text:
Wikibooks:Requests for deletion/Neo-Quenya

Quenya
The content doesn't belong on Wikibooks. It should go to Wikia or Wikiversity because, even though lots of Lord of the Rings fans want it, it is a fictional language that has no practical uses. Maybe I'd change to pro-quenya if you proved it had uses, but not now. Thanks, Laleena (talk) 00:02, 24 December 2007 (UTC)

 * This is a featured book. Furthermore, its creator was a professor of linguistics, so the language serves as a good springboard for studying and exploring language in general, just as Linux serves as a good springboard for studying and exploring operating systems.  --Jomegat (talk) 03:45, 24 December 2007 (UTC)
 * Agree with Jomegat. Just because it doesn't have an obvious pratical use, doesn't mean it should be deleted.  For example a lot of the more advanced mathematics books could look to have no practical use to non-mathematicians.  --AdRiley (talk) 07:53, 24 December 2007 (UTC)
 * The rationale that has typically been used for this and other conlang books is that this is not original research. There are other resources, books, and websites that cover the topic of quenya. Compare this to the Pilingual Primer, which is completely original research, and for which there were no available resources outside of wikibooks at the time it was nominated for deletion. I will, however, note that a google search for quenya does return both the wikipedia and wikibooks entries on the first page, although there are also many other pages of unknown authority listed as well. --Whiteknight (Page) (Talk) 13:20, 24 December 2007 (UTC)
 * [[Image:Symbol keep vote.svg|15px]] Strong keep - no valid reason to delete was given, and I can find none. Obviously the deletion of Pilingual Primer is the impetus for this nomination. Laleena would do well to read the reasons for deletion, namely that it is original research, and is therefore outside project scope; note that usefulness is not mentioned in WB:WIW, nor in WB:DP. This language, while obviously constructed and arguably useless, is not original research - there is a surprising amount of scholarship (ie found via database search) and writing on the subject. – Mike.lifeguard  | talk 19:55, 24 December 2007 (UTC)
 * Very Strong Keep - This is a constructed language, and is used by linguists who study the works of Tolkien from a linguistic viewpoint. For crying out loud, Tolkien himself was a linguist professionally, and only wrote fiction as a diversion.  Not only can you use the works of Tolkien as legitimate research sources for the study of this language, you can even go back to the sources that he used to create the language in the first place, especially considering that Tolkien was a scholar of nordic languages in general.  If this were the only language textbook on Wikibooks, I might be a little more concerned, but I hardly find a discussion of a constructed language to be out of place when other more common cultural languages like French and German also also readily available.  --Rob Horning (talk) 03:07, 25 December 2007 (UTC)
 * Strong Keep For the reasons above. It's referenced and most certainly suitable for Wikibooks and the Wikibooks Language department. Xania [[Image:Flag_of_Italy.svg|15px]]talk 20:14, 28 December 2007 (UTC)
 * --Panic (talk) 20:33, 28 December 2007 (UTC)


text:
Talk:Cherokee/Syllabary

Untitled
The letter for Ꭱ seems wrong!!--Linesdata (talk) 06:28, 2 January 2008 (UTC)

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

title: Talk:Cherokee/Syllabary


text:
User talk:Xris

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 13:08, 2 January 2008 (UTC)

Control Systems
I wanted to thank you for all the grammar/spelling work you are doing on this and related books. Even small fixes are a big help to books like that. I know that when I write, I sometimes make common mistakes like switching "its" and "it's" or "then" and "than". If you have any comments/suggestions about that book, let me know. --Whiteknight (Page) (Talk) 16:57, 2 January 2008 (UTC)

title: User talk:Xris


text:
Systems Theory/Resources

Related Wikibooks

 * Futurology
 * Communication Theory
 * Signals and Systems
 * Communication Systems

title: Systems Theory/Resources


text: User:CharlieDA

title: User:CharlieDA


text:
A-level Physics (Advancing Physics)/Voltage

Charge moves through a circuit, losing potential energy as it goes. This means that the charge travels as an electric current. Voltage is defined as the difference in potential energy per. unit charge, i.e.

$$V = \frac{E}{Q}$$

where V is voltage (in volts), E is the difference in potential energy (in joules) and Q is charge (in coulombs).

There are two electrical properties which are both measured in volts (commonly abbreviated V), and so both are known under the somewhat vague title of 'voltage'. Both are so called because they change the potential energy of the charge.

Electromotive Force (EMF)
Keep in mind, that EMF as the name suggests is not an electrical force, it is basically the potential difference across the terminals when the key is open i.e. when no current is drawn from the cell. EMF is named so by the scientists who performed faulty experiments and named it so, hence, just a tribute to their contribution to physics it is still called EMF but the definition has changed with time.

Potential Difference
As charge travels around a circuit, each coulomb of charge has less potential energy, so the voltage (relative to the power source) decreases. The difference between the electric potential at two points in a circuit is known as potential difference, and can be measured with a voltmeter.

Series Circuits
In a series circuit, the total voltage (EMF) is divided across the components, as each component causes the voltage to decrease, so each one has a potential difference. The sum of the potential differences across all the components is equal to the total voltage (but batteries have their own 'internal resistances', which complicates things slightly, as we will see).

Parallel Circuits
In a parallel circuit, the potential difference across each branch of the circuit is equal to the EMF, as the same 'force' is pushing along each path of the circuit. The number of charge carriers (current) differs, but the 'force' pushing them (voltage) does not.

Questions
1. A battery has an EMF of 5V. What is the total potential difference across all the components in the circuit?

