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User talk:Circuit-fantasist

Hello Circuit-Fantasist, welcome to wikibooks! I've seen your new book, Circuit Idea, and I've added a link to it from the Electric Circuits page. If you need any help with anything, don't hesitate to ask me on m user talk page. --Whiteknight (talk) 15:44, 17 May 2007 (UTC)

 * The dates for Jan 1 2000 are simply default dates, and books where the date is not known are labeled with that date. You are welcome to update them, if you would like . --Whiteknight (talk) 18:26, 17 May 2007 (UTC)

Re:Spam Filter
Unfortunately, you can't avoid or override the spam filter. Some links just can't be posted. Sorry. --Whiteknight (Page) (Talk) 19:19, 10 June 2007 (UTC)

 * There was an external link to a geocities page to a "Resistor Color Codes Tutorial" page. This link was setting off the spam filter, so I deleted it. I have also inserted your links to wikipedia. --Whiteknight (Page) (Talk) 13:31, 11 June 2007 (UTC)

welcome
Dear Circuit-fantasist, welcome to Wikibooks.

Thank you for your work on the Circuit Idea wikibook. If there is anything I can do to help, please let me know (perhaps by posting to my "user talk" page).

I think you might enjoy some of the things William J. Beaty has written. Wikipedia:User:Wjbeaty, articles about "electricity".

Thank you again.

--DavidCary 06:33, 14 July 2007 (UTC)

Have you seen the Electronics/Op-Amps ? It seems almost too simple to actually work, when compared to the complex process that all my electronic books describe. (Generally, they have different-looking formulas for "inverting", "non-inverting", and "summing" configurations -- this method uses the same formula for all of them). --DavidCary 21:23, 16 July 2007 (UTC)

Spam filtering
Try it again if you will - maybe fixed! Cheers -- Herby talk thyme 16:34, 19 August 2007 (UTC)
 * Ok - no! I'll look some more! -- Herby  talk thyme 16:36, 19 August 2007 (UTC)
 * Hum - global blacklisted because of the "122mb" bit. Not got time to look at it for now but it is probably one that might have to stay (being across all wikis rather than just here) - might be a way round it but it will be tomorrow at best -- Herby  talk thyme 16:39, 19 August 2007 (UTC)

OK - the 122mb bit was blacklisted in August 06 but without more time I have no idea why. I've whitelisted it here so it will be ok now - cheers -- Herby talk thyme 07:28, 20 August 2007 (UTC)
 * reset

Circuit Idea Formatting
I added some categories to the bottom of the Circuit Idea page, and in the process I deleted some whitespace. Sorry if that messes up your formatting. Let me know if you need any help. --Whiteknight (Page) (Talk) 17:12, 28 August 2007 (UTC)

Page names
I've tagged some pages with since they belong to that book. Please rename these pages to conform with WB:NP, and try to make pages according to the policy in the future. As well, when you move pages, it creates a redirect from the old page to the new page; please mark these with so they can be deleted. Thanks! – Mike.lifeguard  | talk 13:55, 18 October 2007 (UTC)

About Circuit Idea/How to Create Sinusoidal Oscillations
Hello,

Do you have any further plans for Circuit Idea/How to Create Sinusoidal Oscillations? I found it by the merge tag, but right now it looks like just a deprecated copy of an old revision of Circuit Idea/How do We Create Sinusoidal Oscillations?, so there wouldn't be anything to be actually merged.

Thanks, Duplode (talk) 17:03, 19 May 2010 (UTC)

 * Sorry, I have not checked my talk. Yes, you are right, as far as I can remember, How to create... is abandoned version because of the title. IMO, it has just to be deleted.

 * I would like to ask you whether you like this story about creating sinusoidal oscillations. If so, please, restore the link to this page that I placed on LC circuit Wikipedia page a year ago (see the old version). I have problems with a few wikipedians that remove systematically my Wikipedia edits and links to these Wikibooks stories (see for example this talk page where my user name is Circuit dreamer). Circuit-fantasist (talk) 17:46, 1 June 2010 (UTC)

 * Thanks for clarifying the status of "How to...", I will change the templates in the duplicate to speedy deletion.

 * As for the Wikipedia issues, sorry but I would prefer to abstain from entering a content dispute in this way, specially one about a subject in which I am no specialist. Exactly because I am not a specialist, though, I feel I am in a position to humbly suggest you to look at this conflict from a different perspective. From what I can read from the arguments, the rejection of your contributions at Wikipedia has more to do with editorial divergences rather than factual accuracy. Your (forgive me for this reductionist description) analogy/abstraction-based approach to teaching electronics is certainly interesting and has didactic merit. For it to be properly developed, however, it needs a calm, measured pacing of text and a well-developed "narrative" to provide context; and a Wikipedia article is just too terse a medium for that to happen. In essence, then, what I am suggesting is that you leave behind those stressful arguments at Wikipedia and focus on Wikibooks, where you have more space and leeway to properly structure your approach to teaching circuits. Regards, Duplode (talk) 04:44, 3 June 2010 (UTC)

Editor flag
See Reviewer which should hopefully answer your question. QuiteUnusual (discuss • contribs) 12:35, 14 May 2014 (UTC)
 * Thank you, I realized it. --Circuit-fantasist (discuss • contribs) 15:16, 14 May 2014 (UTC)

Flying versus floating
I think the generally accepted word for a "flying" voltage is a "floating" voltage. I had to digest the context to figure out what it meant. I thought at first that it was a voltage with a high rate of change. Updating your fine document to reflect this is problematic, as there are many written references to "flying" voltages in the illustrations, and changing the terminology in the text would introduce more confusion that it reduces.

 * You are right - "floating" is the correct word. The problem is, as you noted, that it is difficult to correct "flying" inside the hand-made illustrations. I hope the reader will guess. Regards, Circuit-fantasist (discuss • contribs) 19:32, 17 September 2014 (UTC)

Namespaces
Hello, and thanks for your contributions! Could you make sure that pages/chapters in Circuit Idea are in the correct namespace and that the page titles are preceded by "Circuit Idea/"? Thanks! —Kittycataclysm (discuss • contribs) 19:27, 10 January 2023 (UTC)

 * Thank you for the warning! I will check them. Circuit-fantasist (discuss • contribs) 19:30, 10 January 2023 (UTC)
 * @Circuit-fantasist Great, thank you so much! See also the page you just created, Functional Viewpoint. The correct page Circuit Idea/Functional Viewpoint already exists; you can just move the content there. Cheers! —Kittycataclysm (discuss • contribs) 19:31, 10 January 2023 (UTC)
 * @Kittycataclysm, Thanks for the help! I have to leave only Circuit Idea/Functional Viewpoint and delete Functional Viewpoint... but am not sure how to do it. Maybe I have to type the page title and address in this page? Cheers! Circuit-fantasist (discuss • contribs) 19:48, 10 January 2023 (UTC)
 * @Circuit-fantasist No problem, I can delete it for you once you're ready :) In the future, if you need to delete a blank or otherwise obviously unneeded page you can also add the template to the top of the page, and an admin will come by and take care of it. Requests for deletion is for pages whose deletion is more contentious than something like this. Cheers! —Kittycataclysm (discuss • contribs) 19:53, 10 January 2023 (UTC)
 * @Kittycataclysm, Thanks for the info! I am ready so feel free to delete it. Cheers! Circuit-fantasist (discuss • contribs) 19:56, 10 January 2023 (UTC)
 * ✅ —Kittycataclysm (discuss • contribs) 19:59, 10 January 2023 (UTC)
 * @Kittycataclysm, Thanks! Just to say that I haven't had such a meaningful human conversation here on Wikibooks for a long time, for which I thank you very much! I feel very alone here and at times I get discouraged and stop writing... but I have so much to do for this book... I don't know why that is... Cheers! Circuit-fantasist (discuss • contribs) 20:09, 10 January 2023 (UTC)
 * @Circuit-fantasist I'm so sorry to hear that you've felt alone! Please keep contributing, and feel free to let me know if you have any questions. I might not know the answers, but I can always try and point you in the right direction! —Kittycataclysm (discuss • contribs) 22:25, 10 January 2023 (UTC)
 * @Kittycataclysm, Thanks! These were just some "meta thoughts" and now I continue with the concrete work. Cheers! Circuit-fantasist (discuss • contribs) 10:46, 11 January 2023 (UTC)

title: User talk:Circuit-fantasist


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Talk:Adventist Youth Honors Answer Book/Arts and Crafts/Plastic Canvas

2007-May-16 : lwan98 : added requirements found on AdventSouce (http://www.adventsource.org/file.aspx?ID=35174). Didn't find any on PathfindersOnline.

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


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Genetic Information/Overview of Sequence Statistics

General History of Statistics

The historical development of the field of sequence statistics as discussed in this chapter represents the common denominator of genetic biometry. From its onset at the end of pre-dynastic period (about 3100 BCE) associated with Nilotic African graphemics to the present genomic age, sequence statistics considers probability the core of information.

Among the southern Luo in this particular subject, one finds the proverb Obaro nyar Wasare that is intended to conceal the meaning of probability and information research. Kwame Gyeke of Ghana suggests the importance of many proverbs from the Akan people. But this Nilotic proverb is the origin of limiting relative frequency, often recited by the wise people to reveal variation, frequency and estimation of the living being. In the work of Odhiambo Akoko (Paul Mboya 1953), Luo Kitgi gi Timbegi, for example, the science is revealed in the sense that one’s character and behavior in general is by far a reflection on one’s customs and traditions in which one operates.

The proverb teaches a bout kit Wasare concreted by rieko te in linear and circular order and means the amount or measure of understanding as well as the totality of what can be known to come from a parent, Wasare in linear form and taught by a teacher to the daughter of Wasare ma adiera.

Similarly, in decoded Egyptian hieroglyphics, Wasare is the Osiris or Ra whose daughter, mesia is ma adier, the truth, ma’at  who is nyar re the daughter of Ra. In effect, from the Luo yud jaot (jaodi) which is finding a consort (Tehuty) and kido which is  heredability comes the pharaonic udjat, the “sound eye” and khed, building a mathematical process with a living yardstick. It is this living yardstick that through Latin, metiri and old French, mesure, we get the origins of the English word measure that therefore is the ultimate source of biological mathematics as we know it today to have come from the Luo.

Genetic information relies heavily on modernized conventional concepts of statistics and probability in symbols to which we now turn.

<>

Table of Contents


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User talk:Summit~enwikibooks

Spirituality/Oneness

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 Summit. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Summit~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 23:48, 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) 05:33, 19 April 2015 (UTC)

title: User talk:Summit~enwikibooks


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William Shakespeare's Works/Overview

This section deals with an overview of Shakespeare's plays.

