currently, compilable files use the extension ".txt". After installing, in Windows, right-clicking on a txt file gives the option to read into notepad (as usual) or compile into a Linoleum executable file ".exe".

Code is cleaner and simpler than C, with comments appearing in parentheses (like so), which seems rather obvious and then someone does it.

Installation

 * 1) Download the latest Lino package from the Lino website.  (Or here: Lino package Lino compiler v1.14 Alpha)
 * 2) Unzip the file into the "C:\LINOLEUM" folder of your computer
 * 3) Open the "readme.htm" file and follow the installation instructions placed in the "Terms of use" section.

Sample Code
Code from MyLinoClock4.0:    This is a part of the program that gets the position of the mouse pointer, then draws a shape in a companion library. "mousepointer" [Function for the arrow routine] = ERASE IT; [Shape data] = Arrow Background; => Update Arrow Background;

[Pointer Command] = READ POINTER; isocall;

[Current arrow X] = [Pointer X Coordinate]; [Current arrow Y] = [Pointer Y Coordinate];

[Function for the arrow routine] = STORE IT; => Update Arrow Background;

[Function for the arrow routine] = ERASE IT; => Check Arrow Format; => Update Arrow Background; end;

Tutorial
A tutorial to introduce Linoleum to people new to programming has been written by the user known on the anynowhere.com community as Ponche. It is available there, along with French and Italian translations and an editable version, in the "l.in.oleum" section under "Advice For Newbies".

Ghignola has also said the following of learning Lino:

"About learning the programming language (traditional way, if you don't like this one try with the Lino tutorial):
 * 1) Rest in bed for a few days. When you wake up, make yourself a BIG coffee
 * 2) Read the Compiling and Programming sections of the manual. Take a global point of view of what is all this about
 * 3) Now comes the harder part... read all about the periods. This is, the libraries, stockfile, directors, constants, variables, workspace and programme sections.
 * 4) If you achieve to arrive to this step, try to understand the very first examples placed at the "examples" folder of the package. Experiment with them and check the modifications at runtime
 * 5) After this you can read other sections of the manual, like Process, and Subroutines. Useful stuff.
 * 6) During the whole process if you find something strange or a new instruction you didn't met before, check the Glossary, Instructions, Tags and Isokernel sections of the manual (it's a technical reference, but if you want to be a programmer, you must mess up with this later or before...)
 * 7) Of course, if you have any question, doesn't matter if it is stupid, just post it in the Linoleum forum and I or someone else will be glad to answering you."

Projects
Probably, the largest project written in Linoleum is the ongoing (started October 2001, not finished as of January 2018) development of the space exploration game Noctis Noctis V by the author of Lino, Alessandro Ghignola. For information about NV, visit the NV page on the anynowhere forum. The largest single collection of Linoleum programs is at Peterpaul kl h's Lino website.

A PNG image exporter has also been written by Peterpaul kl h. A ray tracer has been developed in Lino by the user Ponche - note that updated versions are posted on the above thread.

Future
Sample program compiled in the upcoming Linoleum version 1.14 (Program created by Jaxe'd, compiled by Alex)

Most assemblers are used to develop programming skills. To generate code that is different can be seen in potential from the look and feel of Lino programs. Whether it moves beyond a small band of enthusiasts depends on creating suitable material that interests a wider audience.

If you have ideas please add:

 * 1) Where Lino is
 * 2) Where it is directed
 * 3) How it will get there

For further reading

 * Official Linoleum website and discussion forum

title: Linoleum


text:
User talk:Sascham

chapter 6 - wrong order of example files - line 41 add maxOccurs="1" - review - suggestion

chapter 7 - number 1-3 - in such a way | links are not working - element form default - review - 3 ways to do it - copied from the link provided - import: this _ allows... - weh__ we examine

chapter 8 - not line 6

my chapter
review RDF extends XML part

title: User talk:Sascham


text:
Overview of Theology/Ásatrú theology

Overview
Ásatrú is the faith and the way of life which springs from the specific spiritual beliefs of the Northern Europeans. It is as old as this branch of the human race, which came into being 40,000 years ago. Along with other native European faiths, it fell into shadow for some centuries after the Christian conversion of Northern Europe. During the last quarter of the twentieth century Common Era, it re-emerged as modern men and women took up the faith of Ásatrú once more.

Ásatrú is a faith which honors many gods and tells stories of many worlds, of which Midgard (Earth, or the world of Men) is but one. At the heart of Ásatrú lies the desire of men to hold to a way of life which brings honor to them, strength to their  kin and families, and closeness to the gods and goddesses who Ásatrúar (adherents of Ásatrú) hold to be their Eldest Kinfolk.

This faith is very different from Christianity, which has been the religion of most Europeans for the last ten to twelve centuries. Ásatrú does not consider men to be "fallen" and in need of "saving". Men and women, one by one, simply exist, each different from the next, having the potential in them for rightness and honor. Some will bring this forth and some will not. Ásatrú honors Gods, but does not hold them to be all-knowing or all-ruling. Anyone who needs – openly or secretly – an all-knowing, all-ruling God, would most likely find Ásatrú's Gods unfit for the role. In Ásatrú, a man's heart and mind belong to him, and his fate is held to be far closer linked to actions and conduct than to beliefs and professions. Physical death is part of that fate for every man, and while there is much in Germanic mythology about the afterlife and worlds beyond our Earth, Ásatrú makes no promise of admission to a blissful "heaven" simply for believing or following a certain doctrine.

In other worlds, as in ours, gods, spirits and beings have fates due to the actions they take based on their own will and wisdom.

There is no demand that Ásatrúar convert others to their faith, and there is no record that its historical adherents tried to do so.

Ásatrú is thousands of years old. Its beginnings are lost in prehistory, but as an organized system, it is older by far than Christianity.

The Runes
The Runes go back when time began, we of Ásatrú have set a date from when the first Futhark was discovered 2259 [as of 2009] years ago. This is known as the Runic Era which places us to date in the year 2259 R.E.. comparable to [2009 AD]

Ásatrúar have always lived in close harmony with the environment, the seasonal and stellar cycles, their Gods and Goddesses, and their ancestors. These forces come together in the mysterious symbols known as Runes. The word Rune means a secret or a whisper. Runes are magical tools for both divination and spell casting.

 * I know that I hung on Yggdrasil
 * For nine nights long
 * Wounded by spear
 * Consecrated to Oðin
 * Myself a sacrifice to myself
 * Upon that tree
 * The wisest know not the roots
 * of ancient times whence it sprang.

 * None brought me bread
 * None gave me mead
 * Down to the depths I searched
 * I took up the Runes
 * Raised them with song
 * And from that tree I fell.