2. The voltages (relative to the voltage of the battery) on either side of a resistor are -6V and -5V. What is the potential difference across the resistor?

3. At a given point in a circuit, 5C of charge have 10 kJ of potential energy. What is the voltage at this point?

4. Why do the electrons move to a point 1 cm further along the wire?

/Worked Solutions/


text:
A-level Physics (Advancing Physics)/Voltage/Worked Solutions

'''1. A battery has an EMF of 5V. What is the total potential difference across all the components in the circuit?'''

They are the same! The voltage decreases across the circuit from the voltage at one end of the battery to the other.

'''2. The voltages (relative to the voltage of the battery) on either side of a resistor are -6V and -5V. What is the potential difference across the resistor?'''

-5 - -6 = -5 + 6 = 1V

'''3. At a given point in a circuit, 5C of charge have 10 kJ of potential energy. What is the voltage at this point?'''

$$V = \frac{10 \times 10^3}{5} = 2\mbox{ kV}$$

4. Why do the electrons move to a point 1 cm further along the wire?

The point further down the wire has a lower voltage (i.e. less energy per. coulomb) - the electrons will be at a lower potential energy at this point, and fall to it, just as objects fall to lower potential energies due to gravity.


text:
MediaWiki:Deletedtext

$1 (restore) has been deleted. See the $2 for a record of recent deletions.

Click here to go to recent changes.

title: MediaWiki:Deletedtext


text:
Technical Theatre/Lighting/Followspots

A Followspot is a powerful theater light used to 'follow' actors around the stage. They are operated by a human followspot operator. Most followspots use arc lamps or the more powerful xenon arc lamps to produce a bright, white light. Typically followspots include:

 * A powerful lamp
 * A manually focused lens
 * A manual dimming device
 * An "iris" to adjust the size of the spot/angle of the beam
 * A color magazine or "boomerang" consisting of several gel frames which can be swung in front of the beam
 * Some sort of physical sight to assist in aiming is sometimes added onto the lamp by the operator.

Some followspots also allow gobos to be fitted.

Uses
Generally a followspot is used to highlight actors on the stage, but it could also be used to focus the audiences attention on a hand-motion or props.

title: Technical Theatre/Lighting/Followspots


text:
User:Whiteknight/x86 Disassembly

This book is going to contain sections specific to x86, C, and C++ from the Reverse Engineering book.

The Plan

 * Target Audience: Undergraduate students familiar with x86 and C/C++ programming
 * Scope: Will cover disassembly of x86 code to C or C++ level, including theory on disassembly and decompiling.
 * Prerequisites: x86 Assembly, C Programming, C++ Programming
 * Corequisites: None.

Tools

 * Assemblers and Compilers
 * Decompilers and Disassemblers
 * Analysis Tools

Platforms

 * Microsoft Windows
 * Windows Executable Files
 * Linux
 * Linux Executable Files

Code Patterns

 * The Stack
 * Functions and Stack Frames
 * Calling Conventions
 * Variables
 * Data Structures
 * Objects and Classes
 * Branches
 * Loops
 * Floating Point Numbers

Difficulties

 * Code Optimizations
 * Code Obfuscation
 * Code Encryption
 * Debugger Detectors

Decompiler Theory

 * Disassembler Theory
 * Decompiler Theory

Existing Pages

 * (Examples)
 * (Examples)
 * (Examples)
 * (Examples)
 * (Examples)
 * (Examples)
 * (Examples)

Outline (20080102162450)
+Reading level|Undergraduate &x86 Assembly &C Programming &C++ Programming

= Tools

Assemblers and Compilers Decompilers and Disassemblers Analysis Tools

= Platforms

Microsoft Windows Windows Executable Files Linux Linux Executable Files

= Code Patterns

The Stack Functions and Stack Frames Calling Conventions Variables Data Structures Objects and Classes Branches Loops Floating Point Numbers

= Difficulties

Code Optimizations Code Obfuscation Code Encryption Debugger Detectors

= Decompiler Theory

Disassembler Theory Decompiler Theory

title: User:Whiteknight/x86 Disassembly


text:
User:Whiteknight/Notes/x86 Disassembly

< Book Foundry | All Books
 * 15 December 2008: Reviewed all existing pages. Book is featured, but could use more content in a few places. Early chapters need to be cleaned up because they are unruly lists. Always need more examples.

title: User:Whiteknight/Notes/x86 Disassembly


text:
MediaWiki:Gadget-wkBookCreator

Whiteknight's Visual Book Designer: The Book Designer is a visual outlining tool to help simplify and automate the process of creating new books, print versions, and collections. Install this gadget and go to Whiteknight's Book Creator to view and use the various tools.

title: MediaWiki:Gadget-wkBookCreator


text:
MediaWiki:Gadget-wkcategorize.js

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cg.createForm = function { var div = wk.spanText(cg.formspan, ""); if(div == null) return; cg._displayB = wk.makeButton("WKCGDisplayB",   "Display",    cg.display); cg._editB = wk.makeButton("WKCGEditB",         "Edit",       cg.edit); cg._booknameB = wk.makeInput("WKCGBookNameB", "") cg._form = wk.makeElement("form", {name:"WKCGFormB", method:"GET"}, [   cg._booknameB,    " ",    cg.makeSubjectSelect,    wk.makeButton("WKCGCategorizeB", "Categorize", cg.categorize),    " ",    cg._displayB,    cg._editB,    wk.makeButton("WKCGClearB",      "Clear",      cg.clear)  ]); wk.toggleDisable(cg._displayB, true); wk.toggleDisable(cg._editB, true); div.appendChild(cg._form); } if(typeof wk == 'object' && wk.testVersion(cg.require)) { $(cg.createForm); }

cg.clear = function { wk.toggleDisable(cg._displayB, true); wk.toggleDisable(cg._editB,   true); wk.spanText(cg.textspan, ""); wk.spanText(cg.statspan, ""); }