He is usually said to have written 37 plays, though others have been convincingly attributed to him over the past few decades, each of these as a co-author with another writer. There is also at least one lost play, Cardenio.

These plays changed over time, as his writing skills developed, and as he came to understand the needs and desires of his audience. Appreciation of the play also depended on the ability of the actors at that time.

Shakespeare's plays are grouped in 4 periods. More specifically, the third period is full of tragedies such as Othello, Hamlet and King Lear. Shakespeare wrote in four different genres: comedy, tragedy, romance and historical.

Many of his plays are taken from other stories or plays. Although most of these sources are unknown, they must have been popular and very well-known in Elizabethian times. We can say, for instance, that Antony and Cleopatra came from Plutarch's account of Antony. Speculations on these have the potential to be very interesting and controversial.

When you go to see or read a Shakespeare play it is important to know all about the social, historical and dramatic context. It is also important to focus on the poetry of the play, as this is was the most important linguistic tool used by Shakespeare that was particularly effective in portraying deep emotion.

In Elizabethian times there was no scenery or costuming as such, and only a few theatres. These features have therefore been created and modified over the last 500 years, often contributing to vast differences between interpretations.

title: William Shakespeare's Works/Overview


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William Shakespeare's Works/Comedies/Troilus and Cressida

Troilus and Cressida is a comedy by William Shakespeare, written in 1602. This play is a retelling of the Grecian myth of the Trojan War, with a subplot about the romance of the two titular characters. The play is somewhat of an anomaly in the works of Shakespeare, as it contains elements of tragedy, history and comedy. It appears to constantly tread a line between broad, slapstick-style comedy and terrible tragedy.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Priam
 * Hector
 * Troilus
 * Paris
 * Deiphobus
 * Helenus
 * Margarelon
 * Aeneas
 * Antenor
 * Calchas
 * Pandarus
 * Agamemnon
 * Menelaus
 * Achilles
 * Ajax
 * Ulysses
 * Nestor
 * Diomedes
 * Patroclus
 * Thersites
 * Alexander
 * Servants to Troilus, Paris, Diomedes
 * Helen
 * Andromache
 * Cassandra
 * Cressida
 * Trojan soldiers
 * Greek soldiers
 * Attendants


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User:Fasten/Mentoring Handbook/Questionnaire

This is a collection of questions that could be asked on a questionnaire for parents and protégés. (first sketch)

Protégés should be encouraged to mention after-thoughts at any time, also several weeks or months after filling out the questionnaire. Parents and protégés could be allowed to read the questionnaire first and to agree on what questions should be answered verbally and what questions they would like to leave out entirely. Parents could also be allowed to keep one or two prints of the questionnaire and to hand in a more well considered version. Spontaneous answers to previously unknown questions may be suitable to find out how much consideration somebody had given to a topic before being asked.

 * Related topic: Code of conduct of the mentoring organization. (e.g. privacy)

Silly questions

 * Do you have a rule to help each other in your family? (good topic, insufficient question)
 * Are you a democratic family? (good topic, insufficient question)
 * How often do family members disagree and fail to make up? (possibly too personal, undiplomatic, numbers are secondary)

Conduct

 * What official agreements or rules do you have in your family?

 * Who decides what and when in your family? Do you hold a family council on occasion?
 * Is that satisfactory?

 * Do you have a culture of disagreement or are your disagreements uncultivated? (false dilemma: The missing middle ground is the large area of badly considered behavior that somehow leads to tolerable results. Offering a false dilemma allows the readers to object; the answer to the next question should help to distinguish a culture of disagreement from badly considered behavior)
 * Please describe your culture of disagreement abstractly. (e.g. do you consider making up mandatory, of no importance or anything in between)

 * If you were a family of superheros, what would be your respective super powers? This question is slightly funny so it isn't taken too seriously.
 * (e.g. can-break-own-rules, can-break-rule-X, can-fail-to-help, can-follow-a-whim, can-let-others-do-the-work, can-leave-a-mess, can-fail-to-educate)

General education inside the family
(for the protégé)

(please specify an estimate number and a scale: daily, weekly, monthly, in the last year, in the last ten years, ever)
 * Do your parents educate you?
 * How often?
 * Would you wish your parents to educate more often?
 * Would your parents be qualified as educators or would you wish them to be more qualified (e.g. to read up on a topic first)?
 * Are there any other persons (inside or outside your extended family) you would wish to educate you more often?

General education outside the family
(for the protégé)

 * What topics interest you most?
 * What are the school subjects you like best?
 * Are there school subjects you would like best, irrespective of the way they are taught in school? (This could be an indicator for a need for extracurricular learning in relation to a school subject)
 * What activities outside school are related to these topics?
 * What related activities do you know you might like to try?
 * What books have you read lately? (parents and protégé)

Hobbies

 * What are your hobbies? (parents and protégé)

 * What hobbies do you share inside the family? (please specify all groups of family members that share hobbies and their hobbies)

 * What hobbies do you share with friends? (please specify groups or social circles and the related hobbies)

Socializing, Social skills

 * Do you have a boy friend/girl friend? (At what age does that question make sense?)
 * Number of best friends? (Does that question make sense? At what age? A protégé could be asked to explain the difference between best friends, personal friends and good acquaintances.)
 * Number of personal friends? (rough estimate, parents and protégé)
 * Number of good acquaintances? (rough estimate, parents and protégé)

 * Have you trained any soft skills explicitly? (parents and protégé)
 * What social skills would you ascribe to yourself? (parents and protégé)
 * What soft skills would you like to improve? (parents and protégé)
 * What social skills would you like to see developed? (parents about protégé)


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William Shakespeare's Works/Comedies/Twelfth Night

Twelfth Night is a comedy by William Shakespeare, written between 1600 and 1601. This play revolves around the circumstances that follow when two twins seem to lose each other when they are stranded on an island. Typical of a Shakespearean comedy, there are romantic complications and subplots galore.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Orsino
 * Sebastian
 * Antonio
 * Valentine
 * Curio
 * Sir Toby Belch
 * Sir Andrew Ague-Cheek
 * Malvolio
 * Fabian
 * Feste
 * Olivia
 * Viola
 * Maria
 * a Captain
 * Olivia's servants
 * Lords
 * Priests
 * Sailors
 * Officers
 * Musicians
 * Attendants


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William Shakespeare's Works/Comedies/Two Gentlemen of Verona

The Two Gentlemen of Verona is a comedy by William Shakespeare. The date of its creation is believed to have been in the early 1590s, though no record of it appeared until 1598. The play centers around the titular two gentlemen, Valentine and Proteus, and their romantic misadventures.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * the Duke of Milan
 * Valentine
 * Proteus
 * Antonio
 * Thurio
 * Eglamour
 * Speed
 * Launce
 * Panthino
 * Julia
 * Silvia
 * Lucetta
 * Host
 * Outlaws
 * Servants
 * Musicians


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Change Issues in Curriculum and Instruction/Other Issues Worth Investigating

On the links from this page, you can find some of the Change Issues we discussed in the 741/841 class but are not found in the Table of Contents as specific article topics.

I urge those of you enrolled in the 741/841 course to add to the lists of issues linked from this page based on your notes or thoughts about our in-class discussions. For those of you not enrolled in the ODU course, please feel free to add issues to these lists or comment on the issues we've listed.

If desirable, issues from these lists can be made into links whose pages can host more in-depth discussions and explanations.

 * /15 May, 2007/
 * /17 May, 2007/
 * /19 May, 2007/
 * /24 May, 2007/
 * /28 May, 2007/
 * /31 May, 2007/
 * /5 June, 2007/
 * /7 June, 2007/
 * /12 June, 2007/


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Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/15 May, 2007

1. Moving up the Food Chain:  Become comfortable with questioning our own / the system’s assumptions and traditions about the way education should work.

2. Moving Beyond “Wrong” = “Bad”:  Realize that mistakes are not purely bad.

3. Redefining “Cheating”:  Last century’s definition is no longer necessarily the best one.

4. Knowing What You Don’t Know vs. Knowing What You Know:  Understand that the former is probably more important.

5. Feedback and Isolation in Digital Environments:  When isolation can be physical and/or psychological, what can be done to allow for meaningful feedback?

6. The Digital Divide:  The various issues that surround access to technology play a major impact on the extent to which and ways in which technology can be effectively employed in today’s educational system in American and beyond.


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William Shakespeare's Works/Comedies/Two Noble Kinsmen

The Two Noble Kinsmen is a comedy by William Shakespeare and John Fletcher, written between 1613 and 1614. The play is a retelling of "The Knight's Tale" found in Geoffrey Chaucer's Canterbury Tales.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Hymen
 * Theseus
 * Hippolyta
 * Emilia
 * Palamon
 * Arcite
 * Valerious
 * Perithous
 * Jailer
 * Nel
 * Gerrold
 * Jailer's Daughter
 * Jailer's Brother
 * Emilia's Woman
 * Nymphs
 * Three Queens
 * Three Knights
 * a Herald
 * a Gentleman
 * a Messenger
 * a Servant
 * Wooer
 * Keeper
 * a Doctor
 * Four Countrymen
 * Friends of the Jailer
 * Wenches
 * a Taborer


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William Shakespeare's Works/Comedies/Winter's Tale

The Winter's Tale is a comedy by William Shakespeare, written around 1610. The play retells a story by Robert Greene entitled "Pandosto", which was written 10 years before. The plot revolves around the irrational jealousy of the King of Sicily, his unjust treatment of his virtuous wife, and his repentance and their reconciliation.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Leontes
 * Mamillius
 * Camillo
 * Antigonus
 * Cleomenes
 * Dion
 * Polixenes
 * Florizel
 * Archidamus
 * Clown
 * Autolycus
 * Father Time
 * Hermione
 * Perdita
 * Paulina
 * Emilia
 * Mopsa
 * Dorcas
 * Sicilian Lords
 * Sicilian Gentlemen
 * Officers
 * a Mariner
 * a Jailer
 * a Shepherd
 * the Shepherd's servant
 * Hermione's attendants
 * Other Lords
 * Other Ladies
 * Attendants
 * Satyrs
 * Shepherds
 * Shepherdesses
 * Guards
 * others


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General Chemistry/Phase Changes

Phase Diagrams
Phase diagrams predict the phase of a substance at a certain pressure and temperature.

The triple point is where all three phases of matter can exist in equilibrium. Points that are on a line are where two phases of matter can coexist.

The critical point is the highest pressure and temperature that the three normal phases can exist. Any further, and the characteristics become a blend of liquid and gas.