 * Runes you shall know, and readable staves,
 * Very powerful staves, Very great staves
 * Graven by the mighty one who speaks
 * Carved by the highest hosts

 * Oðin among the Aesir,
 * Dvalin (sleeper) among dwarfs,
 * Dáin (dead) among alfs,
 * Alvitter (all-knowing) among etins,
 * I myself carved some for mankind

The following are not recommendations, Alfather commands you to know the following if you are Ásatrúar.

 * Know how to carve, know how to read,
 * know how to stain, know how to understand,
 * know how to ask,   know how to offer,
 * know how to evoke, know how to sacrifice.

title: Overview of Theology/Ásatrú theology


text: Esperanto/Appendix/Abbreviations

title: Esperanto/Appendix/Abbreviations


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Cookbook:Spiced Pumpkin Soup

| Soups

This recipe for spiced pumpkin soup is from the Seattle and King County Public Health Office at http://www.metrokc.gov/HEALTH/nutrition/recipes/pumpkinsoup.htm.

Ingredients

 * 1 tbsp butter
 * 1 cup chopped onion
 * 3 tbsp all-purpose flour
 * ½ tsp curry powder
 * ¼ tsp cumin
 * ¼ tsp ground nutmeg
 * 2 garlic cloves, crushed
 * 1 cup peeled and cubed sweet potato
 * ¼ tsp salt
 * 2 cans (28 oz) nonfat and low-sodium chicken broth or vegetable stock
 * 1 can (15 oz) pumpkin purée
 * 1 cup 1% milk
 * 1 tbsp fresh lime juice

Procedure

 * 1) Melt butter in a Dutch oven or large saucepan over medium-high heat. Sauté onion for 3–4 minutes. Add flour, curry, cumin, and nutmeg and sauté for 1 minute.
 * 2) Add sweet potato, salt, chicken broth, and pumpkin, and bring to a boil. Reduce heat to medium-low and simmer, partially covered for about 20–25 minutes or until sweet potatoes are cooked through and softened. Remove from heat and let stand for 10 minutes to cool.
 * 3) Place half of the pumpkin mixture in a blender and process until smooth. Using a strainer, pour soup back into pan. Repeat with rest of soup.
 * 4) Raise heat to medium then stir in milk and cook for 5 minutes or until soup is heated through.
 * 5) Remove from heat and add lime juice.

Kochbuch/ Kürbiscremesuppe Kookboek/Pompoensoep

title: Cookbook:Spiced Pumpkin Soup


text:
Guide to Social Activity/Masculinity

The current version of this module lists desirable traits in person, and has not much connection to the former title, "masculinity".

Chivalry
Starts with politeness and common courtesy

Reverence and respect for womanhood. (They are half of the human race, and mothers to the other half!)

"Milady, your chariot awaits" as opposed to *HONK! HOOOOOONK!* on the car horn

Dwelling on a girl's good characteristics, rather than bad characteristics. (Think "Man of La Mancha")

Masculinity- The degree or property of being masculine or manly; manliness

E.g. Girls Were Dressing, to the boys wearing sporty clothes or baggy clothing

Protectiveness
Some protection that one person can provide to their partner:
 * financial stability and security
 * honor? safety? (FIXME how?)

Competitiveness
Also related to ambition.

Some persons adore those who become the best they can be.

Physical Strength
Some persons adore those with physical strength who do help instead of bully other people. One can use physical strength to help move furniture and other heavy objects.

Moral Strength
A person that maintains morals has more respect. Furthermore, a person who chooses to be dishonest are often discovered and dumped.

Humility
It is advantageous to be able to admit fault to one who one loves. It is advantageous to be able to say, "I am sorry".

title: Guide to Social Activity/Masculinity


text:
User:Node ue

Node is Node. See here for more info on... NODE!

Yo, what the heck happened to Special Brownies

title: User:Node ue


text:
Cryptography/Meet In The Middle Attack

An extremely specialized attack, meet in the middle is a known plaintext attack that only affects a specific class of encryption methods - those which achieve increased security by using one or more "rounds" of an otherwise normal symmetrical encryption algorithm. An example of such a compound system is 3DES.

However, to explain this attack let us begin with a simpler system defined as follows: Two cryptographic systems denoted $$encrypt_\alpha$$ and $$encrypt_\beta$$ (with inverse functions $$decrypt_\alpha$$ and $$decrypt_\beta$$ respectively) are combined simply (by applying one then the other) to give a composite cryptosystem. each accepts a 64 bit key (for values from 0 to 18446744073709551615) which we can call $$key_\alpha$$ or $$key_\beta$$ as appropriate.

So for a given plaintext, we can calculate a cryptotext as

$$cryptotext=encrypt_\beta( key_\beta, encrypt_\alpha(key_\alpha,plaintext))$$

and correspondingly

$$plaintext=decrypt_\alpha( key_\alpha, decrypt_\beta(key_\beta,cryptotext))$$

Now, given that each has a 64 bit key, the amount of key needed to encrypt or decrypt is 128 bits, so a simple analysis would assume this is the same as a 128 bit cypher.

However, given sufficient storage, you can reduce the effective key strength of this to a few bits larger than the largest of the two keys employed, as follows.

 * 1) Given a plaintext/cyphertext pair, apply $$encrypt_\alpha$$ to the plaintext with each possible key in turn, generating $$2^{64}$$ intermediate cryptotexts $$cryptotext_1$$$$\rightarrow$$$$cryptotext_n$$ where $$n=2^{64}$$
 * 2) Store each of the $$n$$ cryptotexts in a hash table so that each can be referenced by its cryptotext, and give the key used to generate that cryptotext
 * 3) Apply $$decrypt_\beta$$ to the ciphertext for each possible key in turn, comparing the intermediate plaintext to the hash table calculated earlier. this gives a pair of keys (one for each of the two algorithms employed, $$\alpha$$ and $$\beta$$)
 * 4) Taking the two keys from stage 3, test each against a second plaintext/cryptotext pair. if this also matches, odds are extremely high you have a valid keypair for the message - not in $$2^{128}$$ operations, but a "mere" $$2x2^{64}$$ operations (which nonetheless are significantly longer due to the hash table operations, but not so much as to add more than a couple of extra bits worth of time to the complexity of the task)

The downside to this approach is storage. Assuming you have a 64 bit key, then you will need at least $$2^{64}$$ units of storage - where each unit is the amount of space used by a single hash record. Even given a minimal implementation (say, 64 bits for the key plus four bits hash collision overhead), if you implemented such a system using 160GB hard drives, you would need close to one billion of them to store the hash table alone.

title: Cryptography/Meet In The Middle Attack


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User:Michael Rowe~enwikibooks

I'm a South African physiotherapist teaching at a university in Cape Town. I'm interested in the use of emerging online and mobile technologies to change teaching and learning practice at an undergraduate level, which is the focus of my doctoral thesis. I'm also interested in the role that content licenses play in the distribution of content and believe strongly in an academic / knowledge commons where content is available for educational use without restrictive licensing. I completed my Masters degree at the University of the Western Cape in 2008 where I looked at the use of Information and Communication Technology as means of supporting physiotherapy students.

