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Wikijunior:Famous Inventors/Inventors in Communication/Nikola Tesla

When, Where, and to whom was he or she born?
Nikola Tesla was born on July 10, 1846 in Austria. Legend says he was born at exactly midnight during a lightning storm, which is interesting because Nikola studied electricity.

What was his or her childhood like?
Tesla had one older brother and three sisters. He excelled in school because he had a photographic memory, which means he can remember pictures perfectly. After reading a book he could always remember what was in it. But his childhood wasn't easy, he was often sick and complained of seeing strange flashing lights and things that weren't actually there.

Why did this person become interested in science?
He studied electricity and some of his first jobs were for a telegraph company.

Where did this person go to school?
He completed one year at Charles-Ferdinand University.

What problem did he or she uncover that needed solving?
When Nicola Tesla was born we didn't know very much about electricity. Along with Thomas Edison he allowed us to have all the electronics we have today.

What happened to this inventor in the end?
As he got older, Tesla began having more and more psychological problems which eventually made him unable to work. He died alone with little money.

If you could ask this inventor one question, what would you ask?
I would ask him how he was able to invent so many complicated machines during his life.

If you could bring this inventor to today and tell him or her one thing, what would you tell him or her about the effect of his or her invention?
I would tell him that his work is used by people all across the world, and that he has not been forgotten.


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Wikijunior:Famous Inventors/Inventors in Medicine/Marie Curie

When, Where, and to whom was she born?
Marie Curie (born Maria Skłodowska, also known as Marie Curie-Skłodowska; in Warsaw, then part of Russian Poland, November 7, 1867 – July 4, 1934) was a physicist and chemist of Polish upbringing and, subsequently, French citizenship. She was a pioneer in the field of radioactivity, the first twice-honored Nobel laureate (to this day, the only one to win the award in two different sciences)

What was his or her childhood like?
 Did You Know?
 * First interesting fact.
 * Another interesting fact.
 * Yet another interesting fact.

Why did this person become interested in science?
Within two years, Marie took the master's examination in physics and scored highest in the class.She was completely absorbed in science when, in 1894, she met the physicist who became her husband.Meanwhile both Curies had became interested in the work of another French scientist, Antoine Henry Becquerel.In 1896 he had discovered that uranium gave off invisible radiations, which could "take a picture" on a photographic plate, even in total darkness.Marie wanted to find out what these radiations were.

Where did this person go to school?
Three radioactive minerals are named after the Curies: curite, sklodowskite, and cuprosklodowskite.

Pierre and Marie Curie University, the largest science, technology and medicine university in France, and successor institution to the faculty of science at the University of Paris, where she taught, is named in honor of her and Pierre. The university is home to the laboratory where they discovered radium.

Another school named for her, Marie Curie M.S. 158, in Bayside, New York, specializes in science and technology as does Curie Metropolitan High School, located in the community area of Archer Heights on Chicago's Southwest Side. It has a Technical, Performing Arts and IB program.

In 2007, the Pierre Curie Paris Métro station was renamed the "Pierre et Marie Curie" station.

The Maria Skłodowska-Curie Medallion, a stained-glass panel created by Jozef C. Mazur, may be found at the University at Buffalo Polish Room.

What did this person invent that solved the problem?
Madam Curie discovered the use of radium for creating x-rays, and helped to launch modern nuclear physics.

What happened to this inventor in the end?
Marie's body tissue had been poisoned by exposure to too much radioactivity. Pierre died when he was run over by a very heavy cart.

If you could ask Marie Curie one question, what would you ask?
I would ask her who her mom and dad were.

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


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Wikijunior:Famous Inventors/Inventors in Agriculture/Cyrus McCormick

When, Where, and to whom was he or she born?
He was born at "Woodbridge", the McCormick family farm in Rockbridge County, Virginia [2], in the Shenandoah Valley on the western side of the Blue Ridge Mountains. His parents were, Mary Ann Hall; and Robert Hall McCormick. His siblings included: Leander J. McCormick and William Sanderson McCormick. He got his influence from his father who patented early versions of the reaper, which were unsuccessful. His father passed the invention on to him and he perfected it soon after.

What was his or her childhood like?
 Did You Know?
 * First interesting fact.
 * Another interesting fact.
 * Yet another interesting fact.


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Wikijunior:Famous Inventors/Inventors in Communication/Guglielmo Marconi

What was his or her childhood like?
Marconi was born near Bologna, Italy, the second son of Giuseppe Marconi, an Italian landowner, and his Irish wife, Annie Jameson, granddaughter of the founder of the Jameson Whiskey distillery. Marconi was educated in Bologna, Florence and, later, in Livorno. As a child Marconi didn't do well in school. Baptized as a Catholic, he was a member of the Anglican Church.

 Did You Know?
 * First interesting fact.
 * Another interesting fact.
 * Yet another interesting fact.


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Wikijunior:Famous Inventors/Inventors in Everyday Uses/Benjamin Franklin

When, Where, and to whom was he born?
Benjamin Franklin was born on Milk Street in Boston on January 17, 1706 and baptized at Old South Meeting House. His father, Josiah Franklin, was a tallow chandler, a maker of candles and soap, whose second wife, Abiah Folger, was Benjamin's mother.

What was his childhood like?
Benjamin was the fifteenth child and youngest son.  Did You Know?
 * In 1733, Franklin began to publish the famous Poor Richard's Almanack (with content both original and borrowed) under the pseudonym Richard Saunders, on which much of his popular reputation is based.

Why did this person become interested in inventing
At the age of forty-two, Benjamin retired from printing to explore his other interests including inventing new and exciting things.

Where did this person go to school?
Franklin's father intended for Ben to become a clergyman but he didn't have enough money for years of schooling that would require. Because of Ben's love of his books, he was apprenticed to one of older brothers, James, who was a printer. He attended Boston Latin School but did not graduate; he continued his education through reading lots and lots of books at home.

What problem did he uncover that needed solving?
Lots of problems. He had a very busy life and came up with lots of problems that needed fixing. One thing that always fascinated Benjamin was electricity. One stormy night his son, William, and Benjamin were experimenting with lightning. At this time people thought that lightning was a mysterious force that was a punishment from God; however, he wanted to prove that lightning is a form of electricity.

Benjamin attached a pointed metal piece on the top of his kite and a metal key to the base of the string. Lightning struck the kite and traveled down the kite straight to the key. When he touched the key with his knuckle, there was a spark! It's a good thing he didn't electrocute himself (although he was knocked unconscious twice before when experimenting with electricity, so don't try this at home!), but he did prove that lightning is electricity!

What did this person invent that solved the problem?
After his experiments with electricity, he invented the lightning rod to protect buildings and ships from lightning damage.

He also invented swim fins, bifocal glasses, a glass armonica, watertight bulkheads for ships, the lightning rod, an odometer and a new type of wood stove (called the Franklin stove).

How has this inventor changed people and the world?
Buildings and ships are now protected from lightning. Lightning strikes used to cause lots of fires that destroyed buildings and killed people. Now this happens much less.

What happened to this inventor in the end?
Franklin died on April 17, 1790, at age 84. His funeral was attended by approximately 20,000 people.


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Wikijunior:Famous Inventors/Inventors in Transportation/Henry Ford

Copy the main points from this Link to Henry Ford's Wikipedia entry

When, Where, and to whom was he or she born?
Henry Ford was born July 30, 1863.