Changes in State

If the temperature and pressure change and move across a line in the diagram, the phase will also to change. There are six ways this can happen:

 * Solid to liquid: melting
 * Liquid to solid: freezing
 * Liquid to gas: evaporation
 * Gas to liquid: condensation
 * Gas to solid: deposition
 * Solid to gas: sublimation

The diagram on the right also shows the plasma state of matter. A plasma is simply a gas that has been completely ionized, so that there is a mixture of positive ions and electrons. It has interesting electrical properties, but it is not important in the scope of General Chemistry.

Energy Changes
If you boil water, it never goes above 100 degrees Celsius. Only after it has completely evaporated will it get any hotter. This is because once water reaches the boiling point, extra energy is used to change the state of matter and increase the potential energy instead of the kinetic energy. The opposite happens when water freezes. To boil or melt one mole of a substance, a certain amount of energy is required. These amounts of energy are the molar heat of vaporization and molar heat of fusion. If that amount of energy is added to a mole of that substance at boiling or freezing point, all of it will melt or boil, but the temperature won't change.

The graph shows the temperature of ice as heat is added. Temperature increases linearly with heat, until the melting point. Then, the heat added does not change the temperature. That heat energy is instead used to break intermolecular bonds and convert ice into water. At this point, there is a mixture of both ice and water. Once all ice has been melted, the temperature again rises linearly with heat added. At the boiling point, temperature no longer rises with heat added because the energy is once again being used to break intermolecular bonds. Once all water has been boiled to steam, the temperature will continue to rise linearly as heat is added.

title: General Chemistry/Phase Changes


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William Shakespeare's Works/The World of William Shakespeare

The England of William Shakespeare's time was one marked by changes in social, political, religious, philosophical, and artistic perceptions. This period is usually referred to as The Renaissance (1485-1660)during which innumerable changes in the culture of England became manifest. In the beginning, many scholars point to the end of the middle ages as the beginning of the Renaissance. This is often tied to the deposing of King Richard III who was killed in battle and dropped unceremoniously into an unmarked grave, naked and unmourned. This allowed the accession to the throne of the long reigning House of Tudor, beginning with Henry VII (1485-1509). With the rise of the Tudor monarchs a new era was begun. The cultural changes of the Renaissance had been an ongoing process in Europe for a hundred years before, most notably in Italy and France.

At the core of this change was the idea of "renewal" or "rebirth" - the meaning of the word renaissance. Among those things reborn was the interest in the learning from the classical ages, primarily Greek and Roman culture. In the Middle Ages, such interests were actively repressed by a dominating church and its partner the Feudal System. Both of these kept the majority of people in England tied to the values of the church and the control of the feudal lords for whom they worked. Literacy was almost non-existent among the masses, and any attempt to educate people other than for work in the church or government was actively and brutally discouraged. After the Renaissance is allowed to expand into England, a passion for literacy, learning, and creativity emerged. The works of the ancients of the Classical Period were gathered up from the monasteries and studied widely. The increase in the interest in the ideals of the Romans and Greeks created a new hunger for a philosophical perspective the people of England could embrace. That philosophy was humanism, the belief system which advocated the improvement of the human condition based on the pursuit of virtues drawn from the teachings of the ancient philosophers such as Cicero. Humanism was not an attempt to discredit Christianity; rather, the humanists pursued the knowledge of the classics in order to bring them into harmony with the teachings of the church. Contrary to the perception of many, the Renaissance actually emerged from the attempts of the Roman Catholic Church, especially in Italy to discover and add to scholarship to develop this harmonic relationship between what was secular and what was religious.

Another factor in the leaps and strides of the Renaissance in England was the arrival of the printing press developed by Johannes Gutenberg (1400?-1468). The press made publication of large numbers of books and as a result the wider distribution of material on which to build a greater literacy among the people of England. In 1476, years after it had been invented and widely used in Europe, the printing press arrived in England. The owner of that first press, William Caxton (1422?-1491) published over one hundred titles and began the flood of literacy that was to continue in England. Why such a delay? England was a remote island off the west coast of Europe and had long been considered a barbaric and unenlightened land by some in Europe who believed the centers of advanced civilization existed in Italy, France, and Spain.

While literacy was on the rise, so was an increased sense of national identity which, for the English, was a necessary redefining of themselves and the development of a culture of its own and not just a patchwork of cultures resulting from occupying forces and peoples which had been underway since the time of the Roman occupation begun by Julius Caesar. Since that time, wave after wave of invaders attempted a permanent occupation of the island. As the Celts and the Bretons were displaced by the Angles, Saxons, and Jutes, so were they by the Norman invasion of 1066 a.d. and the ongoing presence of the Roman Catholic church with its Italian and European habits and traditions. The renaissance enabled the increasing numbers of literate English to develop their own identity, accommodating their past and developing their own virtues and values of their own.

With the Tudor monarchs also came a newer, stronger, more determined line of Kings and Queens who shaped the political and cultural change in England. Henry VII began the reign of the House of Tudor which would produce five monarchs. His rise to the throne ended the famous War of the Roses to place the Welsh nobleman on the throne to shape the changes to come. His son, the highly intelligent, fiery, zealous, progressive, insistent Henry VIII did as much to shape the new English identity as any other monarch. He wrote books, created a new religion to suit his own purposes, built a navy, and executed all who stood in his way (including two wives, several close friends, and political enemies). After Henry VIII died, his children each replaced him in turn, starting with the son Edward VI (r. 1547-1553) who ruled and died a child while the country was ruled by relatives who acted in his name to preserve the advances of his father. Upon his death of tuberculosis, Mary Tudor ascended the throne (r.1553-1558); the half-Spanish, half-English daughter of Catherine of Aragon ruled the nation ruthlessly. Her goal was to return Roman Catholicism to England and solidify an alliance (or absorption) with Spain. She married King Philip II of Spain, alarming the general population of England who feared that Spain was on the verge of an invasion. When Mary (often referred to a "Bloody Mary") died of natural causes, the throne became the possession of Queen Elizabeth (now referred to as Elizabeth I). After a shaky start, Elizabeth ruled intelligently and decisively, displaying all the necessary characteristics and courage of a King such as her father. Perhaps an early example of feminism, Queen Elizabeth decided early on to refuse to marry and take a back seat to power. Forever known as the "Virgin Queen" (a fond misnomer as she had dalliances with many men during her lifetime), Elizabeth ruled with a brilliant mind. Under her reign (1558-1603) she led a nation in relative peace, economic expansion, and the highest point of English cultural nationalism in the whole period of the Renaissance. Elizabeth's reign was highlighted by her stunning and complete defeat of the Spanish Armada in 1588, led by the Royal Navy her father had built (with a bit of help from bad weather and the treacherous and rocky Irish coastline).

Throughout the Renaissance in England, but especially under the reign of the Tudors, the arts flourished and became a central interest for the English. One of the most explosive of these expansions of art was that of the theater. Drama had been long confined to the church pageant both in the medieval church and later in which a primitive (by later standards) form of drama emerged. The medieval church pageants served to teach the parishioners basic concepts of the teachings of the church, present the standards of morality, and continue the reinforcement of the Roman Catholic Church as the center of Truth and Moral teaching. When these dramas grew longer and more sophisticated, they moved out of doors into the courtyards and streets of towns and cities. These plays depicted the personification of moral precepts, interactions between masked actors called "good" and "evil" and so forth. The topics were narrowly defined to the doctrines of the church, the origins of man, the fall of man, sin, and other such topics. These repeated festival performances generated an appetite for more complex theater among the English, who now were beginning to read the Roman plays and to a lesser extent at first, the Greek plays. Thus was created the environment for the English Renaissance Theater to be born. Watching year after year Morality Plays required at least a basic understanding of the world of "make-believe" needed to watch a group of ordinary persons portraying the actions and speaking the words of real and imaginary persons and abstract moral concepts. This appetite for entertaining visual representations of life led directly to the appetite for the new theater of England's small body of artisans who sought to broaden and deepen these plays into more local, topical, humanistic, and relevant representations of life. Out of this association of artists emerged a new voice, that of William Shakespeare.

In the midst of the reign of the Tudors was born William Shakespeare, a son of a merchant in the small town of Stratford-on-Avon. Shakepeare was baptised April 26, 1564 and most scholars assume he was born a few days earlier, by tradition, on April 23. Shakespeare was the son of John Shakepeare, glover and moderately successful businessman, and Mary Arden. Very little is known of Shakespeare's life, as he kept no journal and little in the way of historical evidence has survived. It is widely assumed that he attended the Stratford Grammar School, since he could have attended free because of his father's position in city government. Tradition says that Shakespeare worked for a time as a school teacher, but there is no direct evidence of this. At the age of eighteen he married Anne Hathaway, eight years his senior. Their marriage produced three children, Susanna and twins Hamnet and Judith. The daughter grew up and was married, but the only son, Hamnet, died tragically at age eleven, an event which would have lasting impact on his father.

Shakespeare seems to have left Stratford (and his family) for London in 1587. By 1592 scholars have found evidence that he was already heavily involved in the theater, having written Henry VI which was attacked in print by Robert Greene, a Cambridge graduate who was down on his luck and suffering from illness. He died just as his attack on Shakespeare went to press, and a friend of Greene's came to Shakespeare's defense, and so the young actor and playwright was noticed in the public eye. Most of what we know of Shakespeare's life from 1592 through his death derives from the plays themselves, as well as dramatis persone list of the plays in which he acted, and records of appearances at court. Early on, Shakespeare made a name for himself as a playwright, and he performed regularly in his acting company, first The Lord Chamberlin's Men, and later The King's Men. His early association with the very popular tragedian Richard Burbage and the great comic actor actor William Kemp put Shakespeare in good company. Though the acting profession was not a highly regarded profession, the theater was popular and profitable. Shakespeare also made his mark as a poet with his two acclaimed narrative poems "Venus and Adonis" (1593) and "The Rape of Lucrece" (1594), and with his sonnets. Shakespeare's playwriting is traditionally divided into three periods, The Early Period (also the most prosperous period of his life)(1592-1601), The Tragic Period (1600-1610), and the Later Period (1610-1616). These three divisions of his work reveal much about the development of his vision as a writer. Some have suggested that these periods reflect the evolution of the man along with his art, while others caution that reading too much into these divisions may give readers a false impression of the diversity and liveliness of Shakespeare himself. Scholars also caution that to ignore his poetry throughout this period is to miss an enormous contribution of Shakespeare.