I graduated from the University of the Western Cape in 2001 with a BSc. (Physiotherapy) degree and began traveling immediately after graduating. I spent two years moving between Cape Town, London and San Francisco before settling in Ireland for a year and a half. This is where I completed my basic grade rotations in two rural hospitals, moving between acute medical and surgical departments, respiratory and intensive care, orthopaedics and outpatients. After that I moved to England where I spent two and half years doing community work in the National Health Service.

I blog at /usr/physio.

title: User:Michael Rowe~enwikibooks


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Bioinformatics

Contents

 * Foreword
 * Introduction

 * Part One: Molecular Biology
 * /The central dogma of molecular biology/
 * /DNA structure/
 * /RNA structure/
 * /Protein & Nucleic acid/
 * /Human Genome/

 * Part Two: Sequence Searches and Alignment
 * /Sequence Databases/
 * /Nucleic Acid Search Algorithms/
 * /Nucleic Acid Alignment Algorithms/
 * /Protein Alignment Algorithms/

 * Part Three: Phylogenetics
 * /Understanding Phylogenetic Trees/
 * /Distance Algorithms/
 * /Parsimony Algorithms/
 * /Likelihood Algorithms/
 * /Bayesian Algorithms/

 * Part Four: Genomics
 * /Whole Genome Assembly/
 * Part Five: Gene Expression
 * Part Six: Protein Structure
 * Protein Folding
 * Protein structure prediction
 * Secondary structure prediction
 * Homology modelling
 * De novo structure prediction
 * Contact Prediction
 * CASP
 * Part Seven: Proteomics
 * Part Eight: Metabolomics
 * Part Nine: Metagenomics

 * Part Ten: Biological sequences and biological diversity
 * Chemical diversity, arising from sequence diversity, allows biological diversity
 * How biological complexity is expressed in genomic differences
 * Biological sequence data indicate a common ancestor for all living things
 * Unique features of biological sequences derived from extremophiles
 * The genetic origins of oxygen adapted life, mitochondria and chloroplasts
 * The genetic origins of multi-cellularity
 * A living species is defined as much by genetic diversity as by the genome of any particular individual
 * How genetic variability within a species allows for speciation

 * Part Eleven: Other types of biological data
 * Medical informatics
 * Environmental or population data
 * Morphological data
 * Relational databases and biological data

 * Glossary

title: Bioinformatics


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Bioinformatics/Glossary

There are a number of existing Wikipedia articles on bioinformatics and computational biology; the article on biostatistics is also helpful.

There is some disagreement on the proper uses of the following terms. The meanings intended by the author are summarized below:

 * Bio- : Etymology: From the Ancient Greek βίος (bios), “‘life’”.

 * Bioinformatics : The science of the treatment of biological information, especially large quantities of biological information.

 * Biological System : A group of organs or organelles that work together to perform a certain task. (see [| Wikipedia Biological System])

 * Biological Systems : A group of biological systems that work together producing an organism ie a living being, ie life

 * Biostatistics : The sub-discipline of Bioinformatics concerned with probability and hypothesis validation on biological data. The term Biostatistics predates "Bioinformatics" considerably.

 * Computational Biology : Computationally-intensive methods to treat biological information. Generally this implies treatment of large amounts of data, but not always.

 * Control System : A device or set of devices to manage, command, direct or regulate the behavior of other devices or systems.

 * Control Systems of Biological Systems : A group of factors working to keep a group of organs balanced and still flexible enough to respond to hostile and variable environments

 * Functional Genomics : The study of functional information derived from entire proteomes; alternatively, high-throughput study of protein functions in general.

 * Genome : All the genes derived from one organism make up a single genome.

 * Genomics : The study of information derived from entire genomes; alternatively, high throughput study of genes in general.

 * Informatics : The science of information, the practice of information processing, and the engineering of information systems.

 * Organism : Any living system (such as animal, plant, fungus, or micro-organism). In at least some form, all organisms are capable of response to stimuli, reproduction, growth and development, and maintenance of homeostasis as a stable whole

 * Proteome : All the proteins coded for by the sequences of a single genome, including their structures and functions, make a single proteome.

 * Structural Genomics : The study of structural information derived from entire proteomes; alternatively, high-throughput study of protein structures in general.

title: Bioinformatics/Glossary


text:
User:Xepo

I'm a student at the University of Kentucky, studying Computer Science and Japanese.

That's all, for now.

title: User:Xepo


text:
User:Sarge Baldy

Hi, I am me.

title: User:Sarge Baldy


text:
Japanese/Discussion

Before you post on this page, please be aware:

 * This page is intended to provide a summary of unresolved issues, not a forum for discussion. The authors have set up a mailing list, which is the designated forum for discussion. Please bring up issues on the mailing list rather than posting them here.
 * Resolved issues should be removed from this page and added to the contributor's guide.
 * Questions about how to contribute are answered in contributor's guide. Please reference the guide before asking questions.
 * Questions about the Japanese language in general should be posted to the Q&A page. Please do not post language questions here.
 * Inevitably, newcomers will attempt to begin discussions on this page. Rather than responding here, please copy the question to the mailing list and respond there. Make sure the question is put in the appropriate section on this page, then respond with ":(One sentence summary of state of discussion). See mailing list for details." Once a decision has been reached, post a brief summary here and add the decision to the contributor's guide.

title: Japanese/Discussion


text:
Biblical Studies/Bible Topics

Each section contains scriptures that relate to the topic, whether or not the specific word is contained in any particular translation of the Bible.

 * /Anger/
 * /Friendship/
 * /God/
 * /The Heart/
 * /The Holy Spirit/
 * /The Kingdom/
 * /Love/
 * /The Messiah/
 * /Pride/
 * /Purity/
 * /Sin/
 * /The Temple/
 * /The Word/

title: Biblical Studies/Bible Topics


text:
Biblical Studies/New Testament Commentaries/The Gospel of John/Chapter 14

Verses 1-4
Jesus comforts his disciples and calls upon them to invest both trust and faith in the Lord. He does this by once again inferring (and thus predicting) his own death and resurrection. Though Jesus' use of foreknowledge is nothing new in John's gospel, his description of divine destination is completely unique. "I am going there to prepare a place for you. 3And if I go and prepare a place for you, I will come back and take you to be with me that you also may be where I am" (John 14:2,3). This heavenly destination is not exclusive to Jesus however; he explicitly states that his disciples are the motivating factor in regard to this preparation. After this strange statement, Jesus reminds the disciples that they "know the way to the place where I am going" (John 14:4). "The way" is not a physical path, but a lifestyle of submission and faith that has been taught to Jesus' disciples from the beginning of his ministry; and the "place" is obviously near the Father, (aka heaven).