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cg.display = function { wk.spanText(cg.textspan,    " "); if(cg.getBookName == "") { wk.spanText(cg.statspan,      "These are the categorization templates for your book. " +      "Copy and Paste these templates into your book."); } else { wk.spanText(cg.statspan,      "These are the categorization templates for " +      wk.wikiLinkText(cg.bookName) +      ". Copy and Paste these templates into your book, or click " +      "Edit to display an edit window and save these changes."); } }

cg.edit = function { if(cg.getBookName == "") { setSpanText(cg.statspan, "You must enter a valid book name to Edit"); return; } wk.spanText(cg.statspan, "Loading edit window..."); wk.loadEditPage(cg.bookName, function(xml) {   var editform = wk.showEditWindow(xml, cg.textspan);    var temp = editform.text.value;    if(temp.length < 20) {      wk.spanText(cg.statspan, "The page " +        wk.wikiLinkText(cg.bookName) +        " does not exist or is not a proper book table of contents (TOC). " + "You should only categorize proper book pages or " + "TOCs. Double-check the spelling of the title, if the page is supposed " + "to exist. If the book does not yet exist, create it first with Whiteknight's " + wk.wikiLinkText("User:Whiteknight/Book Designer Gadget", "Book Designer Gadget") + ".");     wk.spanText(cg.textspan, "");      return;    }    editform.summary.value = cg.bookName +       ": Autocategorizing using Whiteknight's Categorization Gadget";    temp = temp.replace(/\{\{cleanup-link\}\}\n*/gi, "");    temp = temp.replace(/\{\{(alphabetical|DDC|LOC|Shelf)([^\}])*\}\}/gi, "");    temp = temp.replace(/\{\{(software|programming language|business software|computer science|operating systems|computer graphics)\}\}/gi, "");    temp = temp.replace(/\n\n\n+/g, "\n\n");    editform.text.value = temp + "\n" + cg.tags;    wk.spanText(cg.statspan, "You are editing the text for " +     wk.wikiLinkText(cg.bookName) +      ". The categorization templates have been appended to the end of the page. " + "Make sure that the text is correct, and then click Save Page." ); }); }

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title: MediaWiki:Gadget-wkcategorize.js


text:
MediaWiki:Gadget-wkeditinsert.js

/* Edit Insert Gadget Maintained by User:Whiteknight Enables "insert links" to be specified, in wikitext, on the header of an edit page. clicking a link will automatically insert the specified text into the edit window. only works on edit pages. At the moment, is used to provide additional functionality to other editing gadgets.

var ei = { span: "WKEISpan" }; ei.createLinks = function { var allLinks = wk.getElementsByClass(ei.span, "span"); var text; var parts = new Array; for(var i = 0; i < allLinks.length; i++) { wk.toggleDisplay(allLinks[i], "block"); text = allLinks[i].innerHTML; allLinks[i].innerHTML = ""; } } if(mw.config.get('wgAction') == "edit" && typeof wk == 'object' && wk.testVersion(2.31)) { $(ei.createLinks); }

title: MediaWiki:Gadget-wkeditinsert.js


text:
MediaWiki:Gadget-wkdesigner.js

//Visual Book designer (vbd) class

title: MediaWiki:Gadget-wkdesigner.js


text:
Muggles' Guide to Harry Potter/Characters/Albert Runcorn

Overview
Albert Runcorn is a wizard of apparently high rank within the Ministry of Magic. We know very little of his appearance except that he is very tall and has a black beard.

Deathly Hallows
When Harry Potter, Hermione Granger, and Ron Weasley sneak into the Ministry to attempt to recover the Locket Horcrux, they each disguise themselves as Ministry employees. Harry ends up in the guise of Albert Runcorn, who is apparently quite senior in the Ministry. A wizard who bumps into him in the Atrium apologizes and rushes away, and the Minister for Magic, Pius Thicknesse, addresses him familiarly as "Albert."

At one point, Harry as Runcorn is sharing an elevator with an unnamed wizard who apparently is applauding Runcorn's revelation of the Muggle ancestry of Dirk Cresswell, and trying to grease his way into the position that Dirk has been ousted from. Later, in another elevator, Arthur Weasley tells Runcorn that this revelation of Cresswell's background is the sort of thing that will get him into trouble.

Strengths
He seems to be one of the higher ranking Ministry workers under the corrupted Ministry. He is also apparently quite intimidating towards the other workers as seen by their attitudes towards Harry while disguised as Runcorn.

Relationships with Other Characters
Runcorn is very high in the Ministry and has done things that are underhanded in order to achieve his rank, apparently. There are wizards who are frightened of him, wizards who are smarming up to him to try and catch a ride on his coattails, wizards secure in their ancestry who are coldly furious at his tactics, and the upper echelons who treat him, apparently, as a near equal. Even so, Harry doubted very much that, even disguised as Runcorn, he would be able to get away with interrupting a trial or pulling one of its key figures away.

Analysis
We really know almost nothing of Runcorn except via the reactions of other people. It is uncertain whether he is actively in Voldemort's camp, or is simply making use of the upheaval to advance his own aims within the Ministry as Dolores Umbridge is doing. It's certainly not necessary that he be a Death Eater in order to behave as he is.