In his Early Plays a remarkable explosion of work came from his pen. In a matter of four years (1592-1595) he wrote seven popular plays of wide variety. He began developing the categories of interest he would pursue his whole career: History plays, Latin (or Roman) plays, Comedies, and the Tragedies. These plays are as follows: "Richard III"                       (1592-1593)- History "The Comedy of Errors"              (1592-1593)- Comedy "Titus Andronicus"                  (1593-1594)- Roman "The Taming of the Shrew"           (1593-1595)- Comedies "The Two Gentlemen of Verona" "Love's Labor's Lost" "Romeo and Juliet"                  (1594-1595)- Tragedy The latter play, "Romeo and Juliet" is sometimes referred to as an imperfect tragedy as it begins and apparently runs toward a comedy's resolution, but exactly halfway through the play it shifts directly into tragedy. This has led some to use the term "tragi-comedy" with this play. Further, Romeo and Juliet remains the play most often taught in schools around the world. By 1596 Shakespeare's income and status was growing briskly. He solidified this status by buying a huge manor house in Stratford and applying to the Heraldic College for a coat of arms. This plan was successful and his status rose both at home and in London. Over the next four years he continued to act, write, and now became a shareholder of a theater. He was respected by the literary community of the day and was solidly a part of aristocratic society. By 1600 he had given six command performances in the Court of Queen Elizabeth.

Shakespeare's writing in these early years continued with his cycle of history plays about the kings of the Wars of the Roses, his most famous Roman play, Julius Caesar more comedies, and his masterwork of tragedy Hamlet. These plays are as follows: Richard II                         (1595-1596)- History Henry IV, Part One                 (1596-1597)- History Henry IV, Part Two                 (1596-1597)- History Henry V                            (1599)     - History Julius Caesar                      (1599)     - Roman A Midsummer Night's Dream          (1595-1596)- Comedy The Merchant of Venice             (1596-1597)- Comedy Much Ado About Nothing             (1598-1599)- Comedy As you Like It                     (1598-1600)- Comedy Twelfth Night                      (1600-1601)- Comedy Hamlet                             (1600-1601)- Tragedy The Merry Wives of Windsor         (1600-1601)- Comedy

These nineteen plays, plus his beginning attempt, Henry VI make the early period of Shakespeare's career. Twenty plays, rising fame, increased wealth, and dominating influence made this portion of his career a profound achievement. This end of this time frame also signaled the coming end of the reign of Queen Elizabeth. When her successor, James I (r.1603-16XX) came to power he would increase favor and sponsorship of Shakespeare and the arts. James was a prolific supporter of the theater in these years, and as a result, Shakespeare's wealth grew, enabling him to make shrewd business deals and acquire property in Stratford and London.

In spite of its name, Shakespeare's "Tragic Period" is called that primarily because of the powerful and masterful tragedies he wrote during that period. No evidence suggests that this was a tragic period for Shakespeare himself, and to draw the loose connection between this period and some mysterious and unidentified hardship on the playwright would be only weak conjecture. This period of his creative life was his most mature and artistically developed of any time in his life. From 1600 through 1607 he wrote three more profound tragedies, another Roman play, and two comedies. In this short time he managed to create some of the most influential and long-studied plays in history. Whatever his vision was at this time, his art was never better. After Hamlet in 1601 these are the seven plays of this period: Othello                           (1601-1602)- Tragedy King Lear                         (1605)     - Tragedy Macbeth                           (1605-1606)- Tragedy Antony and Cleopatra              (1606-1607)- Roman All's Well That Ends Well         (1602-1603)- Comedy Measure for Measure               (1604)     - Comedy

For a short while Shakespeare produced no plays, and seems to have been busy with performances and seeing to his investments. By 1610 he returned to Stratford and took up residence in his home there.

The Later Period, from 1610 until his death in 1616 has generated much interest and speculation about the evolving mind of Shakespeare. His plays of this period include two more tragediesand his last history play, and five comedies (which have caused as much debate as his tragedies). These five plays are also called "romances" by some scholars, and even "tragi-comedies" as they represent a sort of "darker" side of Shakespeare's vision. The Winter's Tale and The Tempest contain some of the most quotable of Shakespeare's lines and deal with comical scenes transmitting seriously deep concerns. Unlike the other two "periods" of his work, these eight plays are written in groups from tragedy to comedy to history: Timon of Athens                   (1607-1608)- Tragedy/Roman Coriolanus                        (1607-1608)- Tragedy/Roman Pericles                          (1607-1608)- Comedy/Romance Cymbeline                         (1609-1610)- Comedy/Romance The Winter's Tale                 (1610-1611)- Comedy/Romance The Tempest                       (1611-1612)- Comedy/Romance The Two Noble Kinsmen             (1612)     - Comedy/Romance Henry VIII                        (1613)     - History

As Shakespeare's life wound to a close, he remained active until just a few days before his death. He traveled back and forth from New Place in Stratford to London regularly, and lived to enjoy time with Susanna and her Husband Dr. John Hall and his granddaughter Elizabeth. He died on April 23, 1616, believed to be his fifty-second birthday. He could not have lived a more prosperous and brilliant life. Though laced with tragedy, such as the loss of his only son in his childhood, and spending so much time away from home, Shakespeare managed to keep his family together and obtain success at the same time.

Remarkably, his work has never been out of print, though it saw little print in his lifetime, and to this day his plays are produced in dozens of languages in hundreds of countries. His sonnets are unmatched in the poetry of his day in quality and quantity. His plays are studied in schools around the world and it has been said that not a day passes that somewhere in the world actors are presenting one of his plays. William Shakespeare has given the Renaissance and all times forward much to think about and much to enjoy. When he was buried under the floor of the church at Stratford, he left the following epitaph forbidding the removal of his bones:

''Good Friend, for Jesus' sake forbear

''To dig the dust enclosed here!

''Blest be the man that spares these stones,

And curst be he that moves my bones.


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User talk:167.135.14.146

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.

Xania talk 20:24, 17 May 2007 (UTC)

title: User talk:167.135.14.146


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TI-Basic Z80 Programming/List of Commands/Pt-On

Pt-On(X,Y TI Basic programming instruction, accessed from within the program editor by pressing 2nd+PRGM+Right+Enter. Plots a single point at the X and Y coordinates, using the default (user-set) or program specified Window and Zoom settings. Unofficial usage of function (not specified in TI manual): Pt-On(X,Y,Z Plots a point at the location specified by X and Y. Meaning of Z: If Z is 1, a normal point is plotted If Z is 2, a 'square' point is plotted If Z is 3, a 'cross' point is plotted This function is particularly useful for games, where you may need bigger points and do not want to use multiple Pt-On instructions. If you have ever changed Stat options, the points that are plotted by this function are the three types that can be used for scatter plots.


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TI-Basic Z80 Programming/List of Commands/Else

Else

TI Basic command, accessed from within the program editor or from the Catalog (2nd+0)

Usage
If...Then...Else...End

Result
Causes all commands from Else tag to End tag within the If loop to be executed only if the condition for the If loop is false. Note that Then must be used, that is If...Else...End is illegal.


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General Chemistry/Solubility

Types of Solutions
A solution is a homogenous mixture, composed of solvent(s) and solute(s). A solvent is any substance which allows other substances to dissolve in it. Therefore, it is usually present in the greater amount. Solutes are substances present in a solution. Note that when a solute dissolves in a solvent, no chemical bonds form between the solvent and solute.

Solutions have variable composition, unlike pure compounds whose composition is fixed. For example, a 500 mL solution of lemonade can consist of 70% water, 20% lemon juice, and 10% sugar. There can also be a 500 mL solution of lemonade consisting of 60% water, 25% lemon juice, and 15% sugar.

When two liquids can be readily combined in any proportions, they are said to be miscible. An example would be alcohol and water. Either of the two can totally dissolve each other in any proportion. Two liquids are defined as immiscible if they will not form a solution, such as oil and water. Solid solutes in a metallic solvent are known as alloys. Gold is an example of an alloy. It is too soft in its pure form, so other metals are dissolved in it. Jewelers may use 14-karat gold, which contains two-thirds gold and one-third other metals.

Dissolving at the Molecular Level

 * 1) The forces between the particles in the solid must be broken. This is an endothermic process called dissociation.
 * 2) Some of the intermolecular forces between the particles in the liquid must also be broken. This is endothermic.
 * 3) The particles of the solid and the particles in a liquid become attracted. This is an exothermic process called solvation.

Example: Dissolving NaCl
When sodium chloride is added to water, it will dissolve. Water molecules are polar, and sodium chloride is ionic (which is very polar). The positive ends of the water molecules (the hydrogens) will be attracted to the negative chloride ions, and the negative ends of the water molecules (the oxygens) will be attracted to the positive sodium ions. The attractions are strong enough to separate sodium from chloride, so the solute dissociates, or breaks apart. The solute is then spread throughout the solvent. The polar water molecules prevent the ions from reattaching to each other, so the salt stays in solution.

Saturation

 * When a solution can hold no more solute, it is said to be saturated. This occurs when there is an equilibrium between the dissolved and undissolved solute.
 * If more solute can be added, the solution is unsaturated.
 * If a solution has more solute than is normally possible, due to the lowering or heightening of temperature, it is said to be supersaturated. If disturbed, the solution will rapidly form solid crystals.
 * Solubility is the measure of how many grams of solute can dissolve in 100 grams of solvent (or in the case of water, solute per 100 milliliters.)

Hydration
Sometimes, compounds form crystals with a specific amount of water in them. For example, copper(II) sulfate is written as CuSO4 • 5H2O. For every mole of copper(II) sulfate, there are five moles of water attached. The atoms are arranged in a crystal lattice. Even if dried, the compound will still be hydrated. It will not feel moist, but there are water molecules within the crystal structure of the solid.

Intense heat will release the water from the compound. Its color may change, indicating a chemical change. When the anhydrous compound is dissolved in water, it will become hydrated again.

Heats of Solution
Some chemicals change temperature when dissolved. This is due to a release or absorption of heat. The specific change is known as the heat of solution, measured in kJ/mol.

Electrolytes
Some substances break up into ions and conduct electricity when dissolved. These are called electrolytes. All ionic compounds are electrolytes. Nonelectrolytes, on the other hand, do not conduct electricity when dissolved. Electrolytes are the reason that tap water conducts electricity. Tap water contains salts and other ions. If you have purified water, you will find that it does not conduct electricity at all. Upon dissolving some salt, it conducts electricity very well. The presence of ions allows electrons to move through the solution, and electricity will be conducted.

Solubility Practice Questions
1. In a mixture of 50 mL of benzene and 48 mL of octane,
 * a) which substance is the solute?
 * b) would these two substances form a solution?

2. Solutions are formed as physical reactions. Using this principle, name two ways in which solutes can be separated from solvents.

3. Three different clear, colourless liquids were gently heated in an evaporating dish. Liquid A left a white residue, liquid B left no residue, and liquid C left water. Identify each liquid solution as a pure substance or a solution.