There is also disagreement in the arrangement of Chapter 14. "The fact that in 14:31 Jesus tells his disciples to get up and depart, but they do not, has suggested to many commentators that there has been some disarrangement of the text," (Smith 263). The fact that the disciples would not obey Jesus seems inconsistent with the text. One argument, Smith continues, is that 15-17 were added later, as is a possibility in many parts of this Gospel.

Jesus reassures his disciples the events that are to come should not be troubling to them and they should trust God during this time. Jesus also reassures the disciples they know the way to the kingdom of Heaven. Throughout Jesus' ministry the disciples showed a lack of understanding of Jesus' teachings and mission. Now Jesus is reassuring the disciples they know what they need to know from his teachings.

Verse 6 "The Way the Truth and the Life"
John 14:6 may be one of the best known verses of the Gospel of John. Jesus announces to his disciples, "I am the way, the truth, and the life. No one comes to the Father but through Me." (NASB) This verse fits with the often stark contrast of dark and light in the gospel of John, especially as depicted of "the Jews" who are constantly in the dark. Some argue that this exclusivity only applies to those immediately exposed to Jesus, saying that all have received "the light" (cf. 1:9) and must respond to the light they are given.

Verse 12, the person who believes in Jesus will do the things Jesus did
He who believes in Jesus will do the same things that Jesus did.

Some of the things that characterized Jesus' and made it different than the lives of the people who went before him were:

 * sacrificial love
 * confrontation of sin
 * spending time with his disciples
 * teaching people how to be close to God
 * praying fervently to God
 * believing and trusting in God

So Jesus' expectation was that those who believed in him develop similar characteristics in their lives.

An important part of this verse states that those who believe in Jesus will not only do similar works to Jesus, but also "greater works than [them] because [Jesus] is going to the Father. An interpretation of this verse is that Jesus is referring to the idea that His followers will perform the act of proclaiming the resurrection.  In other words, Jesus is saying, "What could be greater than spreading the news of my resurrection to the world?"

Verse 14 "I will do anything that you ask in my name"
Jesus refers to things that are in line with his teaching and will. By looking at other scriptures that describe God's heart we can construct a list of things that Jesus has in mind that his disciples would ask for:

 * unity among believers (Jn 15)
 * faith (various)
 * spiritual fruit (Jn 15)
 * a new heart
 * changes in character (2 Peter 1)
 * healing of the heart (James 5:15, 16)
 * understanding and wisdom

Other scriptures demonstrate that to ask for things a believer uses prayer. This is an ongoing communication with God, talking with him, asking for things and sometimes insisting over time.

Jesus uses the plural "you", speaking immediately to his group of disciples, and by extension, those who would come to believe through their efforts. By talking to the group and using the plural "you", as well as the help of other passages, we know that the prayers are one person for himself as well as one person praying for another or for others.

Verse 15 The one who loves Jesus will obey his commands
Jesus commanded many things of his disciples, principally moral teachings about how to treat one another and how to relate to God.

Rather than focus on the emotional aspects of a relationship with him, Jesus calls the attention of his followers to their actions. A disciple of Jesus' who loves him will obey him. This implies that in the areas that Jesus gives commands, Jesus becomes the person who calls the shots in one's life, not the person person who professes love for Jesus. This was acted out in the lives of many thousands of early followers of Jesus', many of whom obeyed to the death at the hands of non-believers. At the time of the writing of John, most of the Apostles and many other followers had already been killed for obeying Jesus' commands.

Jesus then goes on to explain in verse 16 how he will ask the Father to send another advocate for his disciples. He speaks of the Holy Spirit, which will always remain with the disciples of Jesus as a counselor. The purpose of this discourse has been questioned by some as a possible way that John attempts to allow for a progressive revelation of doctrine by leaving the door open for future revision after the death of Jesus. By having Jesus explain that there will be an "Advocate" that will come to guide them after his death, John could very well be addressing the concerns of the Christian community who might have been divided on certain issues and were seeking ways to settle disputes in the absence of a firm stance by Jesus. This view also lends itself well to subsequent church history as we have seen that the "Spirit of Truth" or Holy Spirit has been credited with guiding the decisions of church doctrine throughout history. Without this guide it would have been difficult for church leaders to make decisions of doctrine with any type of authority if they were not clearly outlined by Jesus. So it is an interesting question to wonder if Jesus actually said something along these lines or if this was an attempt by John to address issues and concerns of the Christian community of his day.

Verses 18 and 19 I will not leave you orphans
The word 'orphan' appears here in the Greek. Note that he addressed them as little children in John 13:33, showing his deep love and affection for them. He saw them as vulnerable children in a hostile world, in his absence. That is how the disciples would feel when Jesus was no longer with them on Earth. But they need not feel like that; he would send another spirit/angel to them. For the elohim/angel, their parakletos in Greek, would be their supporter. The Spirit/angel is not explicitly mentioned here, but it is through the Spirit/angel teaching Jesus to them that they will draw nearer to the ever-living Father.

Verse 21-23 Obedience gains a believer the love of Jesus and his Father
Besides the universal love for mankind expressed throughout the gospels and New Testament, Jesus talks about a love that comes specifically when his followers obey the commands of his Father. This level of love is conditional to an extent on the response of the believer. Jesus describes love for him as minding his word.

Jesus tells the disciples in this section about the coming of the Holy Spirit/angel in the near future. The Holy Spirit/angel will teach the disciples and will lead the disciples in their mission to spread the message of Jesus throughout the world.

verse 27-29
In this passage Jesus tells his disciples he's leaving them in/with peace meaning that once he is gone they should still be assured and comforted that he will not have left them in spirit, only body. "This peace, bestowed upon them from the throne of God, was His gift to them -- the indwelling Spirit/angel Who would assure them of His presence no matter what life would bring" (Speer 445). Furthermore, Jesus reminds them that he will once again return to them, but later. If anything they should rejoice that he is going to be with his Father(in heaven) for the Father is greater than anything. The last verse "I am telling you this now before it happens. When it does happen you will believe" (14:29) is a prophecy to let them know that they will finally realize everything once it all occurs.

Verse 30 The one who is boss here in this world
Jesus refers to the Devil as master of this world. This is because the majority of human desires go against the desires of God. The most dramatic example of this is the reaction of the people who rose up to kill Jesus, a person who preached about the will of God and how the people needed to change what they were doing.

Some people believe that God controls everything that happens on this planet but not according to Jesus. He told us to pray for God's will to be done. That means his will is not being done.