He was born in Dearborn Mich.

What was his or her childhood like?
 Did You Know? He lived on a farm And worked at the farm too.
 * He had no business experience.
 * His first company failed.
 * His second company failed.

Why did this person become interested in science?
He invented mass production of cars.

Where did this person go to school?
At age 16, Ford went to Detroit to work as an apprentice machinist.

What problem did he or she uncover that needed solving?
Cars were unreliable, complicated or unaffordable.

What solutions had already been tried that did not solve the problem? Why wasn't it working?
Gears were changed by hand. Cars did not self-start.

What did this person invent that solved the problem?
He introduced the Model T in 1908 and the moving assembly line in 1913.

How did the invention solve the problem?
Cars became simple, reliable and affordable.

How has this inventor changed people and the world?
He made car more simple to build.

What happened to this inventor in the end?
Ford died in 1947.

If you could ask this inventor one question, what would you ask?
Was it hard building up the Ford motor company?

If you could bring this inventor to today and tell him or her one thing, what would you tell him or her about the effect of his or her invention?
They got more bigger and heavier.


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Wikijunior:Famous Inventors/Inventors in Transportation/Wilber and Orville Wright

Copy the main points from this Link to Wright brothers's Wikipedia entry

Where they were born.
They were born in the United States of America.

What was there childhood like?
 Did You Know? Catherine Koerner (1831–1889). Wilbur Wright was born near Millville, Indiana in 1867; Orville in Dayton, Ohio in 1871. The brothers never married. The other Wright siblings were named Reuchlin (1861–1920), Lorin (1862–1939), Katharine (1874–1929), and twins Otis and Ida.
 * They invented the first working airplane!
 * It was called Kitty Hawk
 * The flight lasted only 12 seconds! Its next flight was 59 seconds.

Did this person go to school?
Yes they did go to school.

What problem did he or she uncover that needed solving?
Flight in heavier than air aircraft.

What solutions had already been tried that did not solve the problem? Why wasn't it working?
Lighter than air aircraft such as hot air balloons and airships.

What they invented.
They invented the first airplane that flew under its own power.

How did the invention solve the problem?
Made aircraft less subject to adverse wind.

How has this inventor changed people and the world?
Reduced travel time around the world.

When they died.
Wilbur died in 1912, Orville died in 1948

If you could ask this inventor one question, what would you ask?
How did you make a plane? How did you start off?

If you could bring this inventor to today and tell him or her one thing, what would you tell him or her about the effect of his or her invention?
Supersonic passenger air travel.


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Wikijunior:Famous Inventors/Inventors in Agriculture/George Washington Carver

When, Where, and to who was he or she born?
He was born into slavery in Newton County, Marion Township, near Diamond Grove, now known as Diamond, Missouri. He was born on July 12, 1864[7]. His owner, Moses Carver, was a German American immigrant who had purchased George's mother, Mary, from William P. McGinnis on October 9, 1855.

What was his or her childhood like?
 Did You Know? He was born as a slave and it took him years to get in college.
 * First interesting fact.
 * Another interesting fact.
 * Yet another interesting fact.

Where did this person go to school?
He actually couldn't go to school because he was a black slave.

How did the invention solve the problem?
he made conditioner to soften hair, popcorn to eat, and soy milk for people who are allergic to cow's milk.


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Wikijunior:Famous Inventors/Inventors in Everyday Uses/Lewis Howard Latimer

What was his or her childhood like?
 Did You Know?
 * First interesting fact.
 * Another interesting fact.
 * Yet another interesting fact.


text:
Wikijunior:Famous Inventors/Inventors in Everyday Uses/George Westinghouse

Copy the main points from this Link to George Westinghouse's Wikipedia entry

What was his or her childhood like?
 Did You Know?
 * First interesting fact.
 * Another interesting fact.
 * Yet another interesting fact.


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Category:User sr

ru:Категория:User sr

title: Category:User sr


text: User:Xania/k

title: User:Xania/k


text: User:Xania/User kosovo serbia

title: User:Xania/User kosovo serbia


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User:Danitablackburn1957

TO WHOM IT MAY CONCERN I AM LOOKING FOR SOME INFORMATION ON THIS LPA BECAUSE I WAS BORN IN 1957 AND AM ONLY 4'7 1/2 AND I WOULD LIKE TO LEARN MORE.

title: User:Danitablackburn1957


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User talk:Brs3567

Welcome, Brs3567!

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

--ЗAНИA talk 22:35, 2 April 2008 (UTC)

title: User talk:Brs3567


text:
User talk:Brhees

Welcome, Brhees!

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

--ЗAНИA talk 22:36, 2 April 2008 (UTC)

title: User talk:Brhees


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User talk:Samlouis55

Welcome, Samlouis55!

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--ЗAНИA talk 22:36, 2 April 2008 (UTC)

title: User talk:Samlouis55


text:
User talk:Danitablackburn1957

Welcome, Danitablackburn1957!

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

--ЗAНИA talk 22:36, 2 April 2008 (UTC)

title: User talk:Danitablackburn1957


text:
User talk:Nillem

Welcome, Nillem!

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

--ЗAНИA talk 22:37, 2 April 2008 (UTC)

title: User talk:Nillem


text:
User talk:71.43.159.98

This is your only warning.

--ЗAНИA talk 23:13, 2 April 2008 (UTC)

title: User talk:71.43.159.98


text:
User talk:85.72.173.164

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

Νεοπτόλεμος ( talk | email | contribs ) 23:37, 2 April 2008 (UTC)

title: User talk:85.72.173.164


text: User talk:76.238.91.206

title: User talk:76.238.91.206


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Talk:Suicide

Speedy Delete?
Why? >.< Hoogli (talk) 00:11, 3 April 2008 (UTC)

"Subscription Drugs"?
What exactly are these? I've never heard the term before. Hoogli (talk) 21:23, 4 April 2008 (UTC)

 * There are several papers/articles that claim that some subscription drugs increase suicidal tendencies, by altering the brain chemic, some affect only certain age groups or have a long term effect (especially in children and teenagers). --Panic (talk) 22:05, 4 April 2008 (UTC)
 * Do you mean prescription drugs? (I'm from the US, maybe the term is different elsewhere) Hoogli (talk) 02:18, 10 May 2008 (UTC)
 * Lol, yup probably my mistake... Subscription is the paper need to get some of the most active substances (legally controlled). Prescription is mostly a medical act, that can result or not in a subscription (legal paper, that can also have economical value to the state or other entities) to the patient (in some places of the world not only medical doctors can prescribe drugs, ie: Midwifes in Holland for instance can do it also, if I remember it correctly), since I was thinking on the level of control, not on the act of prescription itself I don't know what best qualifies it...
 * I did a google search and you get things like:
 * "...direct-mail subscription drug program...", "Annual Subscription of Drugs Cases..." or "...potential interactions between subscription drugs...", so I think both of us may be correct, English is not my natural language so some stuff may be lost in translation but the distinction seems relevant...  --Panic (talk) 02:43, 10 May 2008 (UTC)

Scrapping the Considering Others pages
I don't think the content on the pages linked from Suicide; Suicide/Saying Goodbye and Suicide/Suicide Notes, is helpful. It's just unsourced personal opinion and plain obvious stuff. More the sort someone would write as a mental exercise while contemplating suicide rather than something useful to someone wanting to know about the topic.

The book might discuss suicide notes, but a this-is-how-to-write-a-suicide-note section is going to be inherently flawed unless it takes into account all the various issues surrounding it and the different situations a person might be in. These two pages don't even begin to do so. --Swift (talk) 17:45, 8 May 2010 (UTC)

 * It is a stub. It can be useful to deals with the impact of a suicide on others, people that have had a suicide in the family etc... --Panic (talk) 20:24, 8 May 2010 (UTC)

 * As might be obvious, I agree with Swift. Exactly this type of unsourced personal doesn't live up to our inclusion criteria, which was one of the reasons I brought this book up at WB:RfD.  I think removing/replacing this content would go a long way to improving this book. Thenub314 (talk) 08:54, 9 May 2010 (UTC)

 * It can be useful if it actually contributes something. It doesn't. It implies a certain state of mind and the logic is broken (see the first three sentences for an amazing example of syllogism from another world).
 * This would be a stub if it laid out the issues surrounding bidding farewell that were more applicable to a broad range of situations. Currently, it implies too much and categorises based on that. That isn't useful.
 * The topic should be covered, but is probably best done so separately depending on the situation. It should furthermore focus on issues rather than methods, as they are more transferable to various situations. --Swift (talk) 09:39, 9 May 2010 (UTC)
 * Sorry, the previous comment referred specifically to Suicide/Saying Goodbye. I'll agree that Suicide/Suicide Notes is considerably better. --Swift (talk) 09:44, 9 May 2010 (UTC)

Unusual methods useful?
Does anyone think it's useful to have the Suicide section? Personally it just looks like uninformative gore. I can see that it's interesting in the "wow, that's wacky!" sense, but I don't see its merit as a "hmm, my life is more full for having learnt this" topic. --Swift (talk) 17:49, 8 May 2010 (UTC)

 * For what it is worth I agree, it was one of the sections I originally complained about. Thenub314 (talk) 19:07, 8 May 2010 (UTC)

 * Unusual methods can cover suicide by cop, suicide by committing capital crimes, suicide pacts, mass suicides.  --Panic (talk) 20:21, 8 May 2010 (UTC)

 * "Unusual methods can cover suicide by cop" Sorry, but you're speaking in some strange language again, Panic. As for suicide pacts and mass suicides, these are separate subjects. --Swift (talk) 09:03, 9 May 2010 (UTC)

 * Huh suicide by cop ?!? (commuting -> committing) --Panic (talk) 19:08, 9 May 2010 (UTC)

 * :-D That's one phrase I'm proud not to have known! "Committing": Thanks, that explains that one a bit. It doesn't, however, explain why this merits a special section. --Swift (talk) 21:27, 9 May 2010 (UTC)

 * Except for assisted suicided (that requires an participative collaboration) those other "methods" go beyond a personal decision.
 * I do think that this quality assurance (beyond the reasonable), unnecessary need for justification (since none else was editing) and overbearing criticism will be the death of the project.
 * Heck, I'm not committing to this book, I already have 3 other books going on. I was and I am just proving that the subject is worth keeping, valid under the WIW, with valid content and all can be extended to be a constructive resource of information, of course I understand Thenub314 point of view (if based on personal feeling, religion or moral). Even if I disagree with it. Being incarcerated is mental torture even at its best it causes always mental stress, that should be plain to anyone (this is why undomesticated animals in captivity often die, go mad or fail to reproduce). I'm not going to fight over the subject, I becoming strongly demotivated by all this friction, for instance the removal of the Dr. Death image/reference (that would be easy to be extended) in general it is annoying that people still go to such lengths, commenting on quality and subjective reasons without in reality doing any real work to improve the content...
 * I'm done for now here, I've made my point, posted my vote and opinion on the RfD and done my bit to improve the work so I'll move along. If people decide to contribute positively, I'm willing to collaborate since the subject merits being covered. --Panic (talk) 22:57, 9 May 2010 (UTC)

I am sorry if I have brought a negative tone to this discussion. My comments about prison systems are largely motivated by my personal experience with it. My remaining comments revolve around stem from what I feel a textbook is, and what I feel is academically relevant to this subject, which is in turn based on the courses I have taken. In way of an apology let me emphasize a few points which might have been overshadowed by my strong objections to the work. I meant what I said when I claimed that this book might be OK if it lived up to its own description of itself. I sincerely meant to give praise when I described the work you did as "excellent". I did not want to detract from this praise, and I fully believe any implicit OR was accidental. Let me further say that I think the subject is worthy of academic discussion, my objections where always based upon what was written instead of the subject itself. I have tried to contribute positively, even through my criticisms. For example, I do not spend time on the weekend reading forensic pathology books because I enjoy it, but because I see fact checking part of the editorial process. I have avoided removing information I find suspect as I am the person who initiated the RfD, and I saw it as polite not to take actions others might view as deteriorating the quality of the work while I simultaneously worked toward deleting it. I have thought seriously about what I might add, and I have been busy reading references about the subject. Thenub314 (talk) 10:17, 10 May 2010 (UTC)

 * Though it is off topic, the argumentative side of me cannot help to point out that your arguments about the success of animals in captivity is deeply flawed. While many undomesticated animals do die, it is just as often due to a misunderstanding of the animal itself as opposed to the confines of its space. You fail to acknowledge that some breeding programs, say amongst higher apes are quite successful, while others are not (FYI: Because of the success of breeding programs for chimpanzees there is now an "over popluation" in the US. Relative of course to the available appropriate space for them.)  Other animals, such as elephants, will die without others of the species around and are notoriously difficult to breed.  As different species react differently, the real question in our case is about the human species.  I grant that there is undoubtedly a certain amount of stress involved with being incarcerated.  But I would stop far short of being put in jail or prison in the US a form of mental torture. Thenub314 (talk) 10:17, 10 May 2010 (UTC)

Focus
I have spent a bit of time reading textbooks (or sections of textbooks) about suicide and I see a place where a decision needs to be made. The textbooks I have found fall under three major disciplines: Philosophy, Sociology, and Psychology. Depending on the discipline very different perspectives are taken, indeed many differ on the definition of suicide. I think there is a lot to be gained by choosing a discipline we hope this book would be written from. I think it would: My personal preference is the philosophical approach, because this is the one I know best. What do other people think. (Note to Panic: 3 sections, all located after your reply). Thenub314 (talk) 10:17, 10 May 2010 (UTC)
 * identify a set of references for a bibliography, as well as helping to improve our verifiability;
 * help make clear the scope of our book, making it clear whether sections on subjects like "Unusual methods" are relevant.

Suicide methods
There is a bunch of content I could bring here from the now-defunct SuicideWiki (which in turn got a lot of the content from the now-defunct ASH wiki). Specifically, I could add pages on: Amitriptyline cocktail, Carbon monoxide poisoning, Chloroquine cocktail, Cyanide poisoning, Darvon cocktail, Diphenhydramine, Exit (plastic) bag with sedatives, Fentanyl, Hanging, Helium, Hydrogen sulfide, Ligature strangulation, Methadone, Morphine and heroin, Nicotine, Non-suspension strangulation, Pentobarbital, Promethazine, Terminal dehydration, Wrist cutting, Suicide method characteristics, Availability, Peacefulness, Preparation and administration, Reliability, Safety to others, Speed of effect, Storage, Undetectability, Antiemetic regimen, Bad methods, Capsules, Cold water extraction, Drugs' shelf lives, Method contraindications, Obtaining drugs, Payment options, and Repackaging drugs in capsules.

This was attempted at Wikiversity and led to the pages being deleted. See wikiversity:Talk:Suicide. Can it be done at Wikibooks instead? Thanks. Leucosticte (discuss • contribs) 22:32, 16 October 2014 (UTC)

 * It depends on the content, if factual bring it over, also police the revisions of the pages, due to the sensitivity of the subject and social taboo regarding death in general people try to avoid the subject and hide it as much as possible as not to face it. Or having facing it and dealt with it, became traumatized by events an unable to go beyond their own feelings on the subject. PS: There has been some deletions here especially on a section regarding Dr. Kevorkian that I haven't had the time to see if reversion is doable... --Panic (discuss • contribs) 04:47, 17 October 2014 (UTC)
 * All right, I'll bring the content over and see what happens. I started with Suicide/Pentobarbital. Leucosticte (discuss • contribs) 05:36, 17 October 2014 (UTC)
 * It will be a huge task to clean it all up, you could probably expedite it by first importing the wikified text and then replace it with a dewikified version (content will be lost but it all depends on the commitment you are putting on the work).
 * I have moved the page to the already existing subsection about toxics and did some minor edits to keep the headings correct. Note that as it was the subject seemed as a collection of articles in here they will be in a book format some some consideration is required to make it fit with the needs of a reader and self contained (the information required for the reader), not a priority but something that must be kept in mind. --Panic (discuss • contribs) 23:56, 17 October 2014 (UTC)
 * Does a pentobarbital overdose count as toxification? It's not really poisoning yourself. More like putting yourself to sleep (in the veterinary sense). Also, do we want the methods to be subpages of Suicide/ or Suicide/Suicide methods/ ? Leucosticte (discuss • contribs) 00:23, 18 October 2014 (UTC)
 * No one dies from sleep, right ? Overdose is the killer the toxicity of it to the organism, that suppresses life maintaining functions...
 * The location should depend on the size of content that one would include to make Suicide/Suicide methods viable as a subsection in itself (that a reader would need to navigate into).
 * PS: If you see the word "exit" used in the context of suicide in the pages you are importing I would appreciate that you change it to suicide. One could create a section about the subject but "exit" has implications that shouldn't be included in the present context of the work (exit to where, exit from where, exit implies that something passes, a beyond the threshold concept that is more in the field of religion). In a more metaphysical consideration one could even say that "exit" requires presence and if a presence exist no one would require or consider an "exit".  --Panic (discuss • contribs) 00:42, 18 October 2014 (UTC)
 * When I think of poisoning, I think of a violently gruesome death like Michael Marin's, as opposed to just drifting off to sleep. Maybe that's just my personal aesthetics, though. "Exit" maybe means "exit life," "exit consciousness (permanently)"? Leucosticte (discuss • contribs) 00:51, 18 October 2014 (UTC)
 * Again the word is unnecessary and creates the need to clarify other topics that should be beyond the topic at hand. What is life ? What is to be living ? Would a "living" person ever consider "exiting" ?!? Does "consciousness" end after death ? I have my on answers to those questions (I'm a pantheist) but I respect that others may have different ones as nothing on those subjects is really certain and falls into the field of faith and self understanding. --Panic (discuss • contribs) 01:01, 18 October 2014 (UTC)

Someone wrote at Suicide Methods Hideout, "Pentobarbital would be a central nervous system depressant, so i don't think it would be considered a death by toxification. The h2s method might count as toxification, though i'm not certain. Other than that i can think of poisons and extremely slow death by being an avid smoker." Leucosticte (discuss • contribs) 19:11, 18 October 2014 (UTC)
 * Its a toxic dosage, you can also die by drinking too much water, its the dosage that becomes toxic as the organism will not be able to process it. --Panic (discuss • contribs) 06:23, 19 October 2014 (UTC)

Removing the suicide methods section
I don't see value of this section, now or in the future. A book discussing suicide (from any of the perspectives mentioned by thenub314 above) may be worth having around; a how-to manual is not. There's a reason those other wikis became defunct; I don't think we should preserve that material here. In addition to the obvious health and safety concerns, quality and reliability are unlikely to ever be high. For instance, the current material is random and not well researched, long after the book was created. Sj (discuss • contribs) 02:49, 4 December 2014 (UTC)

 * While you may not see a value in it (debatable) you present no just validation for any content removal. We avoid deleting stubs on Wikibooks (meaning that quality is a transient feature here and no project ultimately has a deadline or a "perfect state"). In any case in general we consider deletions as non contributive and we reserve them only for material that has no place here or is supplanted by better contributions. --Panic (discuss • contribs) 05:43, 4 December 2014 (UTC)

 * On the contrary, information on painless, simple and guaranteed suicide methods is precisely the kind of material that should be included in this book. According to many opinion polls, large majorities of people would prefer euthanasia to a prolonged and agonizing death from an incurable terminal illness such as cancer, but unfortunately assisting euthanasia is illegal in many countries in spite of popular opinion, due to powerful religious lobbies. So, unassisted suicide is the only option for the terminally ill cancer sufferers; a doctor or family member who assisted them would be liable to be prosecuted for murder or manslaughter.

Sidebar
What do you think of the Template:Suicide methods sidebar? I thought it made navigation pretty easy. Leucosticte (discuss • contribs) 03:42, 18 October 2014 (UTC)

 * I dislike navebars templates by default, they are hard to maintain, hinder new users and not very helpful considering that the software already creates navigational links if the structure of the pages is "correct". I don't object but I will not help maintain them. --Panic (discuss • contribs) 06:13, 19 October 2014 (UTC)

Subpages
There are a lot of subpages that need to be linked to: Special:PrefixIndex/Suicide Leucosticte (discuss • contribs) 01:39, 19 October 2014 (UTC)

 * I think you should leave that to the end stage, if I recall it is done by the template. You can add them if you remember but as you will be moving pages and content it may not be urgent.  --Panic (discuss • contribs) 06:20, 19 October 2014 (UTC)

title: Talk:Suicide


text:
User talk:24.45.74.25

Your recent edit has been reverted. If you do find any vandalism then please feel free to fix it.--ЗAНИA talk 00:33, 3 April 2008 (UTC)

title: User talk:24.45.74.25


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

a. Focal length

The distance from the lens (center of lens) or mirror to the focal point.

b. Positive lens
This type of lens creates a real image by converging the rays of light to a common focus.

 * [[Image:Lens1.png]]

c. Negative lens
This type of lens diverges the light or causes it to spread. It creates a virtual focal point that appears to be the location where the light is coming from.

d. Two kinds of distortion

 * Barrel Distortion

 * The Magnification decreases as you get farther from the center of the lens. This is the type of distortion in fisheye lens. It appears like the image has been mapped around a sphere.

 * [[Image:Barrel_distortion.svg|200px]]

 * Pincushion Distortion

 * The Magnification increases as you get farther from the center of the lens. This is the type of distortion is often seen in low quality telephoto lenses. It appears like the image has been pinched toward the middle.

 * [[Image:Pincushion_distortion.svg|200px]]

e. Longitudinal color
Different colors of light are bent to varying degrees as they go though a medium such as glass. This effect is called Chromatic Aberration. The affect is a longitudinal displacement (along the axis of the lens) of the focus.