4. Compare three bottles of soda. Bottle A was stored at room temperature (25°C), bottle B was stored at 10°C, and bottle C was stored at 30°C.
 * a) If you wanted a fizzy drink, which bottle would you choose?
 * b) If you wanted to change the gas pressure of bottle C to that of bottle B, what could you do?

Answers to Solubility Practice Questions

title: General Chemistry/Solubility


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TI-Basic Z80 Programming/List of Commands/For

For( TI Basic programming instruction, accessed from Catalog or programming editor. Usage: For(A,B,C[,D])...End Causes all commands from For( to End to be repeated a certain number of times. A is any letter variable, B is any numerical expression, C is numerical expression, and D is numerical expression. The For loop first loads the value of B into variable A, and then repeats the code until the End tag, adding the value of D (or 1 if D is not specified) to variable A, until A is greater than C (less than C if D is negative), and then jumps to the End tag without executing the commands. For example, the code below will display "A" two times. :For(A,1,2) :Disp "A" :End Explanation: Start - 1 is loaded into A, Disp "A" is executed, 1 is added to A (A=2), Disp "A" is executed again, 1 is added to A (A=3), A>2, so Disp "A" is not executed again and the program moves on to the next set of commands. Note that you can specify a negative value for D (For(A,2,1,-1)), which would have the same effect if replaced with the For( command in the program above, except that A will start as 2 and end as 0. A can also be used within the code inside the For loop if needed, and it is not recommended to alter A within the For loop for novice programmers, even though it is legal. Note: in argument For(A,B,C[,D]), if D is negative and C>B, -or- if D is positive or not specified and B>C, the For loop is not executed at all, but the value of B is still stored into A. Also, the increment value (D) cannot be Zero, if D=0 your program will stop with an error. If B=C, your For loop will be executed once. The values of B,C, and D cannot be changed within the For loop (they can be set to different values, but they will not affect the conditions of the loop).


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William Shakespeare's Works/Plays in Chronological Order

Earlier in his life

Henry VI Part II (1590-1591)

Henry VI Part III (1590-1591)

Henry VI Part I (1591-1592)

Richard III (1592-1593)

The Comedy of Errors (1592-1593)

Titus Andronicus (1593-1594)

The Taming of the Shrew (1593-1594)

The Two Gentlemen of Verona (1594-1595)

Love’s Labour’s Lost (1594-1595)

Romeo and Juliet (1594-1595)

Richard II (1595-1596)

A Midsummer Night’s Dream (1595-1596)

King John (1596-1597)

The Merchant of Venice (1596-1597)

Henry IV Part I (1597-1598)

Henry IV Part II (1597-1598)

Much Ado About Nothing (1598-1599)

Henry V (1598-1599)

Julius Caesar (1599-1600)

As You Like It (1599-1600)

Twelfth Night (1599-1600)

Hamlet (1600-1601)

The Merry Wives of Windsor (1600-1601)

Troilus and Cressida (1601-1602)

All’s Well That Ends Well (1602-1603)

Measure for Measure (1604-1605)

Othello (1604-1605)

King Lear (1605-1606)

Macbeth (1605-1606)

Antony and Cleopatra (1606-1607)

Coriolanus (1607-1608)

Timon of Athens (1607-1608)

Pericles (1608-1609)

Cymbeline (1609-1610)

The Winter’s Tale (1610-1611)

The Tempest (1611-1612)

Henry VIII (1612-1613)

The Two Noble Kinsmen (1612-1613)

Later in his Life


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TI-Basic Z80 Programming/List of Commands/DelVar

DelVar TI Basic function, accessed from the Catalog: Usage: DelVar (any user variable, system variables are illegal). For example, :DelVar Str1 :DelVar Pic3 Unofficial usage (not shown in TI manual): DelVar is the only function that does not have to have a colon or newline after it, therefore "DelVar Str1DelVar Str2DelVar Str3" is legal and will delete strings 1-3. DelVar can be followed with any command, for example "DelVar ADisp A" will always display 0.


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William Shakespeare's Works/Further Reading and Other Resources

=Further Reading and Resources=

For more information about Shakespeare and his work than we have given you here, don't hesitate to consult your teacher or your library.

General Shakespeare Criticism
Kott, Jan. Shakespeare our Contemporary

Bloom, Harold. Shakespeare and the Invention of the Human

Lamb, Charles and Mary. Tales of Shakespeare (condensed versions of the stories).

Individual Plays

 * Wikisource : Home of every play found within

Other material about Shakespeare

 * Shakespeare's last will and testament
 * Talk to William Shakespeare - Have a real conversation with the William Shakespeare chatbot, bot active multiuser chatroom and bot-forum; bard-bot-tastic!


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TI-Basic Z80 Programming/List of Commands/Text

TI Basic command, accessed from the Draw menu (2nd+PRGM) Usage: Text(Y,X,Expr) Outputs text specified by Expr (which can be a String/Numeric variable or formula) on the Graph screen in small font. Position is specified by Y and X (notice that Y comes before X!). Y values can be from 0-57, and X values can be from 0-94, even though if the character(s) generated by the expression do not fit on the screen they will be skipped, therefore 91 is the highest value that you should practically use for X. Note that the values used for X and Y are top-left pixel value of the start of the text rectangle, same values can be used in Pxl-On and similar commands. The Y limit is 57 instead of the usual 62 to allow space below the location to output letters (The height of small font letters is 5 pixels, 62-57=5).

Unofficial use (not shown in TI Manual): Text(-1,Y,X,Expr) Same as, except it outputs the characters generated by Expr to the Graph in large letters that you see on the home screen. Note that in this case, the Y value range is limited to 0-56 instead of the usual 0-57.


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English for B2 Students/Unit 6

= I used to be a student =

Aim of this lesson: learn how to talk about past states and habits which are no longer true and learn vocabulary related to schools and school subjects.

Dialogue

''Read the following dialogue then practice it with a partner if possible. Does John live in Nottingham? Does John play football?''

John is meeting Mr. Roberts for a job interview in Manchester.

([[Media:B2 unit6.ogg|listen]])

Speaking about School
''Try asking and answering these questions in pairs. If you're working alone then write down your answers. Remember that if you're still studying you should answer using the present simple. If you've finished studying then you should answer using the past simple or with ''used to.

 * What is/was your favourite school subject?
 * What subjects are/were you good at?
 * What subject or sport did you use to be good at?
 * Who is/was your favourite and worst school teacher? Why?
 * Do/Did you like school? Why?

Exercises
Try these questions to see if you can answer these questions and use this lesson's grammar correctly. The answers can be found here.

Complete the following sentences using used to, usually or no longer:

 * 1) Do you play football?  I ______ play but now I have no free time.
 * 2) Every weekend I meet my friends and we ______ go to the cinema.
 * 3) I _____ live in Germany.  I love living in Spain.
 * 4) What do you ______ do at the weekend?
 * 5) I'm sad because I ______ have the time to meet my friends for a drink.

Grammar Reference
For further information about used to and usually see ../Tenses and Forms/.

title: English for B2 Students/Unit 6


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William Shakespeare's Works/Tragedies/King Lear

The best entry point to understanding the meaning of this tragedy is to look up every instance of the word "nothing" in the text. It will appear more than 15 times. Then note the events that occur at the same time or immediately after the utterance of the word "nothing". In all but one or two cases, what happens is not "nothing" but a big "something".

So we know that this play is about "big somethings" and "little nothings" and the fact that most of the people in the play mistake little nothings for big somethings and vice-versa. For example, the wearing of regal clothing, the attendance to the king of a knightly retinue, the swearing out loud of filial love. And from that we can see that this play is trying to show that reality is internal, rather than external.

And then we can follow the king as he loses all of his external trappings, even to the point of losing his sanity on the moor, purging himself of his pride and dependence on those "little nothings" that he put such value on previously.

At the end he finally understands that everything he thought was important was actually unimportant and what he thought was unimportant was actually important. But it is too late. Shakespeare was convinced that the job of the king was to keep his country unified and healthy (cf. Hamlet). But King Lear gave his country to his children who started a war to gain control. That is the worst of his sins and he must die for it.

Acts

 * Act 1
 * Act 2
 * Act 3
 * Act 4
 * Act 5

Dramatis Personæ

 * Lear, King of Britain
 * King of France
 * Duke of Burgundy
 * Duke of Cornwall
 * Duke of Albany
 * Earl of Kent
 * Earl of Gloster
 * Edgar, Son to Gloster
 * Edmund, Bastard Son to Gloster
 * Cordelia, Daughter to Lear
 * Goneril, Daughter to Lear
 * Regan, Daughter to Lear
 * Curan, a courtier
 * Old man


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Talk:Genetic Information/Overview of Sequence Statistics

We have to be realistic

We cannot simply write about some tribes in Africa and think that we are advancing the field of molecular genetics.

Biometry is a big thing. It is about measuring life on Earth. It is not a joke. We cannot pretend that by mentioning the many tribes on  the continent of Africa, their myths and proverbs on behaviors toward other people’s children will do the trick for us. And then to even claim that, somehow, we have established the origin of probability used in computing information and insist that it comes from some African tribe is to stretch the truth beyond imagination. Let us be realistic.

Numbers in sequence statistics are the number of possible sequences, they are the solutions over time that increase geometrically in  either or both of possible  states and time, where time is the number of events. Thus solution = states^events. Shanon and Weaver(1949) and even Denbigh and Denbigh (1985) have mentioned several advantages to relate information to logarithm.

We should only accept the African routes of genetic information if this relation of information to logarithm is established within the African mathematical foundation. Simple and clear!
 * The Acceptable Plan
 * I agree with you and accept the plan showing African mathematical arts as the origin of genetic information. I will show this by working on the origin of probability and information for equally likely outcomes. Odhiambo 23:11, 17 May 2007 (UTC)

 * The Unacceptable Proposition

I share your reservations about the way in which tribes in Africa have been referred to without adequate detail or example. Biometry is not only a big thing, it is most likely one of the oldest branches of human intellectual enquiry. I caution however against your statement that it stretches the truth beyond imagination to say that the origin of probability (theory? practice?) could have originated in an African tribe. Ask yourself why you believe that so improbable? All sorts of things create need for probability theory (he loves me, he loves me not...). What does it take to develop a probability theory (Shakespearean English?)? What does it take to record it? A feather? Mice?

Ironically, writing about tribes in Africa is the biggest area of potential growth and enquiry in the field of molecular genetics/genomics right now (2008). Given that human genetic diversity is highly concentrated in Africa. African tribes probably contain much of the mystery of how the human genome evolved-- a horizontal recording of the sequence of the ascent (descent?) of human kind, so why not human knowledge? (see http://en.wikipedia.org/wiki/Luigi_Luca_Cavalli-Sforza).