In the time period that John was written, Greco-Roman religion worshiped the Emperor. Traditionally, Jews had exemption from Emperor worship, because of their own beliefs. It is possible that when the Jewish Christians were cast out of the synagogue, they were told that they weren't Jewish from an "official" standpoint, not being in the Temple; they were also persecuted by the Romans, who "wanted" them to partake in Emperor worship. For this reason, this verse could possibly refer to the anti-Christ. The book of Revelations possibly supports this theory: in this book, the beast, referred to as the anti-Christ, has many characteristics which point to it being a symbol for the Emperor.

The follower of Jesus, in contrast, has a very different master in his heart. Rather than being guided by selfish human desires, the follower of Jesus is directed by the word of God. This includes going against many common beliefs of the non-believing world, and often against the natural desires of the human heart. To allow Jesus to be the lord of one's life means self-denial (Luke 14) and sacrifice. Jesus leads in this way by example. In verse 31, he says that he does exactly why God commands of him. This exemplifies the obedient lifestyle that Jesus teaches—for him to follow God's commands even to the cross.

Philip and Thomas in John 14  Philip and Thomas  are doubters, with reservations regarding Christ's person even as He is near departure. They have witnessed his miracles and been at His side for the duration of his ministry, so why the questions? What makes them so different from the others who remain silent at this critical juncture? Are they the only ones who had doubt, or were they simply the voices of doubt that the author of John included to portray them in a certain light? Their dialogue, too, seems to be simply an excuse for Christ to reiterate His doctrine, and after He rebukes Philip, he does just that.


text:
Japanese/Internet Links

 * Jim Breen's Japanese Page One of the definitive sites for information on the Japanese language on the web. Jim has been around a long time.
 * Japan Cast podcasts.
 * Nihongo Resources has dictionaries (e<->j, particles, names, etc.), kanji information, lessons, and various information about Japanese.
 * Meguro Language Center downloads has a lot of content for download specific for those studying for the JLPT tests.

Dictionary/Translation

 * RomajiDesu WWWJDIC based English <-> Japanese dictionary with audio tts, examples, kanji lookup, etc.
 * Japanese dictionary Lookup words, kanji characters, kanji combinations, convertor between Romaji and Kana, view kanji in example sentences
 * jeKai An open, free, online Japanese-English dictionary. Somewhat small number of entries, but contains extensive information on usage, etc., of what it does have
 * Jim Breen's WWWJDIC Excellent Japanese<->English dictionary, with examples of use, grammar information, kanji lookup, etc.

 * Eijiro on the web Searchable version of the Eijiro J<->E corpus/dictionary.
 * unnamed corpus Searchable J<->E corpus
 * Jedo J<->E Dictionary with an emphasis on medical terms
 * Infoseek Multi-Dictionary J<->E, kokugo, and katakana dictionaries
 * JE-Dictionary online Japanese-English dictionary.

 * Jeffrey's Japanese<->English Dictionary

Online learning

 * Collin's Japanese Language & Culture Page Great source for links, notes on self-study, etc.
 * Learn to Speak Japanese Online Learn Japanese for free.
 * Japanese guide to Japanese grammar, A Grammatical explanations for thinking in Japanese
 * Meguro Language Center Lots of downloadable material
 * MIT OpenCourseWare Offers some Japanese course material
 * Pera Pera Penguin´s 5 Minute Japanese Classes Yomiuri´s nice lessons
 * Teach Yourself Japanese TAKASUGI Shinji's good set of lessons

Online quizzes and tests

 * 文法クイズ
 * Japanese-Language Proficiency Test Test Japanese grammar and vocabulary for free.

Sort

 * WaKan Project
 * kantango.com
 * moji.mozdev.org
 * rikaichan
 * yoshida institute

title: Japanese/Internet Links


text:
User:DaveHowe~enwikibooks

Systems administrator and former programmer with a strong interest in cryptography

title: User:DaveHowe~enwikibooks


text:
Biblical Studies/Bible Topics/The Word

The Word of God

 * 2 Timothy 3:16,17 Every Scripture is God-breathed and profitable for teaching, for reproof, for correction, and for instruction in righteousness, that the man of God may be complete, thoroughly equipped for every good work.
 * 2 Peter 1:20-21 ... knowing this first, that no prophecy of Scripture is of private interpretation. For no prophecy ever came by the will of man: but holy men of God spoke, being moved by the Holy Spirit.
 * Hebrews 4:12-13 For the word of God is living, and active, and sharper than any two-edged sword, and piercing even to the dividing of soul and spirit, of both joints and marrow, and is able to discern the thoughts and intentions of the heart. There is no creature that is hidden from his sight, but all things are naked and laid open before the eyes of him with whom we have to do.
 * Mark 7:5-8 The Pharisees and the scribes asked him, “Why don’t your disciples walk according to the tradition of the elders, but eat their bread with unwashed hands?” He answered them, “Well did Isaiah prophesy of you hypocrites, as it is written,

‘This people honors me with their lips, but their heart is far from me. But in vain do they worship me, teaching as doctrines the commandments of men.’ “For you set aside the commandment of God, and hold tightly to the tradition of men—the washing of pitchers and cups, and you do many other such things.”
 * John 8:31-32 Jesus therefore said to those Jews who had believed him, “If you remain in my word, then you are truly my disciples. You will know the truth, and the truth will make you free.”
 * John 12:46-48 I have come as a light into the world, that whoever believes in me may not remain in the darkness. If anyone listens to my sayings, and doesn’t believe, I don’t judge him. For I came not to judge the world, but to save the world. He who rejects me, and doesn’t receive my sayings, has one who judges him. The word that I spoke, the same will judge him in the last day.

 * John 1:1-5 In the beginning was the Word, and the Word was with God, and the Word was God. The same was in the beginning with God. All things were made through him. Without him was not anything made that has been made. In him was life, and the life was the light of men. The light shines in the darkness, and the darkness hasn’t overcome it.
 * Matthew 4:1-11 Then Jesus was led up by the Spirit into the wilderness to be tempted by the devil. When he had fasted forty days and forty nights, he was hungry afterward. The tempter came and said to him, “If you are the Son of God, command that these stones become bread.”

But he answered, “It is written, ‘Man shall not live by bread alone, but by every word that proceeds out of the mouth of God.’”

Then the devil took him into the holy city. He set him on the pinnacle of the temple, and said to him, “If you are the Son of God, throw yourself down, for it is written, ‘He will put his angels in charge of you.’ and,

‘On their hands they will bear you up, so that you don’t dash your foot against a stone.’” Jesus said to him, “Again, it is written, ‘You shall not test the Lord, your God.’”

Again, the devil took him to an exceedingly high mountain, and showed him all the kingdoms of the world, and their glory. He said to him, “I will give you all of these things, if you will fall down and worship me.”

Then Jesus said to him, “Get behind me, Satan! For it is written, ‘You shall worship the Lord your God, and you shall serve him only.’”