Given that we don't know anything about Runcorn from outside, it is interesting how solid the picture we can build of him mentally is, simply through people's reactions to him. This again is one of the strengths of the series: the characterization, even of characters like Runcorn who we see for only a handful of chapters, and then only from the very odd perspective of Harry "wearing his skin", so to speak, is so precise. Having decided that Harry would have to impersonate a high-ranking Ministry official in order to reach Umbridge's office with only minimal questioning, the author took the time to determine how he would have achieved that rank, and what other Ministry workers would think of him.


text:
Choosing High Quality Children's Literature

This book is written for teachers and parents of young children to help them select the very best in children's literature. It is written by practicing teachers in a graduate children's literature class at Ashland University. The book contains ten chapters covering eight genres (types) of children's literature, picture book illustrations, and children's book awards. Each module includes an introduction and explanation of the topic, criteria for selecting high quality books and descriptions of excellent book examples.

Contents

 * /Biography/
 * /Historical Fiction/
 * /Informational/
 * /Poetry/
 * /Modern Fantasy/
 * /Multicultural Literature/
 * /Picture Book Illustrations/
 * /Realistic Fiction/
 * /Traditional Literature/
 * /Children's Book Authors/
 * /Children's Literature Awards/


text:
User talk:Amppax

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 21:03, 2 January 2008 (UTC)

title: User talk:Amppax


text:
User talk:ChrisRing

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 21:03, 2 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called ChrisRing. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name ChrisRing~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 23:06, 17 March 2015 (UTC)

title: User talk:ChrisRing


text:
User talk:Praba tuty

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 21:04, 2 January 2008 (UTC)

Hello Praba tuty, thank you for contributing to Wikibooks. Can you please add all pages of your book to the book category ? Thank you, --Ramac (talk) 15:14, 5 June 2008 (UTC)

Interview Questions
The name of this book would seem to indicate it's a book for people seeking a job, but the table of contents and content of the first page would indicate that it's a book covering the C programming language. The title of the book should be changed to reflect this. Please let me know what you would like the book to be renamed to so that the title does not confuse readers. – Adrignola talk 13:50, 9 December 2010 (UTC)

I have seen websites that prepare you for and/or provide examples of the type of interview questions that people are likely to see when seeking out specific jobs. "Interview Questions" suggests questions that are likely to be asked in an interview and the answers would be included. I haven't noticed any questions yet, but the book is new. I suggest extending the title to "Interview Questions for C Programmers", if that is the aim for the book. If the intent is to prepare C programmers in general for an interview without a focus on the questions that are likely to be asked, "Interview Preparation for C Programmers" could be a good title to reflect that. I thought I would provide some ideas for a new name, just in case the book is intended to have more of a focus than a general programming book. --dark lama  14:24, 9 December 2010 (UTC)

title: User talk:Praba tuty


text: Template:Goodbook/New Zealand History

title: Template:Goodbook/New Zealand History


text:
User:Olympus' Height

Welcome!
Since transiting into a part of the workforce it has been very apparent that as a graduate my level of knowledge is of little use practically in the fields. A long road of hard work up ahead to learn, ponder, reflect, improve, integrate and synthesise. I am taking initative in wikibooks because of such an attractive and enlightening mission in putting learning into a massive community even bigger than university, yet even more personally involved and challenging. I hope to find my part too in this community.

I plan to mainly contribute in the business and law section which are my uni majors in Australia, and hopefully internalise the knowledge. I am also interested in language studies and if there's opportunity or need I may help out in translating things into Chinese.

Contributions
Law

 * Australian Law

Business

 * Department of Finance

Languages

Miscellaneous

 * My Homepage

 * My handle on Myspace

 * I am DrK on wikiversity.

Olympus' Height (talk) 23:03, 2 January 2008 (UTC)

title: User:Olympus' Height


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Wikibooks:Wikibooks gazette/2008/01/Statistics

Here are some general stats for the English Wikibooks.

Some statistics may be old or approximate. Stats derived from different sources may be contradictory. Stats derived from these locations: , (and sub-pages) ,, ,


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User talk:68.127.228.254

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Why, and How, Should Geologists Use Compositional Data Analysis/Cover

VALLS GEOCONSULTANT

WHY, AND HOW, SHOULD GEOLOGISTS USE COMPOSITIONAL DATA ANALYSIS

A Step-by-Step Guide for the Field Geologists

Special Edition for Wikibooks

By

Ricardo A. Valls, P. Geo., M. Sc Hector Nuñez Dr. Jorge Cruz Martin

January 1st, 2008


text:
Why, and How, Should Geologists Use Compositional Data Analysis/Summary

Compositional data arise naturally in several branches of science, including geology. In geochemistry, for example, these constrained data seem to occur typically, when one normalizes raw data or when one obtains the output from a constrained estimation procedure, such as parts per one, percentages, ppm, ppb, molar concentrations, etc.

Compositional data have proved difficult to handle statistically because of the awkward constraint that the components of each vector must sum to unity. The special property of compositional data (the fact that the determinations on each specimen sum to a constant) means that the variables involved in the study occur in constrained space defined by the simplex, a restricted part of real space.

Pearson was the first to point out dangers that may befall the analyst who attempts to interpret correlations between Ratios whose numerators and denominators contain common parts. More recently, Aitchison, Pawlowsky-Glahn, S. Thió, and other statisticians have develop the concept of Compositional Data Analysis, pointing out the dangers of misinterpretation of closed data when treated with “normal” statistical methods.

It is important for geochemists and geologists in general to be aware that the usual multivariate statistical techniques are not applicable to constrained data. It is also important for us to have access to appropriate techniques as they become available. This is the principal aim of this book.