You might also recognise that "Shanon and Weaver(1949) and Denbigh and Denbigh (1985)" are members of a mysterious tribe (Information Theorists), complete with publication date 'scarifications', as far as the vast majority of humankind are concerned. Note that this is not to say they are not influential-- it is just invisible to most people. Same for the Luo or any other African tribe as far as you and I are concerned-- their influence on our world may be just as invisible. Relatively few 'outsiders' have actually investigated what knowledge exists in African tribes, how it is encoded etc, but that is not good enough grounds for assuming that a well developed Luo probablility theory is beyond the stretch of any imagination (remember this is a global forum!).

My own understanding of the Genetic Code-- which forms the centerpiece of Genetic Information and Probability -- is that it is the same sort of situation. If you told a multi-subunit conformationally dynamic protein that it was originally encoded in DNA it would probably just laugh at you:-

" What? All my 4-dimensionality encoded in that tangled one- dimensional string?"

Isn't that the central problem of molecular biology today? The genetic code translates between two languages, which is the same as translating between two sets of sequence probabilities. In the case of life on earth, as my little imaginary protein comment suggests, it also relates two sets of dimensionalities. I am not familiar enough with Shannon to know if this is all Information Theory 101, but it still seems to be molecular biology 601 since we still insist on thinking of genetics as a string of letters on paper instead of real 4 dimensional molecules embedded in a resin of structured water.

I will add some of my own thoughts about African tribes, ancient egypt, probability, Shannon, Rumer and others now that I have found this rather interesting forum. eluem_blyden@yahoo.com


text:
William Shakespeare's Works/Lost Plays

A good number of Shakespeare's plays have been lost to time. Others have been mis-attributed or wrongly attributed to other authors. One example of this is "The Two Noble Kinsmen." While it was originally considered to be a dual authorship between Shakespeare and John Fletcher, it is currently considered to be "canon", or primarily a Shakespearean work.

Lost Plays

 * Edward III
 * Sir Thomas More
 * Cardenio
 * Love's Labours Won
 * The Birth of Merlyn
 * Locrine
 * The London Prodigal
 * The Puritan
 * The Second Maiden's Tragedy
 * Double Falsehood
 * Richard II, Part One: Thomas of Woodstock
 * Sir John Oldcastle
 * Thomas Lord Cromwell
 * A Yorkshire Tragedy
 * Fair Em
 * Mucedorus
 * The Merry Devil of Edmonton
 * Arden of Faversham
 * Edmund Ironside
 * Vortigern and Rowena

title: William Shakespeare's Works/Lost Plays


text:
User talk:66.230.200.148

Xania talk 21:57, 17 May 2007 (UTC)

title: User talk:66.230.200.148


text:
Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/17 May, 2007

1. Recursive Learning:  Learning does not always happen in linear fashion.

2. How School Policy Should be Influenced by Social Software

3. What Teachers Need to Know about Social Software:  How do we know what to use? How do we find it? How do we use it effectively?

4. Differentiation:  Meeting the Educational Needs of All Learners

5. Multi-Tasking:  Plusses and Minuses—Understanding the dynamics of multi-tasking

6. Sychronous vs. Asynchronous Learning:  What are the advantages and disadvantages of both? Is there a "happy medium"?

7. Mobilizing Social Software: Effective Use of Technology to Help Promote Critical Thinking in the Teaching and Learning Process

8. Teaching "Collabulation":  How can we teach students to develop their own systems of classification along with their peers and the community?

9. Online Games:  Effective Use in an Educational Environment

10. Digital Divide:  How long do we wait to implement these new technologies without waiting too long?

11. Age-Specific Social Software:  How can social software be classified with respect to age-appropriateness? Can these software transcend age brackets?

12. Cellphones:  Should students have their teachers' cell phone numbers?

13. Social Software as a Crutch:  At what point does social software stop being productive and start functioning as an excuse for irresponsibility?

14. The Social and Cultural Implications of Social Software:  How Technologies Can Amplify Every System's Strengths and Weaknesses

15. Social Software Adding Meaning to Student Work


text: Template:English for B2 Students/Jobs

title: Template:English for B2 Students/Jobs


text:
Chess Opening Theory/1. e4/1...d5/2. d3

= 2. d3 = 2. d3 is a timid reply, usually played only for surprise value or by beginners. After dxe4 3.dxe4 4.Qxd1+ 4.Kxd1, white can't castle anymore. It doesn't put any pressure on black, either. This is never seen in master play.

Theory table
.
 * 1. e4 d5 2. d3

title: Chess Opening Theory/1. e4/1...d5/2. d3


text:
Chess Opening Theory/1. e4/1...Nf6/2. e5/2...Nd5/3. d4/3...d6/4. Nf3/4...g6

= Alekhine's Defence:Modern Variation =

Black prepares to fianchetto his King's bishop, and add another piece to the assault against white's pawn center.


text:
User talk:58.65.234.17

Xania talk 23:11, 17 May 2007 (UTC)

title: User talk:58.65.234.17


text:
William Shakespeare's Works/Tragedies/Titus Andronicus

The Tragedy of Titus Andronicus is a tragedy by William Shakespeare, written around 1590, though records have shown that an early version had been drafted as early as 1577. The play tells the history and downfall of the titular character, a general who at first is welcomed to his home city with open arms as a military hero. However, as time passes, he slowly slips into madness, taking his family and a good portion of the cast with him.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Saturninus
 * Bassianus
 * Titus Andronicus
 * Marcus Andronicus
 * Lucius
 * Quintus
 * Martius
 * Mutius
 * Young Lucius
 * Publius
 * Aemilius
 * Alarbus
 * Demetrius
 * Chiron
 * Aaron
 * Tamora
 * Lavinia
 * a Captain
 * a Tribune
 * a Messenger
 * a Clown
 * a Nurse
 * a black Child
 * Goths
 * Romans
 * Kinsmen to Titus
 * Senators
 * Tribunes
 * Officers
 * Soldiers
 * Attendants


text:
Template:The Grand Inquisitor

 The Grand Inquisitor  The Brothers Karamazov (at Wikisource) — The Grand Inquisitor (at Wikipedia) — The Brothers Karamazov (at Wikipedia)

title: Template:The Grand Inquisitor


text:
William Shakespeare's Works/Tragedies/Julius Caesar

Julius Caesar is a tragedy by William Shakespeare, written in 1599. The plot revolves around the titular character, perhaps the most important and mighty emperor of the Roman Empire.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Julius Caesar
 * Octavius Caesar
 * Marcus Antonius
 * M. Aemil. Lepidus
 * Cicero
 * Publius
 * Popilius Lena
 * Marcus Brutus
 * Cassius
 * Casca
 * Trebonius
 * Ligarius
 * Decius Brutus
 * Metellus Cimber
 * Cinna
 * Flavius
 * Marullus
 * Artemidorus
 * Cinna
 * Lucilus
 * Titinius
 * Messala
 * Cato
 * Volumnius
 * Varro
 * Clitus
 * Claudius
 * Strato
 * Lucius
 * Dardanius
 * Pindarus
 * the Ghost of Caesar
 * Calpurnia
 * Lucia
 * Portia
 * a Soothsayer
 * a Poet
 * Senators
 * Citizens
 * Soldiers
 * Commoners
 * Messengers
 * Servants


text: Category:Book:The Grand Inquisitor

title: Category:Book:The Grand Inquisitor


text:
Applied History of Psychology/Cross-Battery Assessment (Cattell-Horn-Carroll) model

Cross-Battery Assessment
The Cross Battery Assessment model takes as it starting point the idea of multiple intelligences in multiple areas. The model includes a distinction between fluid (ability to reason) and crystallized (facts) intelligence. This model has become quite popular of late. Recently, popular cognitive and achievement tests have started including this model explicitly in their structure. These include the Woodcock-Johnson Tests of Cognitive Abilities (WJ-III COG) and the Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III ACH). The Kaufman Assessment Battery for Children, Second Edition (KABC-II) also specifically addresses this model.


text:
William Shakespeare's Works/Tragedies/Timon of Athens

Timon of Athens is a tragedy by William Shakespeare. The date it was originally written is unknown at this time. There are some scholars who believe that it was either the very first or the very last play that the author wrote.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Timon
 * Lucius
 * Lucullus
 * Sempronius
 * Ventidius
 * Apemantus
 * Alcibades
 * Flavius
 * Flaminus
 * Lucilius
 * Servilius
 * Caphis
 * Philotus
 * Titus
 * Hortensius
 * Phyrnia
 * Timandra
 * Three Strangers
 * an Old Athenian
 * a Page
 * a Fool
 * a Poet
 * a Painter
 * a Jeweller
 * a Merchant
 * Lords
 * Senators
 * Officers
 * Soldiers
 * Servants
 * Thieves
 * Attendants

(Masque)
 * Cupid
 * Amazons


text:
User:ABurke

 * /Hamlet
 * /Othello
 * /Romeo and Juilet (revised)
 * /Macbeth

Coming soon, an expansion to the Shakespeare Wikibook.

title: User:ABurke


text:
User talk:76.208.11.36

Xania talk 00:01, 18 May 2007 (UTC)

title: User talk:76.208.11.36


text:
Applied History of Psychology/Group Therapy - principles, theory, and key figures

Irving Yalom: Irving Yalom 1951 -

Home: New York City. School: Interpersonal, with a psychoanalytical background - although he uses a "Here and Now Focus." Yalom may claim himself to be an existentialist as his therapy deals with "existential factors", but he does not take a phenomenonlogical approach to therapy. He was educated at Stanford University, and was strongly influenced by psychodynamic and phonomenological thinking, as well as by other mental-health professionals, such as social workers. He has been extremely influential in the practice of group psychotherapies, and has published numerous books, including "The Theory and Practice of Group Psychotherapy" (1996) and xistential Psychology". Yalom has also written a book on Nietzsche

Influences on Yalom: Yalom was most notably influenced by Harry Stack Sullivan who believed that pathology derives from interpersonal perceptual problems. In dealing with these problems, Yalom, unlike Sullivan, sought to work them out in a group setting, with a "Here and Now Focus". In this focus, the therapist facilitates interaction in the group, with issues taking place in the group. Members are discouraged from talking about their past issues or events occurring outside the group. When one member of the group expresses some interactional problem, they are asked to find someone within the present group who is similar to a person they would deal with in their regular lives. Conflicts and other issues are worked out, in vivo.

During this interaction, Yalom asks clients to observe themselves in the interaction. What he is attempting to create here is what he calls a Self Reflective Loop. While observing what they do "here and now", what they are feeling, saying and doing, they may learn how they really act outside the group.

In Yalom's view, the group is a microcosm of other social groups, such as families, and even society itself. In order to reinforce the effects of the group, Yalom feels that therapy should become the most important event in a client's life (i.e., temporarily, for the duration of therapy).

In Yalom's group therapies, newness and experimentation during therapeutic interactions are emphasized. Members collect feedback as they try out new behaviors.

Yalom has outlined the processes underlying his group therapies, calling them the curative factors in group therapy. These are outlined below -  The Curative Factors in Groups Therapy

 * 1) Instillation of Hope: Establishing a sense among group members that change and resolution are possible.
 * 2) Universality: The sense that group members experience similar pain and struggles.
 * 3) Imparting of information: Group members share information about recovery, strategies, resources, and behaviours (i.e., what to do).
 * 4) Altruism: The very nature of the therapy, in which group members help each other (while getting help) is reciprocal. This reciprocity gives way to feelings of altruism - which in itself has the capacity to make one feel better.
 * 5) The corrective recapitulation of the primary family group: The group environment mimics the primary family, and the group member can therefore experience what it is like to be in a more supportive environment (if his/her family experiences were negative).
 * 6) Development of socializing techniques: Therapy is a place to be with others, to listen, and to talk to others.  Therefore, Yalom views that very act ov socializing to be therapeutic.
 * 7) Imitative behavior: Therapy is a place where you can try behaviors that others have found successful. This process relates to the process of altruism mentioned above, in that group members can experiment in vivo with the advice they learn from others.
 * 8) Interpersonal learning: The process of learning how to adopt and take on other perspectives - other than one's own.
 * 9) Group cohesiveness: Being a part of a group instills a sense of belonging, which a priori includes a sense of being important to each other.
 * 10) Catharsis: Therapy should be a place to vent and explore feelings and get relief from them.

In Yalom's view, two processes work together to produce change: Group Cohesiveness and Catharsis. Cohesiveness is what causes members to cathect to the group - i.e. it is what makes their feedback emotionally motivating - and thus a force of change. When a member cathects to the group, s/he is motivated to change behaviors that are unacceptable to the group. When the group matters to the individual, the individual becomes more like the group, and thus changes. Therefore, the group must become important to all the group's members if cohesiveness is to be established.


text:
Applied History of Psychology/Dynamic Assessments

Dynamic Assessment
Dynamic Assessment is characterized by an approach first forwarded by Feurstein (1979). Feurstein spoke of the Learning Potential Assessment Device. Feurstein's background was in Israel, working with children displaced by the Holocaust. Feurstein found that on traditional intelligence tests, these children often scored in the very delayed range, but he saw the progress they made with support and the "spark" for learning they had. He thus spoke of the "potential" of children and focused on this ability to change rather than any score. His approach is based on a series of learning tasks with children. Once a child's strategies are uncovered with support (we would characterize this now as "testing of the limits") he would use this knowledge to help children see how to apply these strategies in other situations, specifically within academic tasks.


text:
Consciousness Studies/Medieval Concepts

It is sometimes said that before the 17th century, there was no distinction between conscience and consciousness (both being referenced by the same Latin word 'conscius—from 'conscientia'). One feature of the soul being its ability to know itself, and the soul being witnessed also by God, there was a sense in which conscience was a knowledge of the inner life shared with God. In fact, Boris Hennig proposes that Descartes did not invent an entirely new sense of conscience, but if anything adapted this Augustinian sense of the term. The Augustinians themselves can be said to have adapted this use of conscius from the Latin Stoics like Seneca. On the other hand the Ancient Greek philosophers were clear that there was a problem of mind and the work of Descartes can be seen as more directly connected with Aristotle rather than with medieval philosophy.

title: Consciousness Studies/Medieval Concepts


text:
Applied History of Psychology/Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder (ADHD)
Some of the controversies surrounding ADHD include whether it is overdiagnosed, whether it is a "new disorder", who diagnoses are made to benefit (children or teachers and parents), the appropriateness of medicating young children, the high rates of co-occurrence with a variety of other disorders (i.e., conduct disorder, oppositional defiant disorder, anxiety, depression, Tourette's Disorder), and whether the disorder persists past childhood.

History
Contrary to much popular belief, the symptoms of ADHD have been recognized for more than 150 years. In 1844 Dr. Heinrich Hoffman wrote the following story about a little boy he called Fidgety Philip:

"Let me see if Philip can

Be a little gentleman

Let me see, if he is able

To sit still for once at table:

Thus Papa bade Phil behave;

And Mamma look'd very grave.

But fidgety Phil,

He won't sit still;

He wriggles

and giggles,

And then, I declare

Swings backwards and forwards

And tilts up his chair,

Just like any rocking horse; -

"Philip! I am getting cross!" See the naughty restless child

Growing still more rude and wild.

Till his chair falls over quite.

Philip screams with all his might.

Catches at the cloth, but then

That makes matters worse again.

Down upon the ground they fall.

Glasses, plates, knives, forks and all.

How Mamma did fret and frown.

When she saw them tumbling down!

And Papa made such a face!

Philip is in sad disgrace. Where is Philip, where is he?

Fairly cover'd up you see!

Cloth and all are lying on him;

He has pull'd down all upon him.

What a terrible to-do!

Dishes, glasses, snapt in two!

Here a knife, and there a fork!

Philip, this is cruel work.

Table all so bare, and ah!

Poor Papa, and poor Mamma

Look quite cross, and wonder how

They shall make their dinner now."

Interestingly, this poem covers many known aspects of ADHD: the hyperactivity, the inability to make predictions, and family relation difficulties.

Diagnosis
The DSM-IV-TR criteria for ADHD propose three different subtypes for the disorder:

Predominantly Inattentive Type, Predominantly Hyperactive-Impulsive Type, and Combined Type.

Although these subtypes were intended to clarify prognosis and treatment, there is some suggestion that the subtypes really represent a developmental progression, with young children with ADHD more likely to show the hyperactive-impulsive type, school-age children more likely to show combined type, and adolescents and adults more likely to show the inattentive type.

There is some controversy around the "laxness" of this definition. ICD-10 for instance, uses far stricter criteria for its nearest equivalent disorder to ADHD: hyperkinesis. While approximately 5% of US children meet criteria for DSM-IV ADHD, only 1% meet criteria for hyperkinesis.

Barkley, a prominent researcher and theorist on ADHD, has proposed that the main deficit in ADHD is in behavioural inhibition. Further to this point, he feels that the inattentive subtype of ADHD is a separate disorder from the hyperactive-impulsive and combined types.

There is accumulating evidence to suggest that ADHD does indeed persist into adulthood. Current conceptualizations of the disorder in adults, suggest some common symptomology with depression. A problem with diagnosing ADHD in adulthood is that the diagnostic criteria have been set up around what one would see in a child with the disorder and that these criteria are not necessarily appropriate for use with children.

Pharmacological Treatment
Two main types of medications are used to treat the core symptoms of ADHD. These are stimulants and non-stimulants. Other medications, most often atypical antipsychotics are used at times to address behavioural difficulties.

The main stimulant medications are Ritalin (generic: methylphenidate), Concerta (a slow-releasing version of Ritalin), and Dexedrine

The first non-stimulant medication approved for treatment of ADHD was Straterra, a selective norepinephrine reuptake inhibitor. Effexor is also often used in children with co-occurring anxiety and ADHD.

Clonidine, an atypical, is often used in children with Tourrette's Disorder and ADHD.

Behavioural Treatment
Parent training COPE


text:
A-level Chemistry/OCR (Salters)/Standard conditions

In chemistry, the standard conditions are defined as:
 * a specified temperature
 * 1 atm pressure
 * 1 mol dm−3 concentration

To indicate that a quantity was measured under standard conditions, a superscript plimsoll line symbol, o, is added to the quantity's symbol.

Measurements depend on conditions
If you measure a physical quantity (like enthalpy change), you will get different values under different conditions. For example, the enthalpy change of a particular reaction will be different at different temperatures, different pressures or different concentrations of reactants.

Using standard conditions avoids infinitely long data tables
You could imagine having tables of values for every possible combination of physical quantity, temperature, pressure, concentration and so on. In practice, this is unfeasable and unnecessary. A more elegant solution is to define a set of conditions (called standard conditions) and always measure physical quantities under these conditions. You can calculate the value of the physical quantity under non-standard conditions using appropriate mathematical techniques.

Standard conditions can often be used unmodified
Often, you won't even need to adjust the value of a quantity measured under standard conditions to what it would be if it were measured under specific non-standard set of conditions. For example, if you are looking at trends in the periodic table by comparing, say, ionisation enthalpy, the pattern should be equally clear under standard conditions or not. In fact, having the values for different elements all measured under the same conditions saves a great deal of effort — imagine having to adjust hundreds of pieces of data to correct for the fact that they were each recorded under different conditions.


text:
William Shakespeare's Works/Tragedies/Antony and Cleopatra

The Tragedy of Antony and Cleopatra is a tragedy by William Shakespeare. The date that the play was written is a source of debate among modern scholars. Some believe that it was written between 1606 and 1607, while others say that it was between 1603 and 1604. The play is a retelling of the classical story of the love affair between Marc Antony and Cleopatra, the Queen of the Nile.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Marc Antony
 * Octavius Caesar
 * M. Aemil. Lepidus
 * Domitius Enobarbus
 * Ventidius
 * Eros
 * Scarus
 * Dercetas
 * Demetrius
 * Philo
 * Maecenas
 * Agrippa
 * Dolabella
 * Proculeius
 * Thyreus
 * Gallus
 * Menas
 * Menecrates
 * Varrius
 * Taurus
 * Canidius
 * Silius
 * Euphronius
 * Alexas
 * Mardian
 * Seleucus
 * Diomedes
 * Cleopatra
 * Octavia
 * Charmian
 * Iras
 * a Soothsayer
 * a Clown
 * Officers
 * Soldiers
 * Messengers
 * Attendants


text:
William Shakespeare's Works/Tragedies/Coriolanus

The Tragedy of Coriolanus is a tragedy by William Shakespeare. The exact date the play was written is unknown. The plot revolves around the rise and fall of the Roman general Caius Martius, to be known later as Coriolanus.

Acts

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Caius Martius (Coriolanus)
 * Cominius
 * Menenius Agrippa
 * Sicinius Velutus
 * Junius Brutus
 * Young Martius
 * Tullus Aufidius
 * Voluminia
 * Virgilia
 * Valeria
 * a Roman Herald
 * a Lieutenant
 * Conspirators
 * a Citizen
 * Two Volscian Guards
 * a Gentlewoman
 * Roman Senators
 * Volscian Senators
 * Patricians
 * Aediles
 * Lictors
 * Soldiers
 * Citizens
 * Messengers
 * Servants
 * Attendants


text:
William Shakespeare's Works/Histories/King John

The Life and Death of King John is a history by William Shakespeare, written during or before 1598]]. This play is one of only two of the Shakespearean histories to tell a tale that does not involve the War of the Roses, the other being King Henry VIII.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * King John
 * Prince Henry
 * Arthur
 * William Marshall
 * Geoffrey Fitz-Peter
 * William Longsword
 * Robert Bigot
 * Hubert de Burgh
 * Robert Falconbridge
 * Philip Falconbridge
 * James Gurney
 * Peter of Pomfret
 * Philip
 * Louis
 * the Archduke of Austria
 * Cardinal Pandulph
 * Melun
 * Chatillon
 * Elinor
 * Constance
 * Blanche of Spain
 * Lady Falconbridge
 * a Sheriff
 * Lords
 * Citizens of Angiers
 * Heralds
 * Officers
 * Soldiers
 * Messengers
 * Attendants


text:
William Shakespeare's Works/Histories/King Henry VIII

The Famous History of the Life of King Henry the Eighth is a history by William Shakespeare, written around 1603. It is one of only two Shakespearean histories unrelated to the War of the Roses, the other being King John. The play is concerned with the life and times of King Henry VIII of England, the man who infamously had six wives.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * King Henry the Eighth
 * Cardinal Wolsey
 * Cardinal Campeius
 * Capuceius
 * Cranmer
 * Duke of Norfolk
 * Duke of Buckingham
 * Duke of Suffolk
 * Earl of Surrey
 * Lord Chamberlain
 * Lord Chancellor
 * Gardiner
 * Bishop of Lincoln
 * Lord Abergavenny
 * Lord Sandys
 * Sir Henry Guildford
 * Sir Thomas Lovell
 * Sir Anthony Denny
 * Sir Nicholas Vaux
 * Cromwell
 * Griffith
 * Doctor Butts
 * Brandon
 * Queen Katherine
 * Anne Bullen
 * Patience
 * Wolsey's Secretaries
 * Three Gentlemen
 * Garter King-at-arms
 * a Surveyor
 * Door-Keeper
 * a Porter
 * the Porter's Man
 * Gardiner's Page
 * a Crier
 * an Old Lady
 * Lords in Dumb Show
 * Ladies in Dumb Show
 * Queen's Attendants
 * Scribes
 * Officers
 * Guards
 * Other Attendants
 * Spirits


text: C++ Programming/Scope/Examples/Confusing Scope Program


text:
William Shakespeare's Works/Histories/Richard II

The Tragedie of King Richard the Second is a history by William Shakespeare, written between 1594 and 1595. The play is the first play in a series of eight about the War of the Roses between the Houses of Lancaster and York which lasted for over 100 years between 1375 and 1485.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * King Richard II
 * John of Gaunt
 * Edmund Langley
 * Henry
 * Duke of Aumerle
 * Thomas Mowbray
 * Duke of Surrey
 * Earl of Salisbury
 * Lord Berkeley
 * Bushy
 * Bagot
 * Green
 * Earl of Northumberland
 * Henry Percy
 * Lord Ross
 * Lord Willoughby
 * Lord Fitzwater
 * Bishop of Carlisle
 * Abbot of Westminster
 * Lord Marshal
 * Sir Pierce of Exton
 * Sir Stephen Scroop
 * Queen
 * Duchess of Gloucester
 * Duchess of York
 * a Captain
 * Queen's Attendant
 * Lords
 * Heralds
 * Officers
 * Soldiers
 * Gardeners
 * Keeper
 * Messenger
 * Groom
 * Other Attendants


text: C++ Programming/Scope/Examples/Program Average


text: C++ Programming/Scope/Examples/Complicated Scope Program


text:
C++ Programming/Scope/Examples

Namespaces Program
|6

title: C++ Programming/Scope/Examples


text:
William Shakespeare's Works/Histories/King Henry IV Part 1

The First Part of King Henry the Fourth is a history by William Shakespeare, written around 1596. The play is the second in an eight part series about the War of the Roses between the Houses of York and Lancaster.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * King Henry IV
 * Henry, Prince of Wales
 * Prince John
 * Earl of Westmoreland
 * Sir Walter Blunt
 * Thomas Percy
 * Henry Percy
 * Henry Percy the Younger
 * Edmund Mortimer
 * Scroop
 * Archibald
 * Owen Glendower
 * Sir Richard Vernon
 * Sir John Falstaff
 * Pointz
 * Gadshill
 * Peto
 * Bardolph
 * Lady Percy
 * Lady Mortimer
 * Mrs. Quickly
 * Lords
 * Officers
 * a Sheriff
 * a Vintner
 * a Chamberlain
 * Drawers
 * Carriers
 * Travellers
 * Attendants


text: C++ Programming/Scope/Examples/Complicated Scope Program1


text:
William Shakespeare's Works/Histories/King Henry IV Part 2

The Second Part of King Henry the Fourth is a historical play by William Shakespeare, written at some point between 1597 and 1599. This is the third play in a series of eight regarding the War of the Roses between the Houses of York and Lancaster.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * Rumour
 * King Henry IV
 * Henry, Prince of Wales
 * Thomas, Duke of Clarence
 * Prince John of Lancaster
 * Prince Humphrey of Gloucester
 * Earl of Warwick
 * Earl of Westmoreland
 * Earl of Surrey
 * Gower
 * Harcourt
 * Blunt
 * Earl of Northumberland
 * Scroop
 * Lord Mowbray
 * Lord Hastings
 * Lord Bardolph
 * Sir John Coleville
 * Travers
 * Morton
 * Sir John Falstaff
 * Bardolph
 * Pistol
 * Poins
 * Peto
 * Shallow
 * Silence
 * Davy
 * Mouldy
 * Shadow
 * Wart
 * Feeble
 * Bullcalf
 * Fang
 * Snare
 * Lady Northumberland
 * Lady Percy
 * Mistress Quickly
 * Doll Tearsheet
 * Lord Chief Justice
 * Servant of the Chief Justice
 * Falstaff's Page
 * a Porter
 * a Dancer
 * Lords
 * Attendants
 * Drawers
 * Beadles
 * Grooms


text: C++ Programming/Scope/Examples/Complicated Scope Program2


text:
User talk:Guiltyblade

It seems a little late given how long you've been here but I figure better late than never!

Hello, and welcome to Wikibooks!

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Good luck!

By the way, the proteomics book looks great. Keep up the good work! Regards, Mattb112885 (talk) 04:12, 18 May 2007 (UTC)

Metabolics ?
Hello, I have noticed that you have started to add lots of good content into wikibooks but I don't understand why you put every subpage of the book into the main namespace, don't you like the default way books are structured? Will your new structure add any benefit? The down side is that it seems to go against the Naming policy and makes them very hard to navigate. I will ask you that if possible you move them under a single cover/subject/toc and attempt to address the taggs added to some pages, that would help us a lot. Txs. And keep that content coming. --Panic (talk) 17:31, 4 February 2008 (UTC)

 * I have noticed that you saw the problem and you are addressing it. You can tag empty pages (pages made in error that don't have any purpose) with the tag, or you can just move the page and the old one will become a redirect that if you don't tagg as delete someone will if no links to it are active. I will tag some of the empty pages to help you out.  --Panic (talk) 17:39, 4 February 2008 (UTC)

Thanks you, I was just thrown this project so i'll try to address as much as I can. Guiltyblade)

 * You can backtrack your edits on | your contribution list (it's on the menu also) and you can use Special:Prefixindex to check any prefix, for instance there it will show every page under that Metabolomics namespace. --Panic (talk) 17:49, 4 February 2008 (UTC)

 * Ok seems all is cleared now. Txs. Any problem I can help just ask.   --Panic (talk) 18:04, 4 February 2008 (UTC)

title: User talk:Guiltyblade


text:
William Shakespeare's Works/Histories/King Henry V

The Life of Henry the Fifth is a historical play by William Shakespeare, written in early 1599. This play is the fourth part in a series of eight plays about the War of the Roses between the Houses of York and Lancaster.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * King Henry V
 * Duke of Gloucester
 * Duke of Bedford
 * Duke of Exeter
 * Duke of York
 * Earl of Salisbury
 * Earl of Westmoreland
 * Earl of Warwick
 * Archbishop of Canterbury
 * Bishop of Ely
 * Earl of Cambridge
 * Scroop
 * Sir Thomas Grey
 * Sir Thomas Eppingham
 * Gower
 * Fluellen
 * MacMorris
 * Jamy
 * Bates
 * Court
 * Williams
 * Pistol
 * Nym
 * Bardolph
 * Charles VI
 * Lewis
 * Duke of Burgundy
 * Duke of Orleans
 * Duke of Bourbon
 * Rambures
 * Grandpre
 * Montjoy
 * Isabel
 * Katharine
 * Alice
 * a Boy
 * a Herald
 * the Constable of France
 * the Governor of Harfleur
 * English Ambassadors
 * Hostess
 * Lords
 * Ladies
 * Officers
 * Soldiers
 * Citizens
 * Messengers
 * Attendants
 * Chorus


text:
William Shakespeare's Works/Histories/King Henry VI Part 1

The First Part of King Henry the Sixth is a historical play by William Shakespeare, likely written in 1591. This play is the fifth in a series of eight plays about the War of the Roses.

Acts

 * /Act I/
 * /Act II/
 * /Act III/
 * /Act IV/
 * /Act V/

Dramatis Personæ

 * King Henry VI
 * Duke of Gloucester
 * Duke of Bedford
 * Thomas Beaufort
 * Henry Beaufort
 * John Beaufort
 * Richard Plantagenet
 * Earl of Warwick
 * Earl of Salisbury
 * Earl of Suffolk
 * Lord Talbot
 * John Talbot
 * Edmund Mortimer
 * Sir John Falstaff
 * Sir William Lucy
 * Sir William Glansdale
 * Sir Thomas Gargrave
 * Woodville
 * Vernon
 * Basset
 * Charles
 * Reignier
 * Duke of Burgundy
 * Duke of Alençon
 * Bastard of Orleans
 * Margaret
 * Countess of Auvergne
 * Joan La Pucelle
 * Mayor of London
 * a Lawyer
 * the Governor of Paris
 * Master-Gunner of Orleans
 * his Son
 * a General
 * a Sergeant
 * a Porter
 * a Shepherd
 * Lords
 * Warders
 * Heralds
 * Officers
 * Soldiers
 * Messengers
 * Attendants
 * Fiends