Then the devil left him, and behold, angels came and served him.

Passages taken from the public domain Bible at http://www.ebible.org/bible/web/index.htm

title: Biblical Studies/Bible Topics/The Word


text:
Cryptography/Quantum Cryptography

While in the year 2001, Quantum Cryptography was only a future concept. Since not much was known of how capable a quantum computer would be, but even then it was understood that if at all cost-effective, the technology would have only niche applications. By 2024 the technology is yet to prove itself usable in practical terms. Specific algorithms have to be created for yet to be standardized hardware.

Quantum cryptography deals with three distinct issues:

1 - Since the quantum machines will not be available or standardized in a very near future, let's say by 2035, theoretical efforts are being made in and proofing standard cryptographic practices against brute force attacks using these new systems. As we enter the often referred as post-quantum cryptography, cryptographers raised concern regarding the technology impact on cryptography due to the potential vulnerabilities of general use cryptographic systems to quantum attacks, particularly those facilitated by Shor's algorithm, which can efficiently factor large numbers and compute discrete logarithms—the mathematical foundations of many public-key crypto systems as the reliance (expectation) of some cryptographic systems that consumer level technology will have difficulty in solving certain mathematical problems in useful (to get to the secret) time scales. Something that is specifically eroded by quantum parallelism and Grover's algorithm. Creating a need for development of post-quantum cryptography (PQC) algorithms.

2 - It is so crucial to develop new algorithms that ca n not only work but makes use of the new quantum computers specifications. Today (2024) advances are specially being made in hardware for secure signal transmission, protection, and speed using quantum properties.

3 - Lastly, verifying that development of the quantum computing technology and quantum-resistant algorithms as to prevent these machines to break the security expectations of legacy systems (much like computers in general made easy work of non-digital cryptography relegating, for example as we saw with the German Enigma machines). With the new technology comes new terminology like QBit Cryptanalysis, and the other is Quantum Key Exchange (which is the most common use of the term, and I will discuss here)

Quantum Key Exchange
With Quantum Key Exchange, also called quantum key distribution (QKD), you use through-air free-space optical links or a single optical fiber to send a single photon at a time orientated to one certain angle of four; we can describe them as horizontally polarized ( - ), vertically polarized ( | ), Ordinary ( \ ) or Sinister ( / ) To detect these photons, you can use either an ordinary filter ( \ slot) or a vertical filter ( | slot)

An ordinary filter has the properties that it will always pass an ordinary polarized photon, and always block a sinister polarized photon (this is because the photon is correctly aligned for the slot in the Ordinary case, and at $$90^o$$ to the slot for the Sinister photon.

A vertical filter has similar properties for its two associated photons - it will always pass a vertical photon, and always block a horizontal one.

This leaves four cases: '|' and '-' for an ordinary filter, and '\' and '/' for a vertical one. The problem is - nobody knows! they might make it though the slot, they might not, and it is entirely random.

For this reason, the sender will send 'n' photons to the recipient, and the recipient will then report back which of the two possible filters (chosen at random) he tried.

If the recipient guessed the right filter, he now knows which one of two possible orientations the photon was in. if he guessed wrong, he has no idea - so the sender responds to the recipient's list with a second list - of the decisions the recipient got right. By discarding the "wrong" filter choices, both sender and recipient now know which of two possible choices each of the photons received were actually matched to - and can convert pass/fail into logic 1 or 0 for a binary set (and this can then be used as an encryption key)

However, this *only* works if the cable between the sender and the recipient is completely unbroken - because it is impossible to route, regenerate or otherwise manipulate the photons sent without losing the delicate orientation information that is the hub of the scheme.

Anybody who tries to measure the photons en route must pick the correct filter - if he picks the wrong one, he is unable to tell the difference between a pass and a misaligned photon that happens to have gotten though the slot - and indeed, a block and a misaligned photon that was blocked. If he picks wrongly, he cannot tell what orientation the photon was in, and the eventual conversation between the recipient and sender as to orientation of filters will cause there to be differences between the two sets of data - and reveal an eavesdropper has intercepted photons.

There are obvious problems with this scheme. the first is that sending a single photon down a light pipe can be unreliable - sometimes, they fail to reach the recipient and are read as a false "block". The second is that the obvious attack on this is a man-in-the-middle one - the attacker intercepts both the light pipe and the out-of-band data channel used for the discussion of filters and acceptance lists - then negotiates different Quantum key Exchange keysets with both the sender  and the recipient independently. by converting the encrypted data between the keys each is expecting to see, he can read the message en route (provided of course there is no way that either party can verify the transmissions in a way the m-i-t-m cannot intercept and replace with his own doctored version)

However, the problems have not stopped a commercial company selling a product which relies on QKE for its operation.

For further reading

 * Cryptodox: quantum cryptography
 * Serious Flaw Emerges In Quantum Cryptography
 * Quantiki: quantum key distribution
 * "Commercial Quantum Cryptography Satellites Coming"
 * "Breaking Quantum Cryptography's 150-Kilometer Limit: Scientists want to put an unbreakable-code generator on the International Space Station"
 * "Is quantum key distribution safe against MITM attacks too?"
 * "Quantum key distribution simulation"

title: Cryptography/Quantum Cryptography


text:
Bioinformatics/Biological Diversity

This Part is heavy on broad concept and relatively light on useful technical details. I should probably move this to the end (after I decide what to do with the topics presently found in Part IV) even though that rather bruises the narrative.

I don't actually know much (well, relatively speaking) about computer models for entire populations - but that is certainly computational biology and should absolutely be included here.

The first chapter will explain the differences in sequence that allow organisms to thrive in different environments or on different chemical substrates.

The second chapter will discuss the relationship between the observed complexity of an organism and the complexity of that organisms genome.

The third chapter discusses how whole-genome analysis leads to the conclusion that there existed a single, common ancestor to all known life forms. There will be some discussion of how we come to that conclusion, what we think we known about this ancestral organism. If there's room, I may include a chapter on the Origins of Life on Earth.

Chapter four is self-explanatory.

Chapter five will discuss how whole genome analysis leads us to conclude that Chloroplasts and Mitochondria are descended from eubacterial endosymbionts.

Chapter six is essentially devoted to computational studies of genes related to development - particularly in comparison to their homologs found in single celled organisms such as Yeast.

Chapter seven discusses means of measuring effective population sizes - and what the effective population size means in terms of the real diversity of an organismal genome. If the population genetics textbook is ever finished I hope to life most of this from there.

Chapter eight extends the discussion in chapter seven to the special case when a population splits into multiple groups in limited genetic contact.

title: Bioinformatics/Biological Diversity


text:
JLPT Guide/JLPT N5 Vocabulary/Row A

Vocabulary words for the Japanese Language Proficiency Test starting with あーお.

title: JLPT Guide/JLPT N5 Vocabulary/Row A


text:
JLPT Guide/JLPT N5 Vocabulary

Below are the vocabulary lists for Level N5 of the Japanese Language Proficiency Test.

 * あ行
 * か行
 * さ行
 * た行
 * な行
 * は行
 * ま行
 * や行
 * ら行
 * わ行
 * /misc

title: JLPT Guide/JLPT N5 Vocabulary


text:
General Astronomy/Tools

../Telescopes/

 * Introduction to telescopes
 * The spectrum
 * Gravity Telescope
 * Radio Telescope
 * Optical Telescope
 * Infrared Telescope
 * X-Ray Telescope
 * Gamma Ray Telescope

other tools
Spectrometer

Computer

Database

title: General Astronomy/Tools


text:
Introduction to Sociology

Sociology is the study of human social life. Human social life is complex and encompasses many facets of the human experience. Because of its complexity, the discipline of sociology has been subdivided over time into specialty areas. The first section of this book covers the foundations of sociology, including an introduction to the discipline, relevant study methodologies, and dominant theoretical perspectives. The remaining chapters focus on the different areas of study in sociology.

Table of Contents

 * The Foundations of Sociology
 * /Introduction/
 * /Sociological Methods/
 * General Sociological Theory
 * Social Life
 * /Society/
 * /Culture/
 * /Socialization/
 * /Groups/
 * /Demography/
 * /Aging/
 * Deviance and Norms
 * Social Inequality
 * /Stratification/
 * /Race and Ethnicity/
 * /Gender/
 * Social Institutions
 * /Economy/
 * /Family/
 * /Religion/
 * /Health and Medicine/
 * /Politics/
 * Social Change
 * /Collective Behavior/
 * /Social Movements/
 * /Sociological Practice/
 * Additional Information
 * /Being a Sociologist/
 * /Sociological Videos/
 * /Famous Sociologists/

Instructor Resources

 * /Noted Contributors/
 * /Course Adoptions/ (if you adopt this text for your course, please make a note of it on this page)

Course Materials

Future Chapters

 * 1) /Human Rights/
 * 2) /Sexuality/
 * 3) /Education/
 * 4) /Organizational Behavior/
 * 5) /Technology, the Internet, and Virtual Worlds/
 * 6) Human Ecology and the Environment
 * 7) /Military/
 * 8) /Sociology of Sports/
 * 9) /Social psychology/

 * /Media/
 * /Social Structure/
 * /Organizations/
 * Television

Soziologiara sarrera הקדמה לסוציולוגיה 社会学概論 En_Introduktion_till_Sociologi 社會學概論

title: Introduction to Sociology


text:
Physiotherapy Assessment/Introduction

The assessment is probably the most important aspect of your work because without a good assessment, there is almost no way for you to get a handle on what's actually wrong with your patient. Many therapists will have many different ideas on what constitutes a good assessment and there are many different variations on what to do and when to do it.

This is an attempt to lay out a few basic principles of assessing patients. I'm going to use the ‘patient’ label because most of the people reading this book will probably be students who work in an acute hospital setting. I’ve also used the term ‘physiotherapist’ as opposed to ‘physical therapist’, the distinction being mainly a grammatical one with the United States using the latter and everyone else the former. Along the same lines, it may be important to note that physiotherapists are physical therapists who have respiratory therapy included in their training, while in the US, this is a separate profession.

You may find that the order of questions/techniques is different from what you've been shown before. You may find that I've left questions out, or included ones you've never seen. You should therefore bear in mind that this is only a guideline, something that you can use while you get comfortable with the idea of performing an assessment.

I was always told that in your subjective examination (interview), the answers you get should be used to initiate or guide the direction of the next question. It's not about learning the questions off by heart and then sitting down with a pen and saying, "Right, number one...” Your patient’s answers should be clues in your search for the cause of their pain or stiffness.

I've divided the book into several chapters, each focusing on a particular type of assessment. For example, Chapter 5 is a Respiratory assessment. I've divided them up for the sake of simplicity and ease of explanation. In reality there is no hard and fast dividing line for what type of assessment you'll use. In fact, you'll generally use a combination of all of them. Think about the 83 year old lady who's just had a stroke and also has a history of chronic obstructive pulmonary disease (COPD). You'll be doing a neurological assessment while taking note of her respiratory system, while possibly mentally scoring her on an Elderly Mobility Scale.

''Note: While the subjective assessment is examined in detail in it's chapter, the objective assessment will be dealt with separately in each following chapter, as they will all be slightly different depending on the type of condition being assessed. Therefore each chapter after the subjective assessment will actually be an objective assessment of that type of condition i.e. the chapter on Respiratory assessments is actually a description of the objective assessment performed on a respiratory patient.''

title: Physiotherapy Assessment/Introduction


text:
Primary Mathematics/Adding numbers

Adding two single digit numbers
Adding single digit numbers is done according to the table below. To add two single digit numbers, find one number in the first row and one number in the first column of the table. You will find the sum where that row and column intersect. These sums follow a regular pattern and are quite easy to remember with a little practice. Knowing these sums is the first step to mental arithmetic.

Adding multiple digit numbers
To add multiple digit numbers, use the following procedure.

 * 1) Start at the right-most digit in each number.
 * 2) Add the right-most digit of each number as though they were single digit numbers.
 * 3) If the sum of those digits is 0 to 9, that is the right-most digit of the answer.
 * 4) If the sum of those digits is 10 to 18, the right-most digit of this sum is the right-most digit of the answer.
 * 5) Move one digit to the left in each of the two numbers you are adding.
 * 6) Prepare to repeat the process with these digits, with one difference.  If the sum on the previous round was 10 or more, you will add 1 to the sum of these digits.  If the sum on the previous round was 0 to 9, you will not add one to these digits.
 * 7) Repeat the process, moving left each time, remembering to add 1 if required, until there are no more digits to add.  For each round, you will find the next digit to the left of the answer.

If you are using pen and paper, write the two numbers you are adding one below the other, aligning the right-most digits. Draw a line beneath the two numbers below which you will write the answer as you calculate it. As you calculate each digit of the answer, write it below the digits of the numbers above. For those rounds where the sum is 10 or more, write the "1" that you will add above the digits of the next round so that you won't forget it.

26 + 15 ---   41

You now know how to add numbers of any size.

Teaching addition of numbers
When teaching young students how to add you will need to use physical items to help them understand how addition works, use items that are similar to avoid confusing younger children. It is very important that they understand the number system before trying to add or subtract. The following is an example of how to show a child how to add.

I have two blocks, and Mary has two blocks. If Mary gives me two blocks how many blocks do I have?

First show that you do in fact have two blocks, then show that Mary (or whatever the name of the person is) also has two blocks. Have the children count the number of blocks you have and the number of blocks Mary has.

Have Mary give them two blocks, now have the children count how many blocks they have. You have four blocks and now Mary has zero blocks. Some children may be able to understand addition better if you teach subtraction at the same time, some may notice that Mary has zero blocks while others may not make this connection, this depends completely on each child.

This block example should be done multiple times until every student understands how to add two single digit numbers together, if some students have trouble understanding the concept have them hold the blocks and do the above block example with each other, help them count the blocks they have. You can later increase the number of blocks slightly to help encourage further counting.

When the basic concept of adding has been introduced via a physical method children should be encouraged to learn the combinations of single digit numbers - so that addition no longer relies on counting blocks (or fingers). Especially important for mental subtraction is to learn the combinations of numbers that add to give 10.

When these basics have been taught and before moving on to adding 2 digit numbers children must learn place notation (ie that 25=20+5). Once this is learnt children can progress to adding 2 (and more) digit numbers. It needs to be explained that when you have 10 in the units column you must 'carry' that over to be 1 in the 10s column. Note that this means that 25+97 is MUCH harder than 12+13.

Depending on the child it can be useful to do this in binary as there are far fewer number combinations to remember, though this can confuse some children.

Due to place notation addition is usually carried out right to left:

1  1  45   45  45 +37  +37 +37 ===  === ===        2  82

With the 1 above the addition representing a carried digit.

It is possible to do addition left to right:

45 +37 ==== 70  12 ====  82

(adding the tens first).

Children who are taught this way will usually work out for themselves the shorter way of writing it out.

title: Primary Mathematics/Adding numbers


text:
Primary Mathematics/Subtracting numbers

Subtracting numbers
Subtraction is when we ask the question, if I have this many, and take away that many, how many are left? Like I may have 7 apples, but I eat 2, so I have 7-2 = 5 left.

We are not allowed to subtract a larger natural number from a smaller one because we can not have less than zero of anything.

Subtraction is just addition reversed. You can see this in the following way. If I have an addition, like 3+5 = 8, I can write it in a triangle like so:

8  / \  3 + 5

Now the left side and the right side of the triangle are two subtractions: 8 - 3 = 5, and 8 - 5 = 3. This nicely shows that when you subtract, say, 8 - 5, you want to know what the other leg of the triangle is, given that the top is 8 and one leg is 5. To say this in another way, you want to know what must be added to 5 to get 8.

Below is a subtraction table for small numbers. To use it, find your first number in the left column, your second number in the top row. Then the difference is found where that row and column intersect. These differences follow a very regular pattern and are easy to remember with a little practice.

Subtraction with large numbers
When larger numbers are involved, use the following procedure. Subtraction is more complicated than addition, so pen and paper are usually required.

 * Start with the right-most digit of each number.
 * If the answer of subtracting these digits will not be less than zero, subtract these digits. The answer is the right-most digit of the answer.
 * In this case, move one digit left in each number and repeat the process.
 * If it was not possible to perform the subtraction because the result would be less than zero, add 10 to the digit of the first number to make the subtraction possible. Do the subtraction, the answer is the right-most digit of the answer.
 * Reduce the next digit to the left in the first number by 1. This will be possible if that digit is 1 or more.
 * If reducing that digit was possible, the borrowing procedure is complete. Continue to the next round, moving one digit to the left in each number.  You will now use the reduced digit in the next round.
 * If reducing that digit was not possible because it was 0, add 10 to it and then reduce it by one. Now one must borrow again from next left digit.  Reduce the next digit to the left by 1, borrowing again if it is 0.  Continue this process until you reduce by 1 a digit that is 1 or more.  Then the borrowing procedure is complete.  Repeat the process with the next digit of each number.  You will now be using the first of the reduced digits in the next round.

To make this clearer, see the examples below.

Example 1, no borrowing required.

36   36 -  5, -  5         ∴36-5=31    1    31

Example 2, 1 round of borrowing required.

3   3  40   4 0   4 0 - 2, - 2, - 2 ---  ---  ---　　　　　∴40-2=38   8    8   38

Example 3, 2 rounds of borrowing required.

09   09  100   10 0   10 0 - 15, - 15, - 15  ---   ---   ---     　∴100-15=85    5     5    85

Teaching subtraction
Subtracting numbers and adding numbers should be taught together, the process of teaching subtraction is the same as teaching addition. You should not teach children negative numbers at a young age as there is no way to physically show them a negative number.

As with addition it is important for children to remember the simple combinations of single digit numbers. Moving to 2 digit addition (having learnt place values), start with simple problems:

45 -32 === first 5-2=3 second 40-30=10

45 -32 ===  3  10

then add

45 -32 ===  3  10 ===  13

To get the answer.

When this is grasped move on to harder problems:

52 -35 ====

There are 2 methods that I would like to illustrate, the first uses carrying:

Start by saying that 5 is bigger than 2 so we take 10 from the 50 and add it to the 2 to get 12

5 412 - 3 5 ======

Is the usual way of writing this.

Now subtract 5 from 12 to get 7. This is another 'pair' that needs to be taught - all the numbers up to 10 subtracted from all larger numbers up to 20 are 'required', or it is possible to say that 12-2 is 10 and that 5-2 is 3 and 10-3 is 7, which is how I do it, but is not necesseraly the 'easiest' way. Different children will want to do this in different ways and will often develop their own methods for mental subtraction (ie when you don't write it down). For instance I do this: 56-38 becomes 50-40+6+2 : note that I have used both the fact that 56=50+6 and that 38=40-2 (this is why I personally feel that every child needs to know the pairs that sum to 10) and that a+b-(c-d) = a-c+b+d allthough you can 'see' this as the 'big chunk' from 40 to 50 and then the two small end bits added on (6 and 2) without expaining using algebra, again teachers should remember this general truth (that addition can be re-ordered and that minus minus = plus) in order to answer questions and with a view to the child learning it in this form.

To continue:

5 412 - 3 5 ======    7

Then we take 30 from 40 (remember that it is now 40 since we gave the other 10 to the units) to get 10

5 412 - 3 5 ======    7    10

And finally add these two together

5 412 - 3 5 ======    7    10 ======    17

To give the answer.

An alternate method of subtraction is to perform subtraction starting on the left and heading to the right. This second method was used by some young children, which shows that young children can understand negative numbers if told about them:

The same sum:

52 -35 ====

This time we will take 30 from 50 first (working left to right here - much more 'obvious') to get 20

52 -35 ==== 20

Then we will take 5 from 2 to get -3

52 -35 ==== 20   -3

Then we take the 3 from the 20

52 -35 ==== 20   -3 ====  17

To finish the sum. Here students need to know what 20-3 is: This is easiest to look at as 10+10-3 and then know that 10-3 is 7 (again, numbers adding to 10).

title: Primary Mathematics/Subtracting numbers