From a hypothetical model of a copper mineralization associated to a felsic intrusive, with specific relationships between certain elements, I will show how “normal” correlation methods fail to identify some of such embedded relationships and how we can obtain other spurious correlations. From there, I will test the same model after transforming the data using the CRL, ARL, and IRL transformations with the aid of the CoDaPack software.

Since I addressed this publication to geologists and geoscientists in general, I have kept to a minimum the mathematical formulae and did not include any theoretical demonstration. The “mathematical curios geologist”, if such category exists, can find all of those in a list of recommended sources in the reference section.

So let us start by introducing the model of mineralization that we will be testing.


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Why, and How, Should Geologists Use Compositional Data Analysis/The Model

Figure 1 shows a very simplistic version of a copper mineralization associated to a zone of fractures within a granodiorite intrusive.

'''Figure 1. Ore deposit model of a copper mineralization associated to a tectonic zone within a granodiorite intrusive.'''

Table 1 shows the results of a random sampling using existing access to the top of the intrusive.

'''Table 1. Chemical composition of the sampling of the granodiorite intrusive.'''

The initial data respond to the following pre-established conditions:

 * 1) Is a close system, meaning that the sum of all the values is equal or very close to 100%
 * 2) There are no zero values present (I will deal with zero values in a separate example to avoid complicating the initial model).
 * 3) There are no statistical outliers (hurricane values) present.
 * 4) There is a big difference between the concentRations of the major oxides with respect to the trace elements.
 * 5) As shown in Figs. 2-4, there are embedded positive and significant correlation between Cu and As, Ni and Co, and MgO and K2O.
 * 6) Finally, I introduced significant negative correlations between K2O and CaO (Fig. 5), SiO2 and Al2O3 (Fig 6), K2O and Cu (Fig. 7), Na2O and K2O (Fig. 8), and Co with Cu (Fig 9).

According to these embedded conditions, any correlation analysis must give us two coefficients (Range Correlation Coefficient or RCC):

 * Equation 1: Range Correlation Coefficient type A for the initial data, according to the embedded correlations.

 * Equation 2: Range Correlation Coefficient type B for the initial data, according to the embedded correlations.


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Why, and How, Should Geologists Use Compositional Data Analysis/Normal Processing of the Data

Case One
For this case, I will process the initial dataset as a whole, without differentiating between major and trace elements. Since we established that there are no statistical outliers and no zero values within the data, the first step was to determine their distribution, using the kurtosis and skewness test as described by Kashdan et al, (1979). As one can see from Table 2, all elements responded to a Normal Distribution Law, except for CaO and Na2O, so the next step was to transform those values into Logarithms before testing their correlations.

'''Table 2. Results of the analysis of kurtosis and skewness.'''

Using Excel data analysis capabilities, I then determined the correlation analysis of the data (Table 3).

'''Table 3. Correlation analysis of the initial dataset.'''

To determine the significance of the obtained correlations, I then proceeded to calculate the critical value of Student using equation 3 (Table 4).

 * Equation 3: Critical value of Student to determine the significance of the obtained correlations.

Where, tc-	critical value of Student r-	correlation n-	amount of data

'''Table 4. Critical values of Student for the correlation analysis of the initial dataset.'''

It is a common practice in geology that for n > 30 and a probability of 0.05 (95%), if tc > 3, then the correlation is significant. Table 6 shows which correlations are significant from the initial dataset.

'''Table 5. Results of the significant correlation analysis of the initial dataset.'''

Selecting the proper RCCs
Since the use of Range Correlation Coefficients (RCC) is not a common practice, I will explain in more detail the methodoLogy for their selection from the significant correlations. a.	We start by ranging all correlations from the highest positive to the lowest negative correlation. b.	Start at the bottom of the list and select all the negative significant correlations first to create the initial coefficient. c.	After the first time you use a correlation pair, every time you get the same element, put a dot on top as shown in equation 4.

 * Equation 4: Example of the calculation of the multiplicative factor on a RCC.

This example means that you had a significant positive correlation between Cu and As and two significant negative correlations between Co and Cu and Co and As.

d.	Once you finish with the negative significant correlations, go back to the top of the list and repeat the same process for the positive correlations. e.	If it is possible, do combine the obtained coefficients. f.	If you get a contradictory result, e.g. an element that has “conflicting correlations” with previous elements, take those elements out from the coefficient and start a new one.

You can reduce the size of the obtained RCC by eliminating the less frequent elements and subtracting their influence from the overall coefficient. For example, let us assume that we obtained the RCC represented in equation 5 as follow:

 * Equation 5: Hypothetical RCC to demonstrate the reduction process.

If we would like to eliminate the Sc and the L.O.I., we first eliminate the L.O.I. and subtract 2 from every element from equation 5.

 * Equation 6: Hypothetical RCC without the L.O.I. component.

Then we would subtract the remaining Sc as shown in equation 7.

 * Equation 7: Hypothetical RCC without the remaining Sc.

RCC from the initial dataset
According to Table 5, and using the methodoLogy just described, I obtained the RCC shown in equation 8.

 * Equation 8: RCC1 for the initial dataset.

In addition, because L.O.I. has a conflicting correlation with some elements from RCC1, I created a separated RCC for this case as shown in equation 9.

 * Equation 9: RCC 2 for the initial dataset.

Before we use SURFER v. 8.0 to graphically plot these coefficients over our model of mineralization, let us graphically analyze these coefficients using Grapher v. 7.0, also from the Golden Software suite of programs (www.goldensoftware.com).

Analysis of the RCCs from the initial dataset.
The objective of the processing of the data should be to obtain a RCC that will be as similar as possible to our theoretical ones represented by equations 1 and specially equation 2. We can see that we obtained all the embedded correlations, but “masked” by the presence of spurious (inexistent) ones. For example:

 * 1) There is no correlation whatsoever between Al2O3 and the other elements (Fig. 10)
 * 2) Same situation with the Fe2O3 (Fig. 11).
 * 3) Same situation with the Sc (Fig 12).
 * 4) Same situation with the TiO2 (Fig. 13).
 * 5) Same situation with the L.O.I. (Fig. 14).

Note however, that if we only choose the most strong correlations (r>0.92), then we get a RCC with just the embedded correlations.

Case Two
A more common way to study this kind of data will be to separate the major oxides from the trace elements and treat them separately. It is often intuitively clear for geologists that when mixing percentages with ppm or ppb, the existing correlation between the trace elements is masked or eliminated by the relationships between the major oxides. So I proceeded to separate the initial dataset into major oxides and trace elements (Tables 7 and 8 in the file Initial data.xls [worksheet “Processing”], located in the attached CD).

Major oxides
'''Table 6. Correlation for the major oxides from the initial dataset.''' '''Table 7. Critical value of Student for the correlations of the major oxides of the original dataset.'''

'''Table 8. Significant correlations for the major oxides from the initial dataset.'''

Analysis of the RCCs from the major oxides of the initial dataset.
As it was the case when we processed the whole dataset, here we obtain a RCC that contains the hypothetical one that we are looking to obtain (equation 1), but it is masked by the presence of other elements, many of them without real correlations between them (equation 10).

'''Equation 10. RCC3 for the major oxides of the initial dataset.'''

Trace elements
'''Table 9. Correlation analysis of the trace elements of the initial dataset.'''

'''Table 10. Critical value of Student for the correlations of the trace elements of the original dataset.'''

'''Table 11. Significant correlations for the trace elements from the initial dataset.'''

Analysis of the RCCs from the Trace Elements of the initial dataset.
As it was the case when we processed the whole dataset, here we obtain a RCC that contains the hypothetical one that we are looking to obtain (equation 2), but it is masked by the presence of other elements, many of them without real correlations between them (equation 11).

'''Equation 11. RCC 4 for the trace elements of the initial dataset.'''

Graphical representation of the RCCs
Using SURFER v.8 from Golden Software Inc., (you can download the demos from www.goldensoftware.com), I obtained Figures 15 – 18.

RCC1 only maps the southwestern border of the mineralized target in a much-dispersed fan that makes it impossible to use as a targeting tool. This was our best RCC from the analysis of the whole dataset.

The only reason why RCC2 partially covers the ore body is the strong and real correlations between Ni, Co, and K2O. None of these elements have however, a correlation with L.O.I:, therefore, this is a classic example of the formation of a spurious correlation because we applied correlation analysis to a “closed” dataset.

RCC3 contains one of the embedded correlations (SiO2 vs. Al2O3), but it also contains several spurious correlations and, since it is a petrographic association, has little to do with the location of the ore body.

Finally, RRC4 is mostly our main embedded correlation, and although it also contains some spurious components (e.g. correlation with Sc), it is not surprising that it maps perfectly the ore body.

Conclusions and recommendations from the processing of the initial dataset
Closed systems do provoke spurious correlations that mask the effectiveness of the established RCC. This is especially true when processing datasets that contain a combination of major oxides and trace elements. In those cases, I recommend to use only the extremely intense correlations.

A more useful solution is to separate major oxides from trace elements, and concentrate again only on the intense correlations. The disadvantage here is that we do not use the combine information of both groups of elements.

Will the transformation of the data be more efficient in the creation of RCCs that will help us target the mineralized zone within the granodiorite intrusive?

= Compositional Data Analysis =

The CoDaPack software (which is included in the attached CD and the user guide is presented in Appendix 1) offers three type of transformation, the Centered Log-Ratio transformation (CRL), the Additive Log-Ratio transformation (ARL), and the Isometric Log-Ratio transformation (IRL). The last two require a column with the residual (100 minus the sum of all the other components).

Centered Log-Ratio Transformation (CLR)
Appendix 1 contains the instructions on how to use the CoDaPack software. Since there are no zero values in our dataset, we can proceed directly to the CLR transformation (see table).

'''Table 12. Results of the CLR transformation of the initial dataset.'''

As Table 12 shows, the dataset is now “open”, since the sum of all the components is equal to zero, not 100%.

Once I achieved this transformation, I processed the data following the same steps as with the initial dataset. Tables 13 to 15 show the results of this process.

'''Table 13. Correlation analysis of the CLR transformed data.'''

'''Table 14. Critical value of Student of the CLR transformed data.'''

'''Table 15. Significant correlations of the CLR transformed data.'''

Using SYSTAT SPSS 10.0 for Windows I constructed a matrix of scatter plots (Fig. 19) to confirm the results from table 15, as well as some individual graphics using Grapher 7.0 which clearly show that all the correlations now are real (Figs. 20 – 23).

'''Figure 19. Matrix of scatter plots for the CLR transformed data.'''

 * [[Image:Real Correlations Figures_20_to_23.jpg]]

Equation 12 shows the RCC determined for the CLR transformed data and equation 13 shows the same RCC, but reduced by eliminating the SiO2 and the L.O.I.

'''Equation 12. RCC5 for the CLR transformed data.'''

'''Equation 13. RCC5a for the CLR transformed data after reducing the SiO2 and the L.O.I.'''

Fig. 24 shows that RCC5a can effectively target the copper mineralization within the granodiorite intrusive.

'''Figure 24. The RCC5a can effectively target the copper mineralization within the granodiorite intrusive.'''

Now, if we will use only the strongest correlations (r>0.95) then we will obtain RCC6 and RCC7 (equations 14 and 15).

'''Equation 14. RCC 6 for correlations stronger than ±0.95 for the CLR transformed data.'''

'''Equation 15. RCC 7 for correlations stronger than ±0.95 for the CLR transformed data.'''

As one can see from Fig. 25, RCC 6 is an almost perfect match with the location of the ore body. The RCC 7 (Fig 26) is similar to RCC 3 and represents a petroLogic association.

'''Figure 25. Almost perfect correspondence between the RCC 6 and the location of the ore body.'''

'''Figure 26. RCC 7 represents a petroLogic association of major oxides.'''

Additive Log-Ratio Transformation (ARL)
Table 16 shows the results of the transformation of the original dataset. Tables 17 through 19 show the results of the correlation analysis.

'''Table 16. ALR transformed data.'''

'''Table 17. Correlation analysis for the ALR transformed data.'''

I used SYSTAT SPSS 10.0 for Windows to construct a matrix of scatter plots (Fig. 27) to confirm the results from table 17.

'''Figure 27. Matrix of scatter plots for the ARL transformed data.'''

'''Table 18. Critical values of Student for the ARL transformed data.'''

'''Table 19. Significant correlations of the ALR transformed data.'''

Equations 16 and 17 shows the RCCs determined for the ALR transformed data. It is interesting to note that all the correlations here are positive.

'''Equation 16. RCC 8 of the ARL transformed data.'''

'''Equation 17. RCC 9 of the ARL transformed data.'''

Figures 28 and 29 show the spatial behavior of these RCCs with respect to the location of the ore body. If we combine both RCCs, we obtain equation 18 (Fig. 30).

'''Equation 18. Combination of RCC 9 and RCC 8 for the ARL transformed data.'''

 * [[Image:Best possible spatial correspondence Figures_28_to_30.jpg]]

Isometric Log-Ratio Transformation (IRL)
Table 20 shows the results of the transformation of the original dataset. Tables 21 through 23 show the results of the correlation analysis.

'''Table 20. IRL transformed data.'''

'''Table 21. Critical value of Student of the ILR transformed data'''

Figure 31 shows the result of a matrix of scatter plots constructed with SYSTAT SPSS 10.0 for Windows to test the results from table 21.

'''Figure 31. Matrix of scatter plots for the IRL transformed data.'''

Table 22. Critical value of Student of the ILR transformed data.

Table 23. Significant correlations of the ILR transformed data.

Equations 18 through 20 shows the RCCs determined for the ALR transformed data.

'''Equation 19. RCC 10 for the IRL transformed data.'''

'''Equation 20. RCC 11 for the IRL transformed data.'''

'''Equation 21. RCC 12 for the IRL transformed data.'''

'''Equation 22. RCC 13 for the IRL transformed data.'''

Figures 32 -35 show the result of the use of these RCCs as targeting tools.

Conclusions and Recommendations from the Compositional Data Analysis
One very important effect of “opening” a dataset by using any of these transformations is that we get rid off all spurious correlations. The transformed data do contain unexpected correlations, but they are real.

Another important point is that we do not need to process the data separately (e.g. separating major oxides from trace elements), but can process the whole dataset taking advantage of the information contained in both groups.

From all the RCCs obtained so far, the RCC 8, RCC 9, and especially the RCC9/8 (ALR) were by far the most efficient one for targeting the copper mineralization.

The CRL transformed data did also provide for useful RCCs, especially if we concentrate in the higher correlations.

Finally, the IRL transformed data was effective for as long as the geochemist will “interpret” the coefficient and not plot them blindly. For example, a geochemist should know that elements like Pb and Co, usually concentrate bellow the ore body (inframinerals), and therefore while using RCC 13, the investigator should concentrate on the lower values as an indication of the location of the ore body. We have a similar situation with RCC 11. The investigator should know that a common effect of sodic metasomatism would be the lixiviation of MgO and K2O; therefore, the geochemist should be looking for lower values of the RCC.

In general, I can state that transformed data are more effective for the location of the mineralized targets than the non-transformed dataset, and that the ARL method seems to be the most effective for processing this type of data. However, the geochemist should always use his background knowledge to help to decide the most efficient RCC for the studied area.

I recommend the use of the software CoDaPack for the processing of any type of “closed” dataset.


text:
Social Psychology/Research methods

Research psychology encompasses the study of behavior for use in academic settings, and contains numerous areas. It contains the areas of abnormal psychology, biological psychology, cognitive psychology, comparative psychology, developmental psychology, personality psychology, social psychology and others. All branches of psychology can have a research component to them. Research psychology is contrasted with applied psychology.

Research in psychology is conducted in broad accord with the standards of the scientific method, encompassing both qualitative ethological and quantitative statistical modalities to generate and evaluate explanatory hypotheses with regard to psychological phenomena. Where research ethics and the state of development in a given research domain permits, investigation may be pursued by experimental protocols. Psychology tends to be eclectic, drawing on scientific knowledge from other fields to help explain and understand psychological phenomena. Qualitative psychological research utilizes a broad spectrum of observational methods, including action research, ethnography, exploratory statistics, structured interviews, and participant observation, to enable the gathering of rich information unattainable by classical experimentation. Research in humanistic psychology is more typically pursued by ethnographic, historical, and historiographic methods.

The testing of different aspects of psychological function is a significant area of contemporary psychology. Psychometric and statistical methods predominate, including various well-known standardized tests as well as those created ad hoc as the situation or experiment requires.

Academic psychologists may focus purely on research and psychological theory, aiming to further psychological understanding in a particular area, while other psychologists may work in applied psychology to deploy such knowledge for immediate and practical benefit. However, these approaches are not mutually exclusive and most psychologists will be involved in both researching and applying psychology at some point during their career. Clinical psychology, among many of the various disciplines of psychology, aims at developing in practicing psychologists knowledge of and experience with research and experimental methods which they will continue to build up as well as employ as they treat individuals with psychological issues or use psychology to help others.

When an area of interest requires specific training and specialist knowledge, especially in applied areas, psychological associations normally establish a governing body to manage training requirements. Similarly, requirements may be laid down for university degrees in psychology, so that students acquire an adequate knowledge in a number of areas. Additionally, areas of practical psychology, where psychologists offer treatment to others, may require that psychologists be licensed by government regulatory bodies as well.

Quantitative psychology involves the application of statistical analysis to psychological research, and the development of novel statistical approaches for measuring and explaining human behavior. It is a young field (only recently have Ph.D. programs in quantitative psychology been formed), and it is loosely comprised of the subfields psychometrics and mathematical psychology.

Psychometrics is the field of psychology concerned with the theory and technique of psychological measurement, which includes the measurement of knowledge, abilities, attitudes, and personality traits. Measurement of these unobservable phenomena is difficult, and much of the research and accumulated knowledge in this discipline has been developed in an attempt to properly define and quantify such phenomena. Psychometric research typically involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement.

Back to Table of Contents

Psychology is a science and therefore, must be approached as such. This means that the scientific method must be used, especially in designing an experiment.

There are several research methods that psychologists employ:

Research Designs
Although there are many different kinds of research designs in psychology, the general kinds of studies are: descriptive or qualitative, correlational, and experimental. The method of data collection also varies, with self-report on one end of the spectrum and naturalistic observation on the other.

Descriptive Studies
Studies that do not test specific relationships between variables are called descriptive studies. In this research method, general or specific behaviors or attributes are observed and measured, without respect to each other. These studies are generally the design of choice for breaking into new areas, as the vast but often inconclusive amount of information collected can be drawn upon for future hypotheses and the development of theory.

An example of such a study would be a researcher inquiring into the quality of mental health institutions. This would be done by observation or measurements of various criteria, as opposed to relationships between variables. Alternatively, the study could be conducted without any specific criteria in mind.

Correlational Study
This method of statistical analysis shows the linear associations between two variables. For example, research has shown that alcohol dependence correlates with depression. That is to say, the more alcohol people consume, the more depressed they become. On the other hand, it could be the other way around as well: the more depressed people become, the more likely they are to consume alcohol.

The attributes of correlations include strength and direction. The direction may be positive (both variables both increase or decrease together), negative (one variable increases while the other decreases) or unrelated (a random relationship between variables). The strength of a correlation ranges from -1 to +1 with a 0 reflecting no relationship between variables. A correlational study serves only to describe/predict behaviour and not to explain it. This is so because a third variable could be shown to cause the occurrence of one of the variables. Furthermore, only experiments can prove causation.

Experiments
Experiments are generally the studies that are the most precise and have the most weight to them due to their conclusive power. They are particularly effective in proving hypotheses about cause and effect relationships between variables. A hypothesis is a prediction of how one variable relates to another. There are two types of hypotheses, null and directional. The null is a prediction that there will not be any change in the dependent variable when the researcher changes the independent variable. The directional hypothesis states that the change in the independent variable will induce a change in the dependent variable. In a true experiment, all variables are held constant except for the independent variable, which is manipulated. Thus, any changes in the experimental groups can be solely attributed to the action of the independent variable. This is called being objective.

For instance, in an experiment to test whether music improves people's memories, we would have a sheet of paper with ten unrelated words on it for people to memorize. The control group would have no music playing in the background while the experimental group would have some music in the background. Because as researchers we have adhered to the scientific method and held all variables as constant as possible, if the experimental group does report better recollection of words, then we could assume that the music had an effect on memory. However, we must be certain to do our best to ensure that any controllable differences between the two groups are eliminated in order to ensure that no confounding variable interferes with the experiment.

There are two main ways to pick, or sample the subjects in an experiment, random and stratified. In a random there are two main ways to pick, or sample the subjects in an experiment, random and stratified. In a random sampling each person has an equal chance at being picked. This means that if 90% of the population being sampled from are christian than 90% of the sample will be Christian. If the researcher wanted all religions represented equally he would employ stratified sampling. For instance, the experiment could be performed only on women, or on mixed groups with equal numbers of each sex in them, to eliminate the possibility of biased results from one gender having better average memory than the other.

Steps must be taken to make sure that there is no experimenter bias. Two common forms of bias are demand characteristics and expectancy effects. If a researcher expects certain results from an experiment and influences the subjects response this is called demand characteristics. If the experimenter inadvertently interprets the information to be as expected in his hypothesis it is called expectancy effect. To counteract experimenter bias the subjects can be kept uninformed on the intentions of the experiment, which is called single blind. If the people collecting the information and the subjects giving it are kept uninformed than it is called a double blind experiment.

The experiment should also be reported so that other researchers can repeat it. If an experiment isn't repeatable it will not hold much weight in the scientific community. To help an experiment be repeatable the researcher should have the variables be measurable, this is called being empirical.

Weather researching humans or animals the experiment should be ethical. When humans are the subjects they should be