Chromatic aberration is caused by the fact that different colors of light travel at different speeds through a medium such as glass. The amount of bend in the light as it travels from one medium to another is given by Snell's law:

 * $$\frac{\sin\theta_1}{\sin\theta_2} = \frac{velocity\ 1}{velocity\ 2} = \frac{n_2}{n_1}$$

The bigger the difference in the velocities, the more bending takes place.

g. Spherical aberration
Lenses with surfaces that are spherically shaped are easier to manufacture, but they have a flaw that the light that travels through the lens near the center focuses at a different point than the light that travels through the lens near the edge.

Spherical mirrors will show the same aberration as spherical lenses, but it is fairly easy to parabolize a mirror and cause the focus to be at a single point. Non spherical lenses are difficult to manufacture, but modern computer controlled polishing machines are improving lens quality.

h. Achromatic lens
By using two lenses made of different materials we can minimize the amount of chromatic aberration that a lens creates. This principle is used in all high quality lenses to create a better image.

 * [[image:lens6b.png]]

i. Refraction of light
Light is bent as it goes from one medium to another. The more difference there is in the two media, the greater the amount of refraction.

Water
When light travels though air and strikes water it is bent or refracted. This is caused by the difference between the speed of light through air and the speed of light through water.

Oil
When light strikes oil (or a soap bubble) it gets reflected twice. The first reflection occurs when light strikes the top surface of the oil, but not all of the light is reflected here. Some of the light penetrates the surface of the oil and is reflected from the bottom surface. This causes the light to undergo a phase shift. When the light emerges from the oil and is recombined with light reflected from the surface, some of the light frequencies are canceled because of the phase shift, and others are reinforced. Which frequencies are canceled and which are reinforced depends on the angle at which they are viewed, and the viewing angle changes continuously over the surface of the oil. The effect is that one band of oil will appear yellow, another green, another yellow, etc. This is why you see a rainbow in a puddle of oil or on a soap bubble.

Feldspar
There are many varieties of feldspar, and therefore, many different ways in which it interacts with light. Some feldspars (such as spectrolite) appear to have an iridescent sheen because the light is reflected from below the surface of the stone (this is the same effect discussed above under oil.

Moonstone is a form of feldspar that is highly translucent to transparent.

Orthoclase is a form of feldspar that is a transparent yellow (it reflects yellow light, but other colors go right through).

Amazonite is an opaque green to blue-green form of feldspar.

Mirror
Light striking a mirror is reflected. The angle at which the light strikes a mirror is equal to the angle of its reflection.

3. Name and draw diagrams of three kinds of positive lenses and three kinds of negative lenses.
The four lenses at the top of this illustration are positive. The four along the bottom are negative.

4. What should be the minimum distance of light source from the lens when testing for focal length?
It depends on how accurately you want to measure the focal length. The focal length can be determined by the equation:

 * $$\frac{1}{u} + \frac{1}{v} = \frac{1}{f} $$

Where $$u$$ is the distance between the center of the lens and the light source, and $$v$$ is the distance between the image the lens makes and the lens itself. If $$u$$ is greater than 30 times the focal length, it can be disregarded because $$\frac{1}{u}$$ is so small.

If you are using the sun for the light source, $$u$$ is 93 million miles, meaning $$\frac{1}{u}$$ is so tiny as to practically be zero.

Positive Lens
Set a ruler on end on a work surface (a table, sidewalk, or a wood board). Using a bright light (such as the sun) as the light source, hold the lens against the ruler and slide it up and down the ruler until the light is focused on the work surface. The point on the ruler that the focused lens touches is to be recorded as the Focal Length for that lens.

Negative Lens

Measuring the focal length of a negative lens is more difficult because light going through it does not converge to form an image. Instead, you will need to place a positive lens between the light source and the negative lens. Move the lenses and screen around until the light is focused.

Once focused, we can measure the distance between the negative lens and the image on the screen and call it $$v_2$$. The only other information we need for calculating the focal length of the negative lens is the distance between the negative lens and its object. But where is its object? It lies between the negative lens and the screen at the positive lens's focal point (which you have presumably already measured).

Therefore, the distance between the negative lens and its object $$u_2$$ is the distance between the lenses $$d$$ minus the positive lens's focal point $$f_1$$

 * $$u_2 = d - f_1$$

Note that $$d$$ should be smaller than $$f_1$$ making $$u_2$$ a negative number.

Once we have $$u_2$$, we can get the focal length $$f_2$$:

 * $$\frac{1}{f_2} = \frac{1}{v_2} + \frac{1}{u_2}$$

$$f_2$$ should come out as a negative number.

Another method for measuring focal length of a negative lens:

6. Explain by diagram why an image from a positive lens makes an image reversed and inverted.
By drawing lines representing the rays of light, we can show that the light creates an inverted image.

7. Show with diagrams how a prism works. State the angles at which the colors appear and disappear.

A prism uses the fact that different colors of light are bent differently as they travel through a medium. This effect is also seen in chromatic aberration.

The shape of a prism is an equilateral triangle. This causes the colors of light to disperse in a very predictable way.

8. Show and demonstrate what happens when light strikes one-way glass.
One-way glass, also called a two-way mirror, or a one-way mirror, is a pane of glass with a partially reflective, partially transparent layer, used with a darkened room on one side and a well-lit room on the other, allowing those in the darkened room to see into the lighted room but not vice versa.

The glass is coated with (or in some cases encases a layer of) a very thin almost transparent layer of metal (generally aluminum) to enhance its reflective nature. The result is what appears to be a mirror from one side, and tinted glass from the other. A viewer in the brightly lit area has difficulty seeing into the darkened room, through what appears to be a mirror.

To take full advantage of the partially mirrored surface, the target side should be brightly lit, to obscure any hint of light coming through the glass from the viewer's side. The darkened room is only completely obscured when it is in complete darkness. Sometimes a darkened curtain or a double door type vestibule is used to keep the viewers side darkened.

Uses
One-way glass is used for:
 * providing security, through covert viewing, of public spaces.
 * for the protection of covert camera
 * for some police interrogation rooms.
 * The use of one-way glass is also apparent in the broadcast television where persons read from a script while seemingly looking directly at the camera. This effect is achieved where the camera is the viewer looking through the glass, upon which the prompt or script is also reflected for the subject to read.

Periscope
A periscope is an instrument for observation from a concealed position. In its simplest form it is a tube in each end of which are mirrors set parallel to each other and at an angle of 45° with a line between them.

A periscope may be used as a toy or for seeing over people's heads in a crowd. This form of periscope, with the addition of two simple lenses, was used for observation purposes in the trenches during World War I.

A simple periscope can be made from two small, flat mirrors and a rectangular box (such as those in which aluminum foil or wax paper are packaged). Hot melt glue and strips of cardboard can be used to hold the mirrors in place.

Slide Projector

A slide projector is an opto-mechanical device to view photographic slides. It has four main elements: a fan-cooled electric light bulb or other light source, a reflector and "condensing" lens to direct the light to the slide, a holder for the slide and a focusing lens. A flat piece of heat absorbing glass is often placed in the light path between the condensing lens and the slide, to avoid damaging the latter. This glass transmits visible wavelengths but absorbs infrared. Light passes through the transparent slide and lens, and the resulting image is enlarged and projected onto a perpendicular flat screen so the audience can view its reflection.

Opaque Projector
The opaque projector, epidioscope, epidiascope or episcope is a device which displays opaque materials by shining a bright lamp onto the object from above. A system of mirrors, prisms and/or imaging lenses is used to focus an image of the material onto a viewing screen. Because they must project the reflected light, opaque projectors require brighter bulbs and larger lenses than overhead projectors. Care must be taken that the materials are not damaged by the heat generated by the light source. Opaque projectors are not as common as the modern "overhead".

Opaque projectors are typically used to project images of book pages, drawings, mineral specimens, leaves, etc. They have been produced and marketed as artists’ enlargement tools to allow images to be transferred to surfaces such as prepared canvas, or for lectures and discourses.

Refracting Telescope
All refracting telescopes use the same principles. The combination of an objective lenses (1) and some type of eyepiece (2) is used to gathered more light than the human eye could collect on its own, focused it (5), and present the viewer with a brighter, clearer, and magnified virtual image (6). The objective in a refracting telescope refracts or bends light. This refraction causes parallel light rays to converge at a focal point; while those which were not parallel converge upon a focal plane. Refracting telescopes can come in many different configurations to correct for image orientation and types of aberration. Because the image was formed by the bending of light, or refraction, these telescopes are called refracting telescopes or refractors.

Reflecting Telescope

In this diagram, light enters the telescope tube from the left and strikes the primary mirror (which is concave). Light is then focused onto the secondary mirror mounted on a set of struts, and is then reflected out the side of the tube to the eyepiece.

10. Explain what is meant by the term 6x35 and 7x50 as applied to binoculars.
The numbers used for describing binoculars give the power followed by the diameter of the objective lens (The largest diameter lens) in millimeters. This means that 6x35 have a magnifying power of 6x and have a diameter of 35mm.

The power represents how much bigger an object appears than with the unaided eye. You can also think of how many times closer it appears to be. The diameter lets you know how much light is gathered by the lens. A 50mm objective lens gathers much more light than a 35mm objective lens. Because the amount of light that is gathered increases if we increase the area that the light hits, we can calculate the light gathering of a lens using the area of a circle:

Area of lens= π (radius of lens)$$^2$$

The 50mm objective lens collects 2.0408... times more light than a 35mm objective lens. If you are in a dark environment, you will get twice as much light with the 7x50 binoculars than with a 6x35. The 7x50 binoculars has more magnifying power (7/6 or 1.167 times) than the 6x35 binoculars.

The higher the first number, the larger things appear, but the harder it is to hold the binoculars steady. Above 10x most people need a tripod to hold it steady enough to be useful. The higher the second number, the more light gathering power, which allows you to continue to see even in low light conditions, but the binoculars are much heavier as well.

Knowing what the numbers on a pair of binoculars mean is important as you are choosing which ones are best for you, but binoculars are a very personal thing, so try them before you buy them.

11. Define the term "f/stop" as used in connection with cameras. What does it mean when a lens is fast or slow? Is an f/8.5 lens faster or slower than an f/8 lens?
A faster lens has a lower f-number, and lets in more light than a slower lens. The f-number is the ratio of the diameter of the entrance pupil to the focal length of the lens.

$$f\ number = \frac {Focal\ length} {Diameter\ of\ objective}$$

The two parameters that define the f-number of an optical system are:

 * Focal Length
 * The longer the focal length, the more magnifying power the optical system has. You will choose a very long focal length lens if you wish to photograph birds, and a short focal length lens to photograph scenic shots such as a panarama.

 * Diameter of the lens
 * The larger the diameter the more light is let in. So to have a fast lens, you will need a large diameter lens, and the longer the focal length, the larger the diameter needs to be to have the same speed. A 50mm f/4 lens will have a diameter of 12.5 mm, but a 400mm f/4 lens will have a diameter of 100mm.

The advantage of a faster lens is that there is more light, so it is easier to see, and for photography, you can keep the exposure time low.

The disadvantage of a fast lens is that it is heavier, and has less depth of field.

About the Author
--Rodneyeast 14:06, 23 October 2006 (UTC)

/Completed Honors


text:
User talk:71.255.231.104

--ЗAНИA talk 01:34, 3 April 2008 (UTC)

title: User talk:71.255.231.104


text:
User talk:70.80.86.75

--ЗAНИA talk 01:35, 3 April 2008 (UTC)

title: User talk:70.80.86.75


text:
WebObjects/Web Applications/Deployment/Deployment

WO DEPLOYMENT BLACK ART CHEAT SHEET

NEW INSTANCE DEFAULTS

Auto Recover	: checked

Caching Enabled: checked

Lifebeat Interval:	30

Additional Arguments -WODirectConnectEnabled false -EOAdaptorDebugEnabled false -WOHost hostname.com -Djava.awt.headless=TRUE -Xms128m -Xmx600m Instance RAM Calculator XMnnnx (Server RAM MB - RAM for OS) / Instances = per instance RAM

APPLICATION SETTINGS

Name:	WOApp

Starting Port:	N/A

Time Allowed For Startup:	in seconds

Phased Startup:	checked

Adaptor:	WODefaultAdaptor

Minimum Adaptor threads1:	2 ( Adaptor threads is the number of threads to spawn to service your requests.)

Maximum Adaptor threads2:	8

Adaptor threads:

Listen Queue Size:	2

Project Search Path:

Session TimeOut (sec)3: 1

Statistics Page Password:	N/A

Load Balancing and Adaptor Settings

Load balancing scheme:	Round Robin

1. Adaptor threads is the number of threads to spawn to service your requests. 2. IIRC he said about 7-8 worker threads and 2-3 listen queue ones. Of course that depends on your app and what average requests are doing etc etc. But above that limit, if the app slows, the requests pile up to where it has no hope of meaningful recovery (the app may recover, but the users have gotten an error message long before).

Based on Max's comments, I have set the listen queue size to 2, minimum adaptor threads to 2, and maximum adaptor threads to 4 on my deployed WO apps. Yes, these seem extremely low compared with the defaults, but as Chuck (and Max) stated, higher values can cause poor performance at high loads. With these low settings, you'll get a warning at app startup, but ignoring this warning hasn't caused any obvious problem.

3. You can adjust your session timeout dynamically. We allow 5 minutes to login, but once you login, we bump it back up to 3600. That way we don't have a bunch of stale sessions triggered by web robots.


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User:Kbartels

Hi, I am trying to find a recipe that I have grown up with and believe it to be German. We always called it Gercheslaut. Probably spelled wrong! LOL It consists of cucumbers, buttermilk, green onion mixed together with hot mashed potatoes. I was taught to put mashed potatoes in the bowl first, then add the cucumber soup over them. This is a very delicious recipe. Does anyone know of this recipe and how to spell the name of it. My daughter is writing a paper for school.

title: User:Kbartels


text:
User talk:Kbartels

Hi, I am trying to find a recipe that I have grown up with and believe it to be German. We always called it Gercheslaut. Probably spelled wrong! LOL It consists of cucumbers, buttermilk, green onion mixed together with hot mashed potatoes. I was taught to put mashed potatoes in the bowl first, then add the cucumber soup over them. This is a very delicious recipe. Does anyone know of this recipe and how to spell the name of it. My daughter is writing a paper for school.

Retrieved from "http://en.wikibooks.org/wiki/User:Kbartels"

title: User talk:Kbartels


text: User talk:219.89.43.158

title: User talk:219.89.43.158


text:
Talk:Topology/Compactness

As compactness is one of the fundamental ideas of topology, I feel that this chapter belongs to the Topology wikibook and not the Set theory one. Further, no one has supported the mergeto:Set Theory suggestion in a long time and so I'm removing it. SPat (talk) 08:30, 3 April 2008 (UTC)

Credit
The qualitative description of compactness borrowed from AoPSWiki

SPat (talk) 08:36, 3 April 2008 (UTC)

Using unexplained concepts
It is not in the spirit of these WIKI-books to simply use the concepts of filter and net. Use of filter is slightly more defendable, since it is a more non-topological concept, but at least it should have been mentioned in the first chapter as "prerequisite". "Net" is a topological concept. It should be properly introduced in the context of the book itself. Leen Droogendijk (discuss • contribs) 17:45, 4 June 2012 (UTC)

title: Talk:Topology/Compactness


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Outdoor Education/Environment

The physical environment is an intrinsic and essential aspect of outdoor education. It is also one the most contested and discussed aspects, and has stimulated some of the most passionate and eloquent viewpoints and debates.

title: Outdoor Education/Environment


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Outdoor Education/Groups and leadership

Whilst solo outdoor experiences and outdoor education do occur, most outdoor education occurs within the context of small groups guided by designated leaders. Thus, the study of group behaviour, leadership, and facilitation are important aspects of understanding outdoor education.

title: Outdoor Education/Groups and leadership


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User:Yasirniazkhan

Hi, I am Yasir from Pakistan currently living in Germany.

title: User:Yasirniazkhan


text:
User:Xosa~enwikibooks

Zhe xetsa orion nebula, M42 website.

Nooooooooo As i the great xeta, zhe one with infine knowledge, has as in still suffering zhe amount of chemicals and mis-funcitioning devices in the great xetsas console. As i zhe zhe one in charge will be affected haxor disease as i will suffer the conseqences 4 a month

Zhe description 4 zhe console diseaseHandbook of Genetic Counseling/Achondroplasia-2 was the three blood coloured rings of doom, as i will try to survive zhe consequences, i may be in problem solving.

e=mc2=doom>

title: User:Xosa~enwikibooks


text: Template:Tocbox

title: Template:Tocbox


text: User talk:117.98.43.17

title: User talk:117.98.43.17


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User talk:Ravi siradhana

Welcome, Ravi siradhana!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 12:29, 3 April 2008 (UTC)

-- Herby talk thyme 12:29, 3 April 2008 (UTC)

title: User talk:Ravi siradhana


text:
Chess Opening Theory/1. d4/1...e6/2. c4/2...b6

= English Defence = The system of having b6 and e6 was developed by English player P.N. Wallis, and was taken up by several leading English players including Tony Miles and Jon Speelman.

Theory table
.

 * 1. d4 e6 2. c4 b6


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Ido/Lesson I2

Describing yourself and others

 * Ramon es inteligenta, ma ociema. Ramon is intelligent but lazy.
 * La long-hara viro ne es vicino di Xavier. The long-haired man is not Xavier's neighbour.
 * Quante vu evas? How old are you?
 * Elua matro evas sisadek e sep yari. Her mother is sixty seven years old.
 * Sioro Schenck es mez-eva viro. Mr. Schenck is a middle-aged man.
 * Lua grand-eva genitori habitas en Leipzig. His elderly parents live in Leipzig.
 * Ka vu vidis la preske sen-hara hundo? Did you see the almost hairless dog?
 * Elu havas sanguina temperamento. She has a sanguine disposition (or temperament).

title: Ido/Lesson I2


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Ido/Lesson II2

Exemplo-frazi

 * Qua esas tua favorata restorerio? Which is your favorite restaurant?

title: Ido/Lesson II2


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Ido/Lesson II3

Exemplo-frazi

 * La hospitalo ne es fore de la urbo-centro. The hospital is not far from the center of the city.
 * Ad-dextre vi povas vidar la anciena cinemo. To the right you can see the old cinema (movie-house).
 * Singla urbo havas sua povra quarteri. Every city has its slums.

title: Ido/Lesson II3


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Wikijunior talk:Ancient Civilizations/Saxons

Foods
Beans are a food introduced to the world by the Native Americans. Prior to Columbus's voyage, they were unknown in Europe. This is also true of the potato, tomato, and pineapple. Such flagrant errors in the text cast doubt on the rest of the list of foods, so I'm going to take it out. --Jomegat (talk) 16:23, 3 April 2008 (UTC)

 * Re-read that reference. Exotic foods were UNKNOWN to the Saxons.  That means they did NOT eat them.  Also, I stand by my position on beans.  That is a New World food, and as such, it would have been impossible for the Saxons to have eaten it. --Jomegat (talk) 16:50, 3 April 2008 (UTC)
 * OK on the beans. I was referring to the common bean, but the word "bean" applies to other foods as well, including the broad bean, peas, lentils, and chickpeas. --Jomegat (talk) 16:55, 3 April 2008 (UTC)


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A-level Physics (Advancing Physics)/What is a wave?

At this point in the course, it is easy to get bogged down in the complex theories and equations surrounding 'waves'. However, a better understanding of waves can be gained by going back to basics, and explaining what a wave is in the first place.

Definitions
A wave, at its most basic level, is a repeated disturbance that spreads out and transfers energy as it moves forwards. Water ripples, light and sound all do this.

The image below shows a waveform. It plots distance through the medium on the x-axis (e.g. distance along the surface of water), and the amount of disturbance on the y-axis (e.g. distance from where the surface would be if the water was not disturbed by ripples). The amount of disturbance is known as the displacement. Waves tend to keep the same maximum displacement. This is known as the amplitude.

The distance between two equivalent points in a wave, along the direction in which the wave travels, is known as the wavelength. The 'peaks' or 'troughs' (where displacement is at a maximum or minimum) are usually chosen as these are the best points of a wave to measure. This is the distance a wave needs to travel in order to repeat itself, or the distance of one oscillation.

The nature of a wave
This raises the question "How can the disturbance itself move?" In some cases, this is easy to answer. Lots of waves travel through a material, in which case it is the material of the medium that is being disturbed. Such waves are called "mechanical waves", which require a material medium to travel in in order to exist. The easiest example to think about is a water wave. One area moves up, pulling the next one up with it. The water in this area gains potential energy. Eventually, pressure and gravity pull the water back down, and they gain kinetic energy which is again passed onto the next area. This allows the process to repeat, spread out and keep passing energy on.

The nature of electromagnetic waves, which includes light, is much more difficult to explain. There is a section below that discusses this.

Velocity, frequency and wavelength
You should remember the equation v = fλ from earlier in this course, or from GCSE. v is the velocity at which the wave travels through the medium, in ms−1, f (or nu, ν) is the frequency of the wave, in Hz (how many waves pass through a point each second), and λ is the wavelength, in m.

This is analogous to walking. Frequency would be the number of steps taken in a unit of time, equivalent to how many times the wave oscillates in a unit of time. The wavelength is equivalent to how long each step is. As most waves have a set speed (e.g. the speed of light or speed of sound), as wavelength goes up the frequency goes down, and vice versa. They are inversely proportional. When walking, if you take steps more often, each step must make you travel less distance if you are to continue walking at the same speed.

This equation applies to electromagnetic waves, but you should remember that there are different wavelengths of electromagnetic radiation, and that different colours of visible light have different wavelengths. You also need to know the wavelengths of the different types of electromagnetic radiation:

The problem of explaining the nature of light
Until relatively recently, scientists struggled to explain what light was. In the past they could only look at what light could do and make educated guesses. Developing ideas from evidence is extremely important in science. Using ideas and to make to explain evidence is extremely important in science. Models are ideas that represent reality. Often, models are developed to explain existing evidence. A good model will predict unobserved behaviour.

Could light be made of particles?

Some scientists have historically suggested that light is a stream of particles. This would explain away the need for a medium to travel through. It would explain why light travels more slowly in denser materials, unlike sound. It also explains why light can travel in straight lines, as well the angle of incidence is equal to the angle of reflection when light "bounces" off a surface. However, there are some behaviours that a particle model does not explain well.

Light as a wave?

Light was observed to have some properties of waves, e.g. being able to spread out. This behaviour seemed to be best explained by waves. As such, a lot of scientists historically liked to think of light as a wave. However, waves were thought of as disturbances. The proponents of a wave model struggled to explain how light could move through a vacuum. This is a place with no material to disturb. Sound cannot pass through a vacuum at all because there is no material to disturb and pass energy onto. The fact light could move through a vacuum was very problematic to using waves as an explanation.

In order to get around this, some scientists came up with the idea of 'ether'. They said there must be a mysterious and undetectable substance that exists everywhere for light to disturb in order to move in. However, the ether theory had problems, including being unable to detect any. It is not a theory accepted by modern physicists.

The evidence

New experiments kept showing light to have more and more behaviour unique to waves. The most important was perhaps interference. This made physicists accept that it must be a wave. Despite not being able to explain what light was a wave in, accepting this was the only way to explain its behaviour.

Types of Waves
Waves can be categorised based on how the disturbance moves relative to the wave. A wave which causes disturbance parallel to the direction of its travel is known as a longitudinal wave, whereas a wave which causes disturbance perpendicular to the direction of its travel is known as a transverse wave.

Superposition / Interference
Note that disturbance is often described as a displacement, which is a vector quantity. Vectors at any point simply add up.

One feature of waves is that they superpose. When they are travelling in the same place in the medium at the same time, they both affect the medium independently. The vector quantities of displacement simply add up and the material is displaced by the vector sum. If two waves do this whilst moving in opposite directions, after passing through one another, they will carry on unaffected.

This is often referred to as as "interference". Some physicists do not like this word as it implies any wave interfering is unwanted, or "noise". However, this effect can be extremely useful e.g. when heating food in a microwave oven.

Consider two identical waveforms being superposed on each other. The resultant waveform will be like the two other waveforms, except its amplitude at every point will be twice as much. This is known as constructive interference. Alternatively, if one waveform moves on by half a wavelength, but the other does not, the resultant waveform will have no amplitude, as the two waveforms will cancel each other out. This is known as destructive interference. Both these effects are shown in the diagram below:

These effects occur because the wavefronts are travelling through a medium, but electromagnetic radiation also behaves like this, even though it does not travel through a medium.

Questions
1. What is a wave?

2. Through what medium are sound waves propagated?

3. What aspects of the behaviour of light make it look like a wave?

4. What aspects of the behaviour of light make it look like a particle?

5. Consider the diagram on the right. White light is partially reflected by the transparent material. Some of the light, however, is refracted into the transparent material and reflected back by the opaque material. The result is two waves travelling in the same place at the same time at the same polarisation(the light is not a single beam). Why does, say, the red light disappear? (Variations on this question are popular with examiners.)

6. What is the wavelength of green light?

7. The lowest frequency sound wave humans can hear has a frequency of approximately 20 Hz. Given that the speed of sound in air is 343ms−1, what is the wavelength of the lowest frequency human-audible sound?

/Worked Solutions/


text:
A-level Physics (Advancing Physics)/What is a wave?/Worked Solutions

1. Through what medium are sound waves propagated?

Usually the air, but most material objects will carry sound.

2. What aspects of the behaviour of light make it look like a wave?

Superposition and diffraction (and others).

3. What aspects of the behaviour of light make it look like a particle?

Photoelectric effect

'''4. Consider the diagram on the right. White light is partially reflected by the transparent material. Some of the light, however, is refracted into the transparent material and reflected back by the opaque material. The result is two waves travelling in the same place at the same time at the same polarisation (the light is not a single beam). Why does, say, the red light disappear?'''

If the refractive index and width of the transparent material are correct, then the two waveforms leaving it will be half a wavelength apart, as one will have travelled further. Destructive interference will cause the red light to become 'invisible'.

 * Observation: What are the conditions that we can make red light disappear in a real situation, in a real experiment like this? In other words, the question is good, but the picture awful. Just making more questions than answers. But hey, let's have a question like this: You have two laser pointers of the same colour, a glass plate and a mirror. How can you make a laser beam disappear? That is an experiment that can be constructed, theoretically solved and perhaps even successfully performed.*

5. What is the wavelength of green light?

500 nm

6. The lowest frequency sound wave humans can hear has a frequency of approximately 20 Hz. Given that the speed of sound in air is 343ms−1, what is the wavelength of the lowest frequency human-audible sound?

$$\lambda = \frac{v}{f} = \frac{343}{20} = 17.15\mbox{m}$$


text:
Using POSper/Developer guide/Stable

Contents

 * Database - Miscellaneous Details
 * Database Diagram
 * Database - Table descriptions
 * Database Diagram XML Source
 * SQL Queries -Contribute your SQL query here...

title: Using POSper/Developer guide/Stable


text:
Using POSper/Developer guide/Stable/Database-Miscellaneous Details

The two tables that store the sales are: TICKETS (TICKETID, DATENEW, HOST, PERSON, PAYMENT, MONEY INTEGER) PRODUCTSOUT (TICKETID, TICKETLINE, PRODUCT, UNITS, PRICE) One sale is one record in the table TICKETS and one or more records in the table PRODUCTSOUT.


text:
Using POSper/Developer guide/Stable/Database Diagram

This diagram describes up to revision 423

To edit this diagram, download the xml description and open it with DBDesigner. http://fabforce.net/dbdesigner4/

Note that some of the table names and fields are slightly wrong due to DBDesigner4 issues, such as refusing the use of certain table/field names (eg user, password, data) and in other cases insisting on an exact field name that it won't let you change (eg for foreign keys).


text:
Using POSper/Developer guide/Stable/Database-Table descriptions

The information on this page is confirmed up to POSper revision 423

Generator tables
These tables are simply storehouses for the next available id for other tables that they serve.

 * posper_ticketcreationgenerator
 * posper_ticketidgenerator

Restaurant specific tables
These tables seem fairly specific to a restaurant setting rather than being generally applicable to any POS.

 * posper_reservation

Geographic
These tables are spatial by nature

 * posper_floor
 * posper_location
 * posper_place
 * posper_productlocation

Ticket handling
These tables deal with handling tickets

 * posper_ticket
 * posper_ticketline

User management
These tables manage users including user rights

 * posper_user
 * posper_role
 * posper_role_permission
 * posper_permission

The rest
The rest of the tables

 * posper_stockdiary
 * posper_cashregister
 * posper_category
 * posper_image
 * posper_payment
 * posper_product
 * posper_property
 * posper_resource
 * posper_imageresource
 * posper_tax