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Applied Science BTEC Nationals/Practical Chemical Analysis/Mn-Steel

=Determination of the Mn Content of Steel=

by Ulrich de la Camp and Oliver Seely (Copied with kind permission and with no liability accepted for the current content.)

Discussion
The manganese content of most steels is quite low (<1%). It is therefore difficult quantitatively to analyse for Mn in the presence of large amounts of iron by purely chemical techniques. A colorimetric method based on the characteristic purple colour of the manganate (VII) ('permanganate') ion, MnO4-, however, yields accurate results. The method is based on the dissolution of the steel in nitric acid which also oxidises the Mn to Mn2+. The reaction involved is:

3 Mn + 2 NO3- + 8 H+ $$\rightleftharpoons$$ 3 Mn2+ + 2NO + 4 H2O

The nitric oxide produced must be removed since it would react with periodate and would thus inhibit the oxidation of the Mn2+ to manganate (VII). The removal of the NO is accomplished through boiling and the addition of ammonium peroxydisulfate, (NH4)2S2O8. This compound is also known as ammonium persulphate. The reaction is:

2 NO + 3 S2O82- + 4 H2O $$\rightleftharpoons$$ 2 NO3- + 6 SO42- + 8 H+

The peroxydisulphate also oxidises and removes carbon or other organic matter. The S2O82- is a powerful oxidising agent. It may oxidise some of the manganous ion to MnO2, which will appear as a brown precipitate. The addition of small amounts of sodium bisulphite, NaHSO3, will reduce the MnO2 back down to the +2 state. Boiling will expel the SO2 that is formed. The next step in the procedure is the oxidation of the Mn2+ to MnO4-. Peroxydisulphate has a sufficiently large electrode potential to accomplish this conversion; however, the reaction rate is quite low. Potassium metaperiodate, KIO4, is therefore used as the oxidising agent. The reaction is:

2 Mn2+ + 5 IO4- + 3 H2O $$\rightleftharpoons$$ 2 MnO4- + 5 IO3- + 6 H+

Phosphoric acid is added to the solution in order to prevent any interference from iron (III) ('ferric') ion. The latter forms a colourless complex with phosphoric acid. Most coloured ions can be compensated for with a blank containing those ions, but cerium (III) and chromium (III) present problems because they also undergo oxidation in the presence of periodate, producing oxidation products which exhibit significant absorption of light at the same wavelength used to measure the absorbance of manganate (VII). This method cannot be used if those ions are present unless the absorbance is measured at wavelengths at which the other two oxidation products exhibit absorbance maxima. The concentrations of each species can then be found using simultaneous equations.

The procedure for the determination of the Mn content consists of two parts:

a. The preparation of a calibration curve from the measured absorbances of a number of solutions of known Mn concentrations.

b. The preparation of the unknown solution and determination of its absorbance.

A major source of error in this experiment is misuse of the colorimeter. Before you take any measurements on this instrument read the instructions and commit them to memory. Be sure to make all the measurements on the same instrument and the same cuvettes.

Experimental
Before you start this procedure obtain the following from the instructor: two spectrophotometer cuvettes and a small vial containing KIO4. Throughout this analysis it is essential that you use the same colorimeter and the same two cuvettes. The first part of the analysis which establishes the required calibration curve in effect calibrates both the cuvettes and the colorimeter. You will be using one of the cuvettes repeatably to hold sample solutions. The other will serve as the blank. The cuvette holding samples will be refilled repeatedly with different solutions. It will have to be rinsed first with distilled water, then rinsed with a small amount of the solution to be added before adding the solution whose optical density is to be measured. Each time a separate aliquot of the same sample will be used.

When filled with identical solutions, our sample cuvettes do not produce identical absorbances from one to the next. You may want to put distilled water into two cuvettes and use one as the blank to calibrate the colorimeter and the other to check the systematic error in absorbance. Alternatively, you may wish to find a pair of cuvettes which read within 0.01 absorbance units from each other so that you won't have to make any correction.

Clean two cuvettes and fill both with distilled water. Calibrate the colorimeter using one, then take an absorbance reading with the other. Make sure that the vertical line on the cuvettes is adjacent to the mark on the plastic cuvette holder in the colorimeter for both the calibration and all future readings. If the vertical line is in a different position during any reading, the absorbance will change slightly. The second cuvette will be the one in which you place your sample. We will call this absorbance A systematic error. The absorbance you measure is the systematic error between the two cuvettes, using the first cuvette as the blank. This absorbance will be subtracted from all future sample readings.

Alternatively, you may search through our collection of cuvettes until you find a pair which read to within ± 0.01 absorbance units of each other. Then you won't have to make an absorbance correction.

Preparation of the Calibration Curve
Clean a 50 cm3 volumetric flask, put your initials on the marking spot and give it to the instructor. The flask will be filled with 5 cm3 of a solution which contains 1.000 g of Mn per dm3. Fill this flask with distilled water to the calibration mark. Make sure that you continually mix it while you are adding water. When filled, stopper the flask and mix the contents by inverting and shaking the flask. This tenfold dilution will provide you with a solution that contains 0.1000 g of Mn per dm3 and represents the stock solution which you will use to prepare the Mn standards.

With a volumetric pipet, transfer 5 cm3 of your stock solution into a clean 125 cm3 conical flask. Add 20 cm3 of water and 4 cm3 of concentrated H3PO4. Then add 0.4 g of KIO4 and boil for 2 minutes on a small hot plate. Cool to room temperature with the aid of an ice bath. Quantitatively transfer the contents of this flask into a 50 cm3 volumetric flask with the aid of one of your plastic funnels and a glass rod. Use numerous small water washes to rinse the flask. Then dilute the contents of the volumetric flask to the mark with distilled water. Invert the flask several times so that the concentration of the solution becomes uniform. Rinse and fill one of the spectrophotometer cuvettes with the solution just prepared and fill the other with a solution of H3PO4 prepared by diluting 1 cm3 of concentrated H3PO4 to a total of 10 cm3 with distilled water. Using this second cuvette as the blank determine the absorbance of the MnO4- solution at a wavelength of 525 nm. Record both absorbance and percent transmittance. Pour out the solution in the cuvette the absorbance of which was just read, refill with the same solution in the volumetric flask and read the absorbance again. Carry out the measurement of absorbance a total of three times. Use the average value of the three absorbances in the preparation of the calibration curve.

Now repeat the procedure in the paragraph above, using volumes of the 0.1000 g of Mn per dm3 solution, such that you obtain MnO4- solutions whose absorbance values span the range from 0.1 to 1.0. Keep in mind that according to Beer's Law, absorbance is directly proportional to concentration. You must have five calibration points. You are somewhat limited in the volumes that you can choose, by the fact that volumetric pipets are available only for 1, 2, 3, 5 and 10 cm3 but due to the high relative error for 1 cm3 pipettes you should avoid their use. For your fifth volume you may choose any one of the following combination of pipettes: 2+2, 3+3, 5+2 or 5+3 cm3. Plot the points carefully and neatly on a piece of millimeter graph paper. Place the absorbance values on the ordinate, or y-axis, and the concentrations, in units of g of Mn per cm3, on the abscissa or x-axis. The five values plotted in this manner should all fall on or close to a straight line. If one or more points appear to deviate from this line, ask your instructor about which ones ought to be redone.

Additional helpful hints
(a) The "best" straight line will be found by applying linear regression analysis, not by "eyeballing" the points and drawing a line which you think is "best."

(b) Follow the instructions given for linear regression in one of the appendices or use an appropriate spread sheet program to do the same thing.

(c) Your slope should come out to be somewhere between 40000 and 50000.

(d) Your y-intercept should be a small negative or positive number, between -0.03 and +0.03.

(e) The straight line you get will conform to y = mx + (y-intercept) where m is the slope. The y- intercept is the value of the absorbance when concentration (plotted on x) equals zero.

(f) Beer's Law is often written as A=abc where A is the absorbance, c is the concentration, b is the path length of the cuvette and a is a constant characteristic of the substance under study. In the ideal Beer's Law, given by A=abc, the y-intercept is equal to zero.

(g) The method of linear regression gives you absorbance, on the y-axis, A = mc + (y-intercept), a straight line with a y-intercept resulting from small deviations caused by your procedure and the instrument you use. "m" is the slope, equivalent to "ab" in the Beer's Law equation. "c" is the concentration, plotted on the x-axis. It is the same "c" as in the Beer's Law equation.

(h) The "best" straight line which you draw is for the presentation of your data alone, not to be used to determine the concentration of your unknown. The concentration of your unknown will be found by applying a rearrangement of your regression formula, that is c = {A-(y-intercept)}/m

(i) If you use a spreadsheet program to get the slope "m" and the (y-intercept), you may draw your "best" straight line using that program.

Now repeat the procedure in the paragraph above, using volumes of the 0.1000 g of Mn per dm3 solution, such that you obtain MnO4- solutions whose absorbance values span the range from 0.1 to 1.0. Keep in mind that absorbance is directly proportional to concentration, i.e. the volume of stock solution used. You must have five calibration points. You are somewhat limited in the volumes that you can choose, by the fact that volumetric pipettes are available only for 2, 3, 5 and 10 cm3. Due to the high relative error for 1 cm3 pipets you should avoid their use. For volumes between 5 and 10 cm3 it is therefore necessary to double pipette. Plot the points carefully and neatly on a piece of millimeter graph paper. Place the absorbance values on the ordinate and the concentrations, in units of g of Mn per cm3, on the abscissa. Use the long side of the paper for the abscissa. The five values plotted in this manner should all fall on a straight line. If one or more points deviate from this line, redo that particular point. In addition to this plot you should also use the experimental values and fit them to a straight line. The method of least squares is one procedure which will calculate the parameters of the equation for the best straight line through the experimental points. The equation for this line will be of the form y = mx + b where "m" is the slope and "b" is the y-intercept. Detailed directions for the calculation of such a line are given in one of the appendices to this manual. Many calculators also have the capability to calculate the required parameters, this feature is usually called linear regression. Be sure to consult the instruction manual of your calculator to see whether it has this capability.

Determination of the Mn Content of a Steel Sample.
Weigh out two steel samples of about 0.8 g each, to an accuracy of ±0.1 mg, directly into two 125 cm3 conical flasks. In the fumehood add 40 cm3 of 6 mol dm−3 HNO3 and heat to boiling. Continue heating for about five minutes. Be very careful not to let the solution go to dryness. Severe spattering will result and loss of some unknown will almost certainly occur. Cool to room temperature, with an ice bath if necessary, and then cautiously add 1 g of ammonium peroxydisulphate. Boil gently for 5 minutes. Again cool to room temperature and then add 0.1 g of sodium hydrogen sulphite and then boil for another 5 minutes. Again cool the solution to room temperature. If the solution at this point is completely clear, i.e. there is no precipitate, you can then transfer it quantitatively into a 100 cm3 volumetric flask. On the other hand if there is a fine black precipitate you must filter it into the 100 cm3 volumetric flask. Use your plastic narrow-stem funnel and #1 filter paper. Use numerous, small distilled water washes to insure the you get a quantitative transfer. Add water to bring the volume of the flask up to the calibration mark. Mix the solution well while adding the water. After the volume has been made up to the index mark, stopper the flask, invert it and then shake it a few times so as to properly mix the solution.

Pipette 25 cm3 aliquots from one of your dissolved steel samples into two 125 cm3 conical flasks. To each flask add 4 cm3 of concentrated H3PO4. To one of the conical flasks add 0.40 g of KIO4 and gently boil for 2 minutes. The second aliquot serves as a blank and is not treated with KIO4. Cool the boiled sample to room temperature in an ice bath, then transfer both samples, with adequate water washes, into two different 50 cm3 volumetric flasks and then fill them up to the mark with distilled water. Determine the absorbance of the periodate treated sample at a wavelength of 525 nm. Use the solution that was not treated with periodate as a blank. As before, repeat all steps of the absorbance determination procedure three times. If the absorbance value exceeds 1.00, discard both the periodate treated sample and the blank. Pipet 10 cm3 aliquots of the same unknown solution into two 125 cm3 conical flasks. Then proceed in the same manner as before except use only one half the amount of periodate. Obtain and record the absorbance and percent transmittance of this more dilute solution. Repeat the procedure with the other steel sample. From the data obtained in this manner, using either the calibration curve or the linear regression line, calculate the percentage of Mn in the steel sample.

Report
On the report sheet provided, give the following information

 * 1) Steel sample number
 * 2) Spectrophotometer number
 * 3) Values of each volume and absorbance for the points used in your calibration curve.
 * 4) Values of the linear regression parameters "m" and "b"
 * 5) Grams of steel used for each sample
 * 6) Measured absorbance for each sample
 * 7) Aliquot volume of unknown solution (10 or 25 cm3).
 * 8) The percentage of Mn for each sample
 * 9) The average percentage
 * 10) Pages in the laboratory notebook containing the original data

Attach the original or a copy of your calibration curve to your report sheet.

Questions on Mn in Steel Analysis
A = abc?
 * 1) Why is ammonium peroxydisulphate added to the solution containing the dissolved steel?
 * 2) Why is sodium bisulphite added?
 * 3) What is the formula of the brown oxide of manganese referred to in the procedure?
 * 4) How many centimeters are there in 525 nm?
 * 5) Why is phosphoric acid added to the dissolved steel aliquot?
 * 6) Why is this method not applicable to steel samples with a high chromium or cerium content?
 * 7) The slope of the calibration line corresponds to which symbol(s) in the relationship
 * 1) What is the name and formula of the compound used to oxidise Mn2+ to MnO4-?


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Applied Science BTEC Nationals/Practical Chemical Analysis/Fe-Colorimetry

=Colorimetric Fe Analysis=

by Ulrich de la Camp and Oliver Seely (Copied with kind permission and with no liability accepted for the current content.)

Discussion
In the colorimetric analysis for Mn the concentration of the Mn is determined using the characteristic colour of the manganate (VII) ('permanganate') ion. However, few metal ions show such strong colours, particularly at low concentrations. Fortunately many highly coloured complexes can be formed from metal ions and organic or inorganic complexing agents. These complexes are the result of the interaction of a Lewis acid (the metal ion) and a Lewis base (the complexing agent). The ideal colour-forming reagent should be stable and selective (even specific) and react rapidly to form soluble, highly coloured complexes. The coloured complex should have a high absorptivity and be free from variations in colour due to minor changes in pH or temperature.

The application of colorimetric reagents is not a new technique but dates back nearly two thousand years. Around 60 A.D. Pliny the Elder in his "Natural History" recommended the use of nutgall as a reagent for the determination of iron in verdigris, which is a green pigment. Nutgall contains about 65-70% tannic acid which when combined with iron leads to the formation of a black iron/tannate complex.

In general organic colorimetric reagents are considerably more sensitive than are inorganic ones. They give more intense colours and are therefore frequently used for trace analyses. With many organic reagents, it is possible to determine concentrations at the ppm level. 2,2'-Bipyridyl (bipy), M = 156.20 g mol−1, forms an intensely red complex with iron(II) which may be exploited to determine iron concentrations in the ppm range. The reaction is:

3 bipy + Fe2+ $$\rightleftharpoons$$ Fe(bipy)32+

The figure below shows the structure of the reagent and the complex formed with Fe.

The molar absorptivity of the iron-bipyridyl complex is 8650 dm3 mol−1 cm−1 at the wavelength of maximum absorbance. The complex forms rapidly, is stable over the pH range 3 to 9, and may be used to determine iron(II) concentrations in the range of 0.5 to 8 ppm.

Iron(III), if present, must be reduced to iron(II) to produce the coloured species. A suitable reagent for this purpose is hydroxylamine hydrochloride, HONH3+Cl-. The reaction for this reduction is shown below:

2 HONH3+Cl- + 2 Fe3+ $$\rightleftharpoons$$ 4 H+ + 2 H2O + N2 + 2 Fe2+ + 2 Cl-

The concentration of iron in the sample could be calculated from Beer's Law however in this procedure we employ a different method. We will prepare a standard solution and compare absorbance readings of the sample and the standard solution. This technique minimises the effects of instrument and solution variation. Spectrophotometric methods are normally accurate to about ± 1%, i.e. to about three significant figures. Even though higher accuracy and precision can be obtained with more sophisticated instruments, in most cases an accuracy of ± 1%, at concentration levels of parts per million, is quite sufficient. The iron (II) ammonium sulphate standard that is used in the procedure is normally not considered a primary standard, however it is available in a purity greater than 99% and is therefore adequate for our purposes.

A major source of error in this experiment is misuse of the colorimeter. Before you take any measurements on this instrument read the instructions and commit them to memory.

Preparation of the Original Fe Solution.
To an accuracy of ± 0.1 mg weigh out enough iron (II) ammonium sulphate, Fe(NH4)2(SO4)2 6 H2O, M = 392.14 g mol−1, to prepare 250 cm3 of a solution which is 0.00200 mol dm−3 with respect to that compound. Quantitatively transfer the salt into a 250 cm3 volumetric flask, add sufficient water to dissolve the salt, add 8 cm3 of 3 mol dm−3 H2SO4, dilute to the mark with distilled water and mix well. We shall call this the Stock Fe Solution. Pipette 10 cm3 of this solution into a 100 cm3 volumetric flask, add 4 cm3 of 3 mol dm−3 H2SO4 and dilute to the mark with distilled water and mix well. Label this solution as Original Fe Solution and calculate the concentration of Fe, in ppm, in this solution.

Measurement of the Absorbance Spectrum.
In order to determine the wavelength of maximum absorbance it is necessary to obtain the absorbance spectrum of the iron-bipyridyl complex. Readings taken at intervals are sufficient to outline an absorbance spectrum except perhaps at absorbance peaks where additional points may be required to characterise the curve more completely. Pipette 10 cm3 of the Original Fe Solution into a 50 cm3 volumetric flask. Into a second 50 cm3 volumetric flask add about 10 drops of 3 M H2SO4. Then, in the order stated, add to each flask 1 cm3 of 10% hydroxylamine hydrochloride solution, 10 cm3 of 0.1% bipyridyl solution and 4 cm3 of 10% sodium ethanoate ('acetate') solution. The purpose of the sodium ethanoate is to buffer the mixture. The sodium ethanoate plus the sulphuric acid already present gives an ethanoic acid-ethanoate buffer in the pH region of about 4.5 to 5. Be sure to mix well after the addition of each reagent. Then fill each flask to the mark with distilled water and mix well by inverting and shaking. The flask containing iron has the same concentration as the Standard Fe Solution which will be prepared in the next section. Now take absorbance readings for this solution from 400 nm to 600 nm, in intervals of 10 nm, except where additional points are needed better to define the shape of the curve. Use the solution not containing Fe as a blank. Neatly plot the absorbance (vertical axis) against wavelength (horizontal axis) on a piece of millimeter graph paper. Use the long side of the paper as the horizontal axis. From this graph select the wavelength which exhibits the maximum absorbance. That is the wavelength to be used for the measurement of the unknown solution. It is called lambda (max).

Determination of the Absorbance of the Standard Fe Solution.
Before beginning this part of the procedure be sure to record the number of the colorimeter that you are using for this part of the analysis. The number of the colorimeter is found on a small blue tag on the front of the colorimeter. All further absorbance measurements must be made with the same colorimeter and the same cuvettes in order for this method to work. Discard both of the solutions in the 50 cm3 volumetric flasks. Thoroughly rinse both volumetric flasks and then prepare a new set of solutions from the Original Fe Solution using the same amounts according to the previous procedure. Label the solution containing the Fe as Standard Fe Solution and calculate its Fe concentration in ppm. Determine the absorbance of this solution at the wavelength of maximum absorbance previously determined. For a blank use the solution which does not contain Fe. Make at least three measurements. In each case reset the zero and the 100% transmission. Record both the percent transmission and absorbance values. Empty your cuvette and refill it with another portion of the same solution and again determine the absorbance value. Calculate the average of all six absorbance values.

Analysis of the Fe Unknown.
Clean a 100 cm3 volumetric flask, place your initials on the ground glass area and hand it to your instructor who will pipette 10 cm3 of unknown solution into it and who will also give you a reference number for it. Then add 4 cm3 of 3 mol dm−3 H2SO4, mix well and then make up to the calibration mark with distilled water. Mix well by inverting and shaking the stoppered flask. Label this solution as First Unknown Dilution (FUD). Pipet 10 cm3 of this solution into a 50 cm3 volumetric flask and then in this exact order add 1 cm3 of 10% hydroxylamine hydrochloride solution, 10 mL of 0.1% bipyridyl solution and 4 cm3 of 10% sodium acetate solution. Be sure to mix well after the addition of each reagent, by gently shaking or swirling, but not inverting, the flask. After all reagents have been added fill the flask to the mark with distilled water and mix well by inverting and shaking. This solution will be called the Second Unknown Dilution (SUD). Determine the absorbance of the this solution using the previous blank solution as the reference and the wavelength of maximum absorbance determined earlier. Measure the absorbance at least three times. Empty the cuvette and refill it with another portion of solution and again determine the absorbance.

Analysis of city tap water.
If samples of city tap water are supplied in this experiment, you will determine the iron concentration in two samples. The concentration of iron in city tap water approaches the level of precision of this method because the concentration of iron in most water of southern California is very low. Iron pipes offer the most abundant source for the iron in our water. The Ksp of Fe(OH)3 is 4.0 x 10-38. Calculation yields a concentration of Fe3+ in neutral water to be so low as to be undetectable—on the order of one part iron per one quintillion parts of water (10-18). Still, whatever iron that finds its way into our water supply may end up in the form of a colloidal precipitate of ferric hydroxide. To bring that small amount of iron into solution we acidify tap water and boil it for two minutes, cool it to room temperature in ice and carry out the procedure now familiar to you.

Procedure

The absorbance you observe may be lower than that which you observed for your known and unknown samples. If you have really low absorbance readings, a slight difference in the shape of two cuvettes is enough to make detection of the presence of any iron impossible unless a correction for the systematic error between the two cuvettes is taken into account. Clean two cuvettes and fill both with the blank solution. Calibrate the spectrophotometer using one, then take an absorbance reading with the other. Make sure that the vertical line on the cuvettes is adjacent to the mark on the plastic cuvette holder in the spectrophotometer for both the calibration and all future readings. If the vertical line is in a different position during any reading, the absorbance will change slightly. The second cuvette will be the one in which you place your sample. We will call this absorbance Asystematic error. The absorbance you measure is the systematic error between the two cuvettes, using the first cuvette as the blank. This absorbance will be subtracted from the readings you get using the iron samples, as follows: Using a 50 mL graduated cylinder, obtain two samples of city tap water, 50 mL each, from two different cities. Place each sample in a clean 250 mL beaker. Add 10 drops of 3 M H2SO4 to each. Boil each sample on a hot plate for 2 minutes. Cool the two samples in ice until they are no longer warm to the touch. Pour each in turn back into the 50 mL graduated cylinder and add enough distilled water to bring each back to 50 mL volume. Pour contents of each into the same 250 mL beakers to mix. Pipet 35 mL of the first sample into a 50 mL volumetric flask (use a 25 mL volumetric pipet and a 10 mL volumetric pipet), then in this exact order add 1 mL of 10% hydroxylamine hydrochloride solution, 10 mL of 0.1% bipyridyl solution and then finally, using an eye dropper, add up to 4 mL of 10% sodium acetate solution to the mark. Be sure to mix well after the addition of each reagent, by gently inverting the flask. This sample will be called the city reaction flask in the description of calculations below. Determine the absorbance of this solution using the previous blank solution as the reference at the wavelength of maximum absorbance determined earlier. Measure the absorbance at least three times. Repeat this section with the second boiled sample of tap water from a different city. Subtract the absorbance which represents the systematic error between the cuvettes from each of these experimental values.

Calculations

The calculation of the Fe concentration of the unknown can be made by a comparison method. This, however, can only be done if the system adheres to Beer's Law in the range of concentrations involved. In the case of the iron-bipyridyl complex that range is 0.5 to 8 ppm. The appropriate relationship for the calculation of the Fe concentration in the Second Unknown Dilution is:

"A" is the absorbance, the subscript "S" refers to the absorbance and concentration, respectively, of the Standard Fe Solution while the subscript "SUD" refers to the absorbance and concentration of the Second Unknown Dilution. For the absorbance value of the unknown solution use the average of the three readings obtained for each sample taken. From the value obtained for [Fe]SUD, calculate the concentration of iron, in parts per million, of the original unknown Fe solution given to you by your instructor.

If city water was provided for this experiment, the equation above is used to determine [Fe] for the solution whose absorbance you measured. Since this solution was made to 50 mL but in the process you used 15 mL of reagents prepared with distilled water, [Fe] for the city water can be found through a simple modification of the equation above:

The Report

Report the following data:

 * 1) Fe unknown number
 * 2) Colorimeter number
 * 3) Wavelength of maximum absorbance
 * 4) Average absorbance of the Standard Fe Solution
 * 5) Concentration of the Standard Fe Solution in ppm
 * 6) Absorbances of the two samples of Second Unknown Dilution (SUD)
 * 7) The average concentration of the Second Unknown Dilution in ppm.
 * 8) Use the value given in 7, above, to calculate the original concentration in ppm Fe in the solution given you by your instructor. (To get to that point, you performed two dilutions: (a) 10:100 and (b) 10:50)
 * 9) ppm iron in the two samples of city water, if provided for this experiment.
 * 10) Pages in your lab notebook containing the pertinent data

Attach the original or a copy of the absorbance spectrum to the report sheet.

Questions on Colorimetric Iron

 * 1) What is the name and structural formula of the ligand used in this procedure?
 * 2) Draw the structural formula for the complex formed between Fe2+ and the ligand.
 * 3) Why is hydroxylamine hydrochloride used in this procedure?
 * 4) What is the formula of ferrous ammonium sulfate hexahydrate?
 * 5) Why is sodium acetate used in this analysis?
 * 6) Over what range of iron concentrations does the iron-bipyridyl complex obey the Beer-Lambert law?
 * 7) Tea contains a significant amount of tannic acid. Given this fact explain why a cup of tea made with distilled water does not show the characteristic dark brown color of tea made with ordinary water.
 * 8) List some characteristics of a good complexing agent for colorimetric analyses.
 * 9) Calculate the ppm Fe in your Stock Fe Solution.

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User talk:Dramticgirl

Script:

where my story starts is a little girl walks on the rode with 4 of her friends Girls name: Angela Jones First friend: sunday

title: User talk:Dramticgirl


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Cookbook:Tortilla Soup

| Southwestern U.S. cuisine

Tortilla soup is a traditional southwestern dish and an excellent way to finish tortillas that have begun to go stale. It works well as a soup before a meal or as the meal itself. Turkey or pork may be used in place of chicken. Alternative garnishes, such as avocado and green onions, also work well.

Ingredients

 * 3 tablespoons olive oil (optional)
 * 1 onion, chopped
 * 1 clove garlic, minced
 * 1 can (15 ounces) diced tomatoes
 * 1 can (6–8 ounces) tomato paste
 * 6 cups chicken stock or broth
 * 1 tablespoon chopped fresh cilantro or 1 teaspoon dried cilantro
 * 2–3 pieces raw boneless, skinless chicken
 * ½ teaspoon salt (optional)
 * ½ teaspoon freshly-ground black pepper
 * 1 jalapeno, seeded and diced, or ½ teaspoon dried cayenne pepper (optional, Tabasco sauce can be added to individual bowls to adjust heat to taste)
 * Crunchy tortillas or tortilla chips
 * Grated Monterey Jack or other Mexican cheeses
 * Sliced black olives

Variation I – Slow cooker

 * 1) Place oil, chopped onion, minced garlic, tomatoes, tomato paste, cilantro, chicken, stock, salt, pepper, and jalapeño/red pepper in a crock pot. Cook on low for 6–9 hours.
 * 2) When chicken is cooked, remove from soup, coarsely chop, and return to soup.
 * 3) Serve soup in individual bowls with chips, cheese and olives to garnish.

Variation II – Stovetop

 * 1) Sauté the onion and garlic in olive oil prior to adding other ingredients.
 * 2) Simmer on medium heat until chicken is cooked thoroughly and otherwise follow slow cooker directions.

title: Cookbook:Tortilla Soup


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Wikijunior:Europe/Cyprus

Cyprus is an island nation in the eastern Mediterranean Sea. Technically Cyprus is located in Asia but it is often considered to be culturally and politically a part of Europe and it has been in the European Union since 2004. Cyprus is a divided island but only the Republic of Cyprus is internationally recognized. The northern part of Cyprus is known as the Turkish Republic of Northern Cyprus and is only recognized by Turkey. As the division is not internationally recognized this means that all citizens of the island of Cyprus are members of the European Union. The capital city is Nicosia and the unrecognised capital of northern Cyprus is also Nicosia (known as Lefkoşa in Turkish). The currency of Cyprus is the Euro.

History of Cyprus
A former British colony, it gained independence from the United Kingdom in 1960 and became a Commonwealth republic in 1961. The Republic of Cyprus is a developed country and has been a member of the European Union since May 1, 2004. People have lived in Cyprus since before 10,000 BCE. Early settlers came from elsewhere in the Middle East, North Africa and later from Greece. It was later part of the Byzantine Empire for over 800 years followed by the Republic of Venice and the Ottoman Empire. Between 1963 and 1974 there was a lot of violence in Cyprus between Greek and Turkish Cypriots. The violence was in some ways encouraged by Greece and Turkey. After Greece overthrew the government in 1974 more serious fighting broke out and the country has been divided between the Greek and Turkish Cypriots ever since.

Geography of Cyprus
The total area of Cyprus is 9,251 km2 (3,572 sq mi). Cyprus has a typical Mediterranean climate, with hot, dry summers and a cool, rainy season that extends from October to March. It is a large island, the 3rd biggest in the Mediterranean after Sicily and Sardinia (both islands of Italy). The highest mountain in Cyprus is Mount Olympus at 1,952 metres.

People of Cyprus
The combined population of the Greek and Turkish sectors is just under 1.2 million people. Greek and Turkish are both official languages. English is widely spoken in the main towns. The majority of people living in the southern part of Cyprus speak Greek. The majority of those living in the northern, Turkish-controlled part, speak Turkish. Most of the people in Cyprus belong to the Greek Orthodox Church. Islam is also a common practiced religion.

Primary school and secondary school are provided. School attendance is required between the ages of 6 and 14. The literacy rate for Cyprus is high.

Sights of Cyprus
Cyprus gets a lot of tourism. Tourism is mostly centered around Cyprus' clean beaches. 10% of Cyprus's income comes from tourism and it is the 40th most popular tourist destination in the world. Just under 50% of tourists come from the United Kingdom. Recently Cyprus has provided activities to motivate people into coming for winter and all year round tourism such as in the form of nature, golf and activity holidays. Marinas and casinos are being considered to add to the tourist attractions of the island. There are 3 UNESCO World Heritage Sites on the island of Cyprus.

title: Wikijunior:Europe/Cyprus


text:
User talk:Zolot~enwikibooks

Welcome message
You might also be interested to read our Cookbook policy page and talk to other Cookbook editors. Webaware talk 13:11, 17 July 2007 (UTC)

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 Zolot. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Zolot~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 23:55, 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) 05:40, 19 April 2015 (UTC)

title: User talk:Zolot~enwikibooks


text:
User talk:219.64.64.188

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 14:37, 17 July 2007 (UTC)

title: User talk:219.64.64.188


text:
User talk:Mike.lifeguard/Archive 2

Page merger
I'm sorry about making it seem like the comment about a page merger was directed at you. This is an administrator (aka you need project admin status your account) in order to accomplish a full page merger.

If you look at the history page of the Wilderness First Aid module, there are some edits going back to 2004, and in fact some information about edits that go back to 2003. This is very nearly right when Wikibooks itself was first started.

What we are trying to do here is to preserve the editing information to give proper credit to those who may have contributed, under the terms of the GFDL. It is a messy process to do a page merger, and sometimes other admins need to be reminded about the process.

BTW, I just finished the page merger process. If you have any other similar kinds of tasks like this, please feel free to drop a note on the Administrators' noticeboard to make a request. Admins tend to be users who have been involved with the project for awhile and have a desire to get into some of the mucky little details that is mainly needed to fight vandals who would try to mangle up the content of this website. They are some powerful tools that can really do some damage if left available for new users to apply on pages as experiments, but in some cases prove to be absolutely essential in terms of keeping a project like Wikibooks going.

I hope this makes sense, and I would also be willing to go into more details about this if you are interested. BTW, thank you very much for all of the effort that you have put into the First Aid wikibook. This book was originally started on Wikipedia as a How-to guide, and has gone through several groups of interested participants. Still, what you have been doing lately is incredibly useful as it brings some of the content much more up to date, and it is important to note pages like the tick information that may be offering some bad advise.

We are all just trying to muddle through this together and make some useful content, and it is especially important to help support those, like yourself, who are making these valuable contributions. Keep up the good work! --Rob Horning 10:14, 3 July 2007 (UTC)

 * Just a follow-up to Robert's comments: you've got a great history of contributions, and would certainly recieve the administrators tools if you'd like them. It wouldn't mean any requirement for extra work (unless you had the urge), but looking at your contribs (especially vandal patrolling) you might find them handy to have from time to time. -- SB_Johnny | talk 17:14, 3 July 2007 (UTC)

 * What are the admin tools? I know you get a delete tab, and something about getting an "undo" button. And blocking users. Anything missing? Mike.lifeguard 18:13, 3 July 2007 (UTC)

 * Basically it - just add in "protect" to stop pages from being edited if subject to vandalism or sensitive project wide templates and the like. Cheers -- Herby  talk thyme 18:37, 3 July 2007 (UTC)

 * Sounds useful. Do you want me to request adminship, or should I wait for someone to nominate me? Mike.lifeguard 18:41, 3 July 2007 (UTC)

 * But that's not all! You also get the handy-dandy Import button so you can copy Wikipedia articles (and their histories) into Wikibooks.  Now how much would you pay? --Jomegat 18:46, 3 July 2007 (UTC)

 * Actually that's really useful. I definitely C&P-ed content from WP the other day, so there's no edit history. I gave credit to WikiProject First Aid contributors, but the edit histories would be better (obviously). I'm assuming that I could re-do it properly, keeping the histories, with this tool? -Mike.lifeguard 18:49, 3 July 2007 (UTC)

 * Yep, exactly. You can also import what you copied earlier and then do the fancy history-merge thing. Consider yourself nominated... brb with a link. -- SB_Johnny | talk 18:53, 3 July 2007 (UTC)
 * And here's the link... please accept the nom so we can all vote for you :). -- SB_Johnny | talk 19:00, 3 July 2007 (UTC)

Signature
I noticed you created a Mike.lifeguard signature template and just wanted to let you know that you don't need to create a template to have a custom signature like what other people use.

 * 1) Click the "my preferences" link.
 * 2) Make sure the checkbox is marked for "Raw signatures (without automatic link)"
 * 3) Add whatever wikitext you want to the nickname textbox.
 * 4) Click the save button

Then from now on whenever you insert ~ on a page the username part of your signature will be replaced with whatever text you inserted into the nickname textbox. For example you can add "Mike.lifeguard | Talk" to the nickname textbox if you want that to replace your username. --dark lama  15:05, 4 July 2007 (UTC)

 * Thanks - I was using the template mostly to experiment - to figure out what I wanted to put there. -Mike.lifeguard 17:05, 4 July 2007 (UTC)

 * I think I like the new one! – Mike.lifeguard | talk 02:16, 5 July 2007 (UTC)

 * Just so you know, there is Sandbox and Template:Template sandbox for that, for future tests you might want to do. --dark lama  02:41, 5 July 2007 (UTC)

 * Yeah, sorry. I started off thinking I needed a template. Then I figured it out. – Mike.lifeguard | talk 02:54, 5 July 2007 (UTC)

Good Work!
Hello Mike.lifeguard, how are you doing? Your RFA nomination is going well, and hopefully we will be able to promote you by the end of this week or early next week.

I've been watching your work on the RC feed the last few days, and you're really doing a good job with everything. One piece of advice that I try to give to all new admins (and all admin candidates) is not to over-do it. You don't want to go full throttle and burn yourself out! Just remember, especially during the times when you feel like there is just so much work to do here, that you came to Wikibooks to relax and have some fun (and maybe write some books), and that this is supposed to be a hobby and not a job.

Anyway, you are doing a great job, and I hope you can continue to be a great contributor for a long time. --Whiteknight (Page) (Talk) 23:19, 5 July 2007 (UTC)

 * Thanks. I'm at work right now with nothing to do, so... this actually saves me from burnout at my real job. – Mike.lifeguard | talk 23:21, 5 July 2007 (UTC)

Thanks
Thanks for inviting me ML, truth is I have an account, give you 3 guesses who it is :). 76.200.210.183 00:26, 7 July 2007 (UTC)

Closing VfD
HI Mike - no biggie but when you close a VfD could you sign it. You'll find the templates for closing at the top of the VfD page - cheers -- Herby talk thyme 06:59, 11 July 2007 (UTC)

Additional diagnostics
It's something i teach to my first aid teams, because it's simple to learn and goes a long way to helping the ambulance crew on arrival. Might be more first responder based, so no problem with putting it in advanced skills. Also gives the first aiders something to do while they are waiting for the ambulance... Owain.davies 17:10, 4 July 2007 (UTC)

 * The head-to-toe part of a secondary takes a while when done properly, and the stuff you added is really just advanced things to look for during a head-to-toe. So advanced, that I moved it to First Aid/Extended Assessment. Which I'm going to add some additional spinal-injury assessment stuff to. Seeing as you're a paramedic(?) you should proof that once I get it up. – Mike.lifeguard | talk 02:33, 5 July 2007 (UTC)

 * Thanks for the promotion! just a tech i'm afraid! Seems like a good place for it.  On another note, have you looked at my talk comments on Talk:First Aid/Emergency First Aid & Initial Action Steps?  On other things that need to be there, i think we need sections on

 * Mechanism of injury (leads in to dealing with all trauma cases)
 * First aid kit contents

Regards, Owain.davies 06:06, 5 July 2007 (UTC)

 * Those 2 things sound good, but I still think the chapter should be re-organized as I described here. They should definitely be integrated somewhere. MOI should go in Area, and First Aid Kit Contents should probably be an Appendix. – Mike.lifeguard | talk 21:08, 5 July 2007 (UTC)

B for breathing
I've been back and checked, and the protocols i added there are definitely correct. The two rescue breaths were dropped in the last revision, as there is no clinical requirement for them - once cardio-respiratory arrest had taken place, the gases are stuck where they are (because no respiration can take place whilst there is no blood or pulmonary movement! - i.e. the blood is still full of oxygen until circulation and breathing start again.)

Rescue breaths are only appropriate for trauma and paeds. In children, they are more likely to enter respiratory arrest only, making the use of breaths first to stimulate them to breathe on their own appropriate. For trauma, due to the mechanism, the gases are likely to be used up as the body struggles to keep going. For this reason, the number was upped to five.

As for the hand on the chest, i find that to be the most reliable of the indicators for breathing when in a stressful situation.

On that basis, i have reverted back to my edits (although fixed the spelling!)

Owain.davies 17:08, 11 July 2007 (UTC)

 * Your rationale may or may not be legitimate, but is totally irrelevant. Resuscitation is not defined by either of us. As I noted on your talk page, ILCOR LSS and AHA disagree with the protocols you've put here. I need to see a citation - then we can think about including it. I've reverted to a previous edit; please don't add these protocols again without a good citation and discussion with other editors. I will do this shortly, but I have to run for a few minutes.  – Mike.lifeguard  | talk 17:14, 11 July 2007 (UTC)

 * Done  – Mike.lifeguard  | talk 17:20, 11 July 2007 (UTC)

 * This section was copied to Talk:First Aid/B for Breathing; further comments should be placed there instead of here.  – Mike.lifeguard  | talk 19:35, 11 July 2007 (UTC)

C for compressions
I have also changed back the section on obstructed airway victims. I've added the part about visible obstructions to this section, but the protocol for anyone not breathing is CPR, regardless of cause. You should try adjusting airway, and in the highly unlikely event something is in the mouth, then remove it.

Experience suggests that its never in the mouth! Furthermore, the section in Obstructed Airway which says that if its not the tongue, its a foreign object is just incorrect. It can be other medical causes! Owain.davies 17:19, 11 July 2007 (UTC)

 * There is a difference between CPR and procedures for unconscious obstructed airway. Please don't make significant changes like this before discussion. Keep in mind that we're writing a book for lay rescuers - the medical causes you cite are irrelevant to lay rescuers. Again, personal experience is irrelevant - it may inform tips and tricks, but it doesn't change protocols. There is no finger sweep/foreign body check after readjusting the airway - rescuers should go straight to compressions after a 2nd failed attempt at ventilation, as was covered in the obstructed airway section you reverted. If you're working from standards that are different from ILCOR's, then we need to thoroughly discuss such changes before they're made. If we're working from the same set of procedures, then they need to be reflected accurately.  – Mike.lifeguard  | talk 17:26, 11 July 2007 (UTC)

 * This section was copied to Talk:First Aid/C for Compressions; further comments should be made there instead of here.  – Mike.lifeguard  | talk 19:36, 11 July 2007 (UTC)

Admin
You are now an admin, congratulations. In general it's not that big of a deal, so if you need any help or any explanations, you are welcome to ask. As a word of caution, if you have any doubts at all about using a particular tool in a particular situation, ask for help or agreement first. When it comes to user blocks or page deletions, it's always better to be safe then to be sorry.

Congratulations again, good luck! --Whiteknight (Page) (Talk) 17:22, 12 July 2007 (UTC)

 * Thanks! I'll definitely be asking for advice on blocks and protection if the issues arise. As for deletions, can I delete my own speedies instead of tagging them?  – Mike.lifeguard  | talk 20:11, 12 July 2007 (UTC)

 * Yes, if you are certain that a page is worth deleting then you can delete it. Typically, I will delete garbage or nonsense (spam, vandalism, newbie tests) without asking anybody. If I find a case that is border-line, I will tag it for speedy, and see if another admin agrees with me, or I will nominate it for VfD. As an admin, things are really left up to your best judgement, and so long as you act with a certain amount of caution in mind you should do fine. --Whiteknight (Page) (Talk) 20:43, 12 July 2007 (UTC)

Airway as vitals
I think you may have missed the point. The airway check is not just about being open, the key thing at vitals stage (assuming that the airway is open) is the noises it is making (striddor, wheeze etc.) and whilst the FA might not know what is causing a problem, they can certainly describe the airway noise. Maybe i'll make that clearer in the article. Owain.davies 21:01, 13 July 2007 (UTC)

 * No - all of that is part of Airway in the ABCs. Certainly expand that section to include all that detail. It takes a bit of explaining in writing, but in practice checking all that kind of stuff is about 1 or 2 seconds.  – Mike.lifeguard  | talk 21:32, 13 July 2007 (UTC)

 * Exactly, by keeping it in vitals, when it takes one or two seconds to do (or more likely is just observed by being near the patient, casualty , victim) it forms a good reminder for the first aider, and maintains the 'ABC' flow of the vital checks - making it easier to remember, which is, after all, the point. Sound good? Owain.davies 08:16, 14 July 2007 (UTC)

 * I'm not sure I understand you. ABCs are separate from vitals. For instance, the breathing check in ABCs doesn't include breathing rate or quality, but the vital sign does. Circulation doesn't exist in the ABCs anymore, but does in vitals. Likewise, Airway is an ABC, not a vital sign. Again, putting airway as A in ABCs puts it at a higher priority than putting it in the vital signs would. Feel free to leave it there, but it's an unnecessary step  – Mike.lifeguard  | talk 12:39, 14 July 2007 (UTC)

Obstructed airway
Quote direct from ILCOR Part 2: Adult Basic Life Support

"Unconscious victims should receive CPR. The finger sweep should be used in the unconscious patient with an obstructed airway only if solid material is visible in the airway"

I think what is written now is ok, but still possibly over emphasises the importance if the finger sweep. What is certainly not recommended is your hideously complicated set of procedures, which i find it hard to believe anyone would remember

 * Their wording uses "CPR" as a term equivalent to "chest compressions" - which is correct. Any foreign obstruction that can be seen and removed with the fingers should be... removed with the fingers. That step comes directly after trying to remove the obstruction (compressions). I fail to see how that's over-emphasized. Granted the text I had in First Aid/Obstructed Airway was overly cumbersome, but that doesn't make it wrong. It was copied and pasted from my own work from my original first aid instructor course, and is not my most lucid writing. Instead of deleting stuff like that, improve it. Integrating unconscious procedures into CPR is fine, but this whole dispute over what standards actually are goes right to the heart of "be bold, but discuss major changes first". Please try not to make unilateral changes to the text without prior discussion.  – Mike.lifeguard  | talk 12:44, 14 July 2007 (UTC)

D for defibrillation
As for D for defibrillation, they do advocate further training, but they also clearly give ABCD with the D as defibrillation : See Part I: Introduction of the ILCOR protocol, under "The Universal Algorithm". Even the title suggests that they are trying to get this adopted by everyone. As we are following ILCOR so far as possible, there really is no option but to use this variant! Owain.davies 08:19, 14 July 2007 (UTC)

 * Keep in mind that the universal algorithm includes defib only out of necessity. You'll only get to D if you have an AED and specific advanced training. (Whether that should be the case is another matter - I think that AED training is totally unneeded. AEDs are designed to be idiot-proof - that's the whole point of them! But alas, my opinion doesn't count for much, does it?) So really, I'd prefer to see the text stay with getting an AED and AED-trained responder in A for Ambulance (which doesn't exist yet), and using an AED in First Aid/Advanced Topics. Yes ILCOR would like defib for everyone, but I'm sure you'll notice that hasn't happened yet. When it does, I'll be more than happy to implement those changes and let you make corresponding changes to this book. Until then, we'll have to maintain the divide between rescuers trained in CPR and those trained in AED; those trained in First Aid and those trained in Oxygen Admninstration...
 * Do you have any thoughts about re-organizing the BLS chapter as I described here?  – Mike.lifeguard  | talk 12:51, 14 July 2007 (UTC)

Re:Image Deletions
We had been trying to do that image cleanup thing for a while using a deletion bot that we borrowed from an admin on commons. The process got stalled because several community members wanted the job to be done more "cleanly" then the bot was doing it. The bot was simply deleting the images, not removing the image tags from the books, nor alerting the talk pages, etc.

With that short history in mind, if you feel that the images are worthy of being deleted, and that there is not alternative solution to the problem besides deletion, then you are welcome to it. If you decide to delete these images, you have my full support. The book may be hurt by it, but in the end the whole wikibooks project will be better without all the potential copyvios. --Whiteknight (Page) (Talk) 23:18, 15 July 2007 (UTC)

 * So for each image, what needs to be done?

 * 1) Delete the image
 * 2) Delete all links to it
 * 3) Put a note on the uploader's talk page? (but if it's just Barsathi's images that I'm deleting (for now), then a single "they've all been deleted" should be enough, right?)
 *  – Mike.lifeguard  | talk 23:29, 15 July 2007 (UTC)
 *  – Mike.lifeguard  | talk 23:29, 15 July 2007 (UTC)

ILCOR protocols
You obviously haven't followed the link i gave you - ILCOR clearly state that the protocol should ABCD with D for defibrillation. They also state that Defibrillation is both a BLS and ALS skill. They also state that ambulance comes after airway. You are the one so keen on sticking exactly to ILCOR. Read the link! Owain.davies 16:51, 16 July 2007 (UTC)

 * Reply is here  – Mike.lifeguard  | talk 19:51, 16 July 2007 (UTC)

Re:Barsathi's Images
If you really want to get into this project, I would recommend that you delete the images, but not any of the image links to those images. This way, future readers and authors will know that images are supposed to be there, and maybe somebody else will upload replacements. Just leave a single message on the talk page saying "they've all been deleted". --Whiteknight (Page) (Talk) 13:55, 17 July 2007 (UTC)

 * ✅ I also changed the "Warning: your images will get deleted" thing at the top of Diagnostic Radiology to "They've been deleted and here's why the redlinks are there"  – Mike.lifeguard  | talk 15:47, 17 July 2007 (UTC)

Firefighter04
I'm on my way to becoming a firefighter. I am a first responder right now. I will try to contribute more to the medical textbooks to the best of my ability. Firefighter04 17:52, 23 July 2007 (UTC)

 * Sorry about changing the title of the First Aid textbook. Just thought that most of those chapters fit the curriculum of a first responder. Firefighter04 16:59, 9 August 2007 (UTC)

Closed template
Hi Mike - in a sense it was created for me! I was using markup to actually close VfDs (they had a habit of being re-opened!). History lesson over - I've not had a problem with it. IIRC the template takes the form of some reason maybe and conclusion --~. Personally I've always coloured something like the "closed" word in either red or green depending on the decision to make it stand out. Hope this helps but get back to me otherwise - regards -- Herby talk thyme 07:28, 10 August 2007 (UTC)

vfd
Hey Mike thanks for adding all those VfD tags, I wanted to do the same thing but I guess I was daunted by the large number of them O_o. Hope your summer has gone well! Mattb112885 (talk to me) 03:10, 25 August 2007 (UTC)

Adventist Youth Honors Answer Book
Hi Mike,

Thanks for the update to the first aid sections of the Adventist Youth Honors Answer Book. --Jomegat 14:23, 29 August 2007 (UTC)

Protected
Hey mike, in response to the vandalism today, I've temporarily protected your userpage against being edited by anons. I'll remove the protection when the storm is over, or else you can do it whenever you want. --Whiteknight (Page) (Talk) 16:59, 31 August 2007 (UTC)
 * Thanks. Yeah, I did the same for User Talk:Urbane  – Mike.lifeguard  | talk 17:00, 31 August 2007 (UTC)
 * Thanks mike. It's appreciated. Urbane   (Talk)   (Contributions)  17:04, 31 August 2007 (UTC)

 * Brion VIBBER is one of the lead MediaWiki developers, and is one of the few employees of the WMF. We can say that he is definitely a "good guy". --Whiteknight (Page) (Talk) 17:08, 31 August 2007 (UTC)

 * *facepalm* There you have it.  – Mike.lifeguard  | talk 17:10, 31 August 2007 (UTC)

re: Please Use Subst
Hi mike,

I saw your message and was a little confused, i was sure that i had been using the subst: command. I subsequently tried it again several times, (inserting into Image:5percent-bar.png) but it would not subst. I then tried using the no license template, which worked fine. Perhaps the nld template is broken, or perhaps there is a conflict with my browser. Does the nld template when you try to use it? Urbane  (Talk)   (Contributions)  13:06, 1 September 2007 (UTC)

 * Both templates seem to subst: fine for me. Here's one instance: User:Mike.lifeguard/Sandbox and I tried it on Image:5percent-bar.png, which worked fine. Same goes to substituting . I'm not sure how your browser could be affecting it though. is exactly what you should be using. If it's still not working, you might try asking someone who worked on the template.  – Mike.lifeguard  | talk 14:28, 1 September 2007 (UTC)

 * Okay thanks, I'll peer back at my edits, see how i may have mistyped. It may well be a typo. Urbane   (Talk)   (Contributions)  14:42, 1 September 2007 (UTC)

Template:nld
I think the template is ok. Try to insert 🇳🇱 to the Sandbox. I have tried and I have seen a red warning. --Derbeth talk 14:36, 2 September 2007 (UTC)

Calvin and Hobbes
Hi Mike,

I saw this comic this morning and thought of you: http://images.ucomics.com/comics/ch/2007/ch070905.gif Hope it brings a smile to your face. --Jomegat 12:48, 5 September 2007 (UTC)

 * Thanks man. That was right on the money.  – Mike.lifeguard  | talk 12:50, 5 September 2007 (UTC)

title: User talk:Mike.lifeguard/Archive 2


text:
First Aid/How To Read This Book

Internationally-recognized standards
This book is international in nature - we've tried to use internationally-recognized standards as much as possible. For more information on how standards are developed and implemented, see Appendix B: Behind the Scenes. Where required, we've added regional notes to highlight regional differences.

Summaries make studying easy
Summaries are available for the following modules:
 * The entire BLS/CPR chapter is summarized (without regional modifications) here

title: First Aid/How To Read This Book


text:
User:Ezra Katz

Hi There!

I've been working on wiki projects on and off for several years. I currently own a Miami video production company, where I create a lot of amazing corporate videos and other media.

title: User:Ezra Katz


text:
Using POSper/Developer guide/Database-Table descriptions/posper payment

=posper_payment= This table contains payments : either a customer paying a ticket, or money coming out of the till.


text:
Using POSper/Developer guide/Database-Table descriptions/posper product

=posper_product= This table describes products (items for sale).


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Using POSper/Developer guide/Database-Table descriptions/posper property

=posper_property= This table contains common properties used by the application. Host-specific properties are stored outside the database and not in a table.


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Using POSper/Developer guide/Database-Table descriptions/posper resource

=posper_resource= This table stores non-image resources used by the application.


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Using POSper/Developer guide/Database-Table descriptions/posper role

=posper_role= This table describes the roles available to users of the application. Roles determine what permissions the user has.


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Using POSper/Developer guide/Database-Table descriptions/posper role permission

=posper_role_permission= This is an associative table connecting roles to permissions.


text:
Vedic Mathematics/Sutras/Ekadhikena Purvena

Ekadhikena Purvena (One More than the Previous) is a sutra useful in finding squares of numbers (like 25x25, 95x95, 105x105, 992x992 etc) and special divisions like 1 divided by 19, 29, 39, …. 199 etc. just in one step.

Division
To Divide 1 by numbers ending with 9 like 1 divided by 19, 29, 39, ….. 119 etc. is a tedious work,using conventional method. Some of these numbers like 19, 29, 59 are prime numbers and so cannot be factorized and division becomes all the more difficult and runs into many pages in the present conventional method and the chances of making mistakes are many.

The Vedic Solution is obtained by applying the Sutra (theorem) Ekadhikena Purvena which when translated means By one more than the previous one

Method 1
For example, take $$1/19$$. In the divisor(19), previous one or the number before 9 is 1. By sutra,Eka adhika or by adding 1 more to the previous one, we get 2. Lets call the previous one+1 (here 2) as "x". In this method,we start from the end. There will be (divisor-1) terms in the answer. Now,

2    1 (1*x)|1
 * Assign last number to be 1. Now,multiply it with "x".ie,

Result :  9     4     7      3     6    8    4    2    1 Process:(4*x+1)|(7*x)|(3*x+1)|[6*x+1(carry of last multiplication)]|(8*x)|(4*x)|(2*x)|(1*x)
 * Now go on multiplying with "x" for (divisor-1)/2 times (here,$$(19-1)/2=9$$) ,ie,

Result    :   0     5     2     6     3     1     5     7     8   9 4 7 3 6 8 4 2 1 Process   : (9-i)|(9-h)|(9-g)|(9-f)|(9-e)|(9-d)|(9-c)|(9-b)|(9-a)|i|h|g|f|e|d|c|b|a
 * In the next step,we write the complement of 9 from the last number onwards,(divisor-1)/2 times

$$1/19$$ = 0.0 5 2 6 3 1 5 7 8 9 4 7 3 6 8 4 2 1
 * Now, prefix 0.,and this is your final answer, more accurate than a value that your calculator or computer can give.

Following the same steps,$$1/29$$,$$1/39$$,$$1/49$$..can also be found in seconds,if you practice it.

For example,$$1/29$$ = 0.0 3 4 4 8 2 7 5 8 6 2 0 6 8 9 6 5 5 1 7 2 4 1 3 7 9 3 1 ($$29-1=28$$ terms)

Method 2
Using the same method, we can find $$1/7$$, $$1/13$$ etc. also.ie,

$$1/7$$ = $$(7/7) * (1/7)$$ = $$7 * (1/49)$$, where $$1/49$$ can be found out by above method.

Also, $$1/13$$ = $$(3/3) * (1/13)$$ = $$3 * (1/39)$$.

Method 3
$$1/7$$=$$7/49$$ previous digit is 4 so multiply 7 by 4+1 (=5,x) Result :  0. 1 4 2 8 5 7 Process:0.(4*x+1)|(2*x+4)|(8*x+2)|(5*x+3(carry of last multiplication))|(7*x) ($$7-1=6$$ terms)

Multiplication
This sutra can also be used to multiply two numbers.Consider numbers AB,AC in tenths place and B/C in ones place and B+C=10. Then, AB x AC=(Ax(A+1))(BxC) For example,
 * 44 x 46 = (4 x (4+1)) (4 x 6) = (4 x 5) (4 x 6) = 2024
 * 37 x 33 = (3 x (3+1)) (7 x 3) = (3 x 4) (7 x 3) = 1221
 * 11 x 19 = (1 x (1+1)) (1 x 9) = (1 x 2) (1 x 9) = 209

Method-2 (CROSS MULTIPLICATION) AB X CD = (A X C) ((A X D) + (B X C)) (B X D) {START FROM LEFT HAND SIDE. OBVIOUSLY CARRY SHOULD BE ADDED TO THE PRESIDING PART AS IN CONVENTIONAL METHOD} 23 x 48 = (4 X 2) ((2 X 8) + (3 X 4)) (3 X 8) = (8) (28) (24) = (8+2) (8+2) (4) = (10+1) (0) (4) = 1104 THIS METHOD CAN BE USED IN 'N' NO OF DIGITS.


text:
Using POSper/Developer guide/Database-Table descriptions/posper tax

=posper_tax= This table lists the taxes that can be applied to products. Combinative taxes are currently not supported so to bundle two or more taxes together you have to create a new entry with the rate being the sum of all the taxes.


text:
Cookbook:Daigakuimo (Japanese Candied Sweet Potato)

| Cuisine of Japan

Daigakuimo (Japanese: 大学芋) is a dish of Japanese candied sweet potato.

Ingredients

 * 1 pound (½ kg) Japanese sweet potatoes
 * ⅓ cup white granulated sugar
 * 1 tsp soy sauce
 * 2 tbsp water
 * 1 tsp sesame seeds
 * vegetable oil for frying

Procedure

 * 1) Cut sweet potatoes into bite-sized pieces.
 * 2) Heat the oil and fry the sweet potatoes at 350°F (175°C) until brown.
 * 3) Mix water, sugar, and soy sauce in a saucepan. Put the pan on low heat.
 * 4) When the liquid turns sticky, remove from the heat and add fried sweet potatoes. Quickly mix the potatoes with the sticky sugar.
 * 5) Sprinkle sesame seeds over the coated sweet potatoes.


text:
User talk:Jpaulett~enwikibooks

Hello Jpaulett, welcome to wikibooks! I saw you list your new class project, Sacraments on the list of class projects. We welcome all class projects and are excited to help you and your class with this project.

I want to warn you, before you do too much work, that Wikibooks has a strict Neutral Point of View (NPOV) policy. NPOV means that you cannot preach a particular religion, nor push a particular political or religious agenda. However, there are plenty of ways to discuss the who, what, where, and how of a subject, without having to tell people that "this is the one true thing" or "This is better then yours" or whatever. So long as you can follow this NPOV guideline (and we can help you if you have any problems or questions with it) your project will do well here.

If you have any questions at all about this site, our policies, or anything else, you can ask me on my user talk page, or you can leave a message on the New Users Staff Lounge. Good luck, and happy editing! --Whiteknight (Page) (Talk) 22:18, 17 July 2007 (UTC)

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 Jpaulett. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jpaulett~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 23:18, 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) 05:06, 19 April 2015 (UTC)

title: User talk:Jpaulett~enwikibooks


text:
Electrodynamics/Electromagnetic Field Tensors

Before discussing Maxwell's Equations, it's useful to define two tensors for the Electromagnetic field. These two tensors will be used in the remainder of the book for several applications, including Maxwell's Equations.

Field Tensors
We will define two field tensors, F and G, and we will define another tensor, σ, that we can use to generate one field tensor from the other.

 * $$\mathbb{F} = \begin{bmatrix}

0 & B_z & -B_y & -iE_x \\ -B_z & 0 & B_x & -iE_y \\ B_y & -B_x & 0 & -iE_z \\ iE_x & iE_y & iE_z & 0 \end{bmatrix}$$

 * $$\mathbb{G} = \begin{bmatrix}

0 & E_z & -E_y & -iB_x \\ -E_z & 0 & E_x & -iB_y \\ E_y & -E_x & 0 & -iB_z \\ iB_x & iB_y & iB_z & 0 \end{bmatrix}$$

Completely Antisymmetrical Tensor
We can define a completely antisymmetrical tensor of the fourth rank (4 dimensional, so we cannot visualize it) as follows:

 * $$\sigma_{\mu\nu\lambda\rho} = 0$$ if any two indices are the same.
 * $$\sigma_{1234} = 1$$
 * $$\sigma_{\mu\nu\lambda\rho} = 1 $$if the indices are all different, and if the total difference in the indices from 1234 is even.
 * $$\sigma_{\mu\nu\lambda\rho} = -1 $$if the indices are all different and if the total difference in the indices from 1234 is odd.

We can define the two field tensors, F and G in terms of this new tensor as:

 * $$\mathbb{G} = \frac{i}{2}\sum\sigma_{\mu\nu\lambda\rho}\mathbb{F}_{\lambda\rho}$$


text: User talk:Meestercoffee

title: User talk:Meestercoffee


text: User talk:Aweat005

title: User talk:Aweat005


text: User talk:Alvarekm

title: User talk:Alvarekm


text:
User talk:Chef356

Recipes
G'day, and welcome to Wikibooks. I like your new recipe, Cookbook:Daigakuimo. Do you have any photographs? If you do, please upload one to Wiki Commons so that we can use it in the Cookbook. I think I buy a vaguely similar thing made in Indonesia, except that the one I buy is sliced thinly rather than chopped into pieces.

You might be interested to read our Cookbook policy page and talk to other Cookbook editors. cheers, Webaware talk 00:09, 18 July 2007 (UTC)

title: User talk:Chef356


text: User talk:Lyrehc85

title: User talk:Lyrehc85


text:
User talk:Mazeppa~enwikibooks

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 Mazeppa. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mazeppa~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 23:29, 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) 05:14, 19 April 2015 (UTC)

title: User talk:Mazeppa~enwikibooks


text:
User talk:Anwinkle

Image copyright problem with Image:Waterjug solved.svg
Thanks for uploading Image:Waterjug solved.svg. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law, and requires that we maintain a strict copyright policy. The image that may soon be deleted unless we can determine the copyright holder and status.

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask another Wikibookian at the help desk. Thank you.

Also related images. Webaware talk 14:41, 30 July 2007 (UTC)

title: User talk:Anwinkle


text: User talk:Dan-the-man278

title: User talk:Dan-the-man278


text:
Electrodynamics/Magnetization

Magnetization Field
We can define two new vector fields to help aide us in further studies of magnetics. The first new field is the magnetization field M. This field represents the magnetic moment per unit volume of a magnetized substance. The second, H is known occasionally as the "magnetic field strength" and is used here primarily as a simplifying agent.

Magnetization
We can define the magnetic moment in terms of the magnetization as:

 * $$\mathbf{m} = \mathbf{M}(\mathbf{r}')dV'$$

 * $$\mathbf{A}(\mathbf{r}') = -\int \mathbf{M}(\mathbf{r}') \times \nabla \frac{1}{|\mathbf{r} - \mathbf{r}'|}dV'$$

 * $$\mathbf{A}(\mathbf{r}) = \int \frac{\nabla \times \mathbf{M}(\mathbf{r}')}{|\mathbf{r} - \mathbf{r}'|}dV'$$

 * $$\mathbf{j}_M = \nabla \times \mathbf{M}$$

H Field

 * $$\mathbf{H} = \mathbf{B} - 4\pi\mathbf{M}$$

 * $$\nabla \times \mathbf{H} = 4 \pi \mathbf{j}_M$$

 * $$\oint_C \mathbf{H} \cdot d\mathbf{l} = 4 \pi \int_C\mathbf{j}_F \cdot \mathbf{n}dA$$

title: Electrodynamics/Magnetization


text:
Wikijunior talk:How Things Work/Airplane Wing

Relevant Wikipedia articles
Between the wing article and the aviation history article on Wikipedia, there's quite a lot of information on how a wing works and how they came to be. I've drawn on some of this to write up only slightly meatier sections for invention and source of power. -63.107.91.99 23:27, 17 July 2007 (UTC)


text:
Electrodynamics/Conservation Theorems

Conservation of Momentum

 * $$\frac{\partial}{\partial t} (\mathfrak p) = \nabla \cdot \mathbf \overleftrightarrow T$$

title: Electrodynamics/Conservation Theorems


text:
Lincoln-Douglas Debate

Lincoln-Douglas Debate is a debate activity contested primarily between high schools students. Lincoln-Douglas, or LD, is endorsed by the /National Forensic League/, /National Catholic Forensic League/, and most state forensics organizations. Lincoln-Douglas is commonly defined as a "value debate" opposed to other styles of debate contested at the high school level, such as Policy Debate or Public Forum Debate. Debaters compete based on prescribed resolutions, which generally change every two months. The National Forensic League's Wording Committee dictates the resolution debated on most local and national circuits, however, some national events may choose other topics (i.e. National Catholic Forensic League's Grand National Resolution).

A Lincoln-Douglas Debate consists of five speeches and two cross-examinations. Additionally, debaters are granted preparation time, generally consisting of a total 3-5 minute periods, depending on the tournament. However, some leagues and tournaments may alter times and rules (i.e. allowing for "flex prep").

The six speeches are: 1. AC - 6 Minutes - Affirmative Constructive (Negative Cross-X) 2. NC - 7 Minutes - First Negative Speech or Negative Constructive (Affirmitive Cross-X) 3. 1AR - 4 Minutes - First Affirmative Rebuttal 4. 2NR - 6 Minutes - Second Negative Speech or Negative Rebuttal 5. 2AR - 3 Minutes - Second Affirmative Rebuttal

In between the AC and NC, along with in between the NC and 1AR, cross-x is allowed. This is a three minute period where the debaters ask questions to each other. It may be taken away through flex-prep.

Resolutions
Resolutions change every two months under National Forensic League Rules during the regular season. Additionally, the National Forensic League's National Speech Tournament uses its own resolution only for the event. The second biggest forensics league, the National Catholic Forensic League, also creates its own resolution for use during the annual Grand National Tournament. However, NCFL uses the NFL's resolution during qualifiers, usually contested during March or April.

Past resolutions include:
 * Resolved: Inaction in the face of injustice makes an individual morally culpable. (NFL Nationals 2000)
 * Resolved: On balance, violent revolution is a just response to oppression. (NFL Nationals 2001)
 * Resolved: Laws which protect citizens from themselves are justified. (NFL Nationals 2002)
 * Resolved: Rehabilitation ought to be valued above punishment in the U. S. criminal justice system. (NFL Nationals 2003)
 * Resolved: Civil disobedience in a democracy is morally justified. (NFL Nationals 2004)
 * Resolved: A nation's citizens' rights ought to take precedence over its security. (NCFL Grand Nationals 2004)
 * Resolved: The pursuit of scientific knowledge ought to be constrained by concern for societal good. (NFL Nationals 2005)
 * Resolved: The primary purpose of formal education ought to be to impart knowledge. (NCFL Grand Nationals 2005)
 * Resolved: In matters of collecting military intelligence, the ends justify the means. (NFL Nationals 2006)
 * Resolved: When in conflict, an individual's freedom of speech should be valued over a community's moral standards. (NCFL Grand Nationals 2006)
 * Resolved: A just government should provide health care to its citizens. (September-October 2006)
 * Resolved: A victim's deliberate use of deadly force is a just response to repeated domestic violence. (November-December 2006)
 * Resolved: The actions of corporations ought to be held to the same moral standards as the actions of individuals. (January-February 2007)
 * Resolved: The United Nations' obligation to protect global human rights ought to be valued above its obligation to respect national sovereignty. (March-April 2007)
 * Resolved: Judicial activism is unjust in a democracy. (NCFL Grand Nationals 2007)
 * Resolved: On balance, violent revolution is a just response to political oppression. (NFL Nationals 2007)
 * Resolved: A just society ought not use the death penalty. (September-October 2007)
 * Resolved: In the United States, plea bargaining in exchange for testimony is unjust. (November-December 2007)
 * Resolved: It is just for the United States to use military force to prevent the acquisition of nuclear weapons by nations that pose a military threat. (January-February 2008)
 * Resolved: Hate crime enhancements are unjust in the United States (March-April 2008)
 * Resolved: It is morally permissible to kill one innocent person to save the lives of more innocent people. (September-October 2008)
 * Resolved: In a democratic society, felons ought to retain the right to vote. (November-December 2008)
 * Resolved: The United States ought to submit to the jurisdiction of an international court designed to prosecute crimes against humanity. (January-February 2009)
 * Resolved: Vigilantism is justified when the government has failed to enforce the law. (March-April 2009)
 * Resolved: States ought not posses nuclear weapons. (September-October 2010)
 * Resolved: The abuse of illegal drugs ought to be treated as a matter of public health, not of criminal justice. (November-December 2010)

January/February 2011 - Resolved: In the United States, juveniles charged with violent felonies ought to be treated as adults in the criminal justice system. March/April 2011 - Resolved:The United States is justified in using private military firms abroad to pursue its military objectives.

AC
The AC or Affirmative Constructive is a six minute speech.In general, the affirmation has the job of affirming the resolution, or proving it true. For example, if the resolution is "Resolved: That judicial activism is unjust in a democracy.", the affirmation must prove the statement to be true. The affirmation usually has less flexibility in choosing competitive ground than the negative, who may utilize different options for proving the resolution false, such as the "/Kritik/." The affirmative usually begins the speech with a short quotation in order to catch the judge's attention. However, the quotation usually has no relevance to the debate itself. Following the quotation, if the affirmative chooses to have one, the debater sets up his or her framework.

The framework generally consists of definitions, a value, a /criterion/, /spikes/, and other competitive elements. In the past, the framework, which appears at the beginning of the case, was a short portion playing a smaller role than the /contention/s. However, many contemporary debaters choose to top-load the framework in the hope of the negative /dropping/ arguments. Thus, many contentions are less developed or shorter as a result of the time constraint.

Following the framework, the affirmative debater sets up one or more /contention/s. The purpose of the /contention/ is to show the judge and other debater why the resolution is true while impacting to the affirmative framework. However, some debaters find it advantageous to prove their arguments, or /contention/s, true by impacting to the negative's framework during the 1AR. The /contention/ is often split into sections in order to allow for easier /signposting/. These sections are called subpoints, often titled as Subpoint A, Subpoint B, etc. Most debaters only use two or three subpoints in order to avoid over labeling and dividing.

NC
The first negative speech is unique in that usually, part of the speech is pre-prepared. On the other hand, the negative must also attack the affirmative case during the same speech, so must conserve time to do so following the prepared speech, or /constructive/. However, some speeches, such as the /kritik/, use the entire seven minute period to explain the position. The speech may include subtle references or no references to the affirmative constructive if the negative chooses to explain a difficult advocacy or counter-advocacy during the entire 7 minute period.

Many negative constructives include a /value/, /criterion/, and /contention/s. Under the basic structure, the negative constructive will generally be short, using a single /contention/ or thesis to impact the framework. Moreover, the framework is generally shorter as the negative often will not put forth any definitions, unless the affirmative's definitions seem to be /abusive/.

1AR
The first affirmative rebuttal is a 4 minute speech in which the debater must defend his or her own case and attack the negative. Thus, since the affirmative debater has numerous arguments to defend and tackle, the 1AR often allows the affirmative to /kick/ arguments. By /kick/ing arguments, the debater no longer has to provide responses to negative arguments on the argument. However, if the negative debater has placed /offensive arguments/ or /turns/ on the argument, the affirmative debater should respond to the /offensive arguments/. If the affirmative chooses not to do so, the savvy negative debater will explain the /impacts/ of the /drop/ and show why he or she garners offense off of the point. Additionally, the affirmative debater must cover the value and criterial debate, and also defend portions of his or her framework addressed during the 1N. However, some debaters may /kick/ the entire framework or portions of the framework during the 1AR. By doing so, arguments which the negative has impacted to the affirmative framework will fall out of the round, thus allowing a better chance of victory in rare instances for the affirmative debater.

title: Lincoln-Douglas Debate


text:
Electrodynamics/Magnetic Stress Tensor

Differential Version

 * $$\mathbf{F} = \frac{q}{c}\mathbf{v} \times \mathbf{B}$$

Volume Integral Version

 * $$\mathbf{F} = \int_V(\mathbf{j} \times \mathbf{B})dV$$

Magnetic Stress Tensor

 * $$\mathbb{T}_M = \frac{1}{4\pi} \begin{bmatrix}

B_x^2 - \frac{B^2}{2} & B_x B_y & B_x B_z \\ B_x B_y & B_y^2 - \frac{B^2}{2} & B_y B_z \\ B_x B_z & B_y B_z & B_z^2 - \frac{B^2}{2} \end{bmatrix}$$

Surface Integral Version

 * $$\mathbf{F} = \int_S \mathbb{T}_M \mathbf{n} dA$$

Electromagnetic Stress Tensor
If we add our two stress tensors together, piece-wise, we will get a combined electromagnetic stress tensor:

 * $$\mathbb{T}_{EM} = \mathbb{T}_E + \mathbb{T}_M$$

title: Electrodynamics/Magnetic Stress Tensor


text:
User talk:LDChamp09~enwikibooks

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 LDChamp09. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name LDChamp09~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 23:21, 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) 05:11, 19 April 2015 (UTC)

title: User talk:LDChamp09~enwikibooks


text:
User talk:Unexist~enwikibooks

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 Unexist. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Unexist~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 23:51, 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) 05:37, 19 April 2015 (UTC)

title: User talk:Unexist~enwikibooks


text:
Wikijunior:World at Work/Fisherman

fr:Wikijunior:Le monde au travail/Pêcheur

title: Wikijunior:World at Work/Fisherman


text:
Using POSper/Developer guide/Database-Table descriptions/posper ticket

=posper_ticket= This table has information about a "ticket", which is the collection of items that a customer has ordered.


text:
Using POSper/Developer guide/Database-Table descriptions/posper cashregister ticket

=posper_cashregister_ticket= This associative table links a ticket to a cash session (start and end time)


text:
Using POSper/Developer guide/Database-Table descriptions/posper ticketidgenerator

=posper_ticketidgenerator= This table generates ids for new tickets to use.


text:
Using POSper/Developer guide/Database-Table descriptions/posper ticketline

=posper_ticketline= This table shows the information for a single line of a ticket.


text:
Using POSper/Developer guide/Database-Table descriptions/ticket payment

=ticket_payment= This associative table connects a payment to a ticket.


text:
Using POSper/Developer guide/Database-Table descriptions/posper user

=posper_user= This table describes a user of tinaposplus. Different users have different rights (by way of what role they're assigned).


text:
User:Rastrelli F

My page in the English Wikipedia Rastrelli_f

title: User:Rastrelli F


text:
User:MacHershell/Javascripts

 * My master stylesheet, handles the includes for all the other scripts listed below.

 * Enables conversion of units between metric and standard. Adds a link to the toolbox to "Convert Units", and then performs the conversions on all associated templates.

 * Creates a link to "edit top" (to edit section 0 of a page), and also adds a link to my book foundry in my personal links.

 * Adds my skin to the stylesheet, and produces a link in the toolbox to switch back to the regular monobook skin. Switching does not work correctly in IE, and has only been tested to work in firefox. In IE, it would be better to import the skin directly in the CSS then to use javascript to do it because of the additional load time.

 * Enables text values to be passed in the query string.

 * This javascript is used to operate a number of special editing tools, especially those on . To install this script, open your common.js file and type:

import_script('User:MacHershell/books.js');

 * After you have loaded the script in your personal javascript file, you need to refresh the page, usually by pressing CTRL + F5.

Allows me to check the contents of my talk pages on other projects from Wikibooks. To install, you need to import the code into your local user javascript:

import_script('User:MacHershell/remotetalk.js');

Then you need to create a 2-D array named "Alias" to contain the parameters:

var Alias = new Array(  [LANG, PROJECT, USERNAME, LINKNAME],   [LANG, PROJECT, USERNAME, LINKNAME],   ...);

The LANG is the 2 or 3 letter language code (such as "en"). PROJECT is the name of the project using all lower-case letters. The URL is created by:

LANG.PROJECT.org

so if you want to make a link to a page at meta, you would say:

['meta', 'wikimedia', ...],

the USERNAME is your username on that project. LINKNAME is the words that you want to appear as the hyperlink. For instance, the following code:

var Alias = new Array(['en', 'wikipedia', 'TimmyWikibookian', 'Me at Wikipedia']); import_script('User:MacHershell/remotetalk.js');

Will produce a link that says "Me At Wikipedia", and loads the page at en.wikipedia.org/wiki/User:TimmyWikibookian".

 * Operates my code viewer gadget.

 * Operates my print version gadget. To install and use this javascript, open your user monobook.js file and add this line:

import_script('User:MacHershell/printversion.js');

Then to place the gadget into a page, use the following template:

 * Operates my page tester gadget.

title: User:MacHershell/Javascripts


text:
File:Windows ping.png

Licensing
/Images

title: File:Windows ping.png


text:
User:MacHershell/Templates

NOTE: I have used the greedy approach, I loaded these from My Mentor with the intent that I'll study, modify and possibly drop what I don't need. If you are looking for an excellent resource User:Whiteknight is it... I'm studying and learning from his work... :)

These are templates used in my user namespace, but won't likely be useful anywhere else. Some templates that create direct edit links to pages in my namespace, or templates which contain my signature, have been protected against transclusion into other pages besides my namespace. Other templates may be used in other places, if needed. I will revert any changes to these templates: if changes need to be made to suite them for a particular application, please copy the code to a new location and edit it there.

Page Templates

 * Creates a link to a page that is not in my user namespace. Creates a direct link, an "edit" link and a "create" link. Floats the links on the right side of the page.

 * Creates a link to a page in my user namespace, an edit link, and a "create" link. Floats the links on the right side of the page.

 * Creates a link to any page, does not float the link.

External Link Templates

 * Creates a link to an external non-WMF site. floats the link on the right.

 * Creates a link to a WMF external link. Floats the link on the right.

 * Creates a link to a WMF external link. Does not float the link.

User Page Link Templates

 * Creates a link to another users' page. Creates links to the user page, the user talk page, an edit link and an optional "welcome" link for a user with no user talk page. Does not float the links.

 * Same as above, floats the links on the right.

Book Templates

 * Creates a link to a book, a link to an outline, a link to the goodbook template, a link to a notes page, and transcludes the contents of that notes page. Floats links on the right. May not be used outside my user namespace.

 * Creates a link to a book, a link to it's outline, and a link to it's notes page. Does not float links. May not be used outside my user namespace.

 * Creates an outline link for a book. Provides a link to an existing book, the notes pages, and the outline page. Floats links on the right. May not be used outside my user namespace.

Book Creator Gadget

 * My gadget to create new books using the <inputbox> extension. May not be used outside of my user namespace.

 * A generic starter stub for a new book, used primarily with by book creator gadget.

 * Instructions for creating a new book, used only with my book creator gadget.

Template Creator Gadget

 * My Template creator gadget, may only be transcluded into pages in my user namespace

 * Stub page used with my template creator gadget.

 * Instructions for using my page creator gadget.

Creation Instructions Gadget

 * My creation instructions gadget. Requires javascript.

 * Raw instructions (not readable by wiki) for my "Creation Instructions Gadget".

Code Viewer Gadget

 * my Code viewer gadget. Requires javascript.

Print Version Gadget

 * My print version gadget. Requires javascript.

Page Tester Gadget

 * My page tester gadget. Requires javascript.

Remote Talk Page Viewer

 * My remote talk page viewer gadget. Requires javascript.

Navigation Templates

 * A basic page-top navigation template for pages in my user namespace

 * Page header template for my.

 * A basic navigation template to join all the pages in my help book project together

New Books and Outlines

 * Displays a message stating that the page is an outline for a proposed book. May not be used outside my user namespace.

 * Base text for a new outline page

 * Instructions for creating a new outline page

 * base text for a notes page

 * instructions for starting a new notes page

Misc Templates

 * A user box template that denotes a user as being a puppet of mine. Used currently only with and.

 * Identifies a featured book, creates a link to and also creates a link to the goodbook template.

 * A custom welcome template that I can send to new users in lieu of Template:Welcome

title: User:MacHershell/Templates


text:
User:MacHershell/Page

User:MacHershell/nav This template is used to create a link to a page that is not in my user namespace.

title: User:MacHershell/Page


text:
User:MacHershell/Page2

This template is used to create a link to a page that is in my user namespace.

title: User:MacHershell/Page2


title: User:MacHershell/Page3


text:
Category:User:MacHershell

User:MacHershell

title: Category:User:MacHershell


text:
User:Fasten/Refurbishing PCs

see: Reuse computers

title: User:Fasten/Refurbishing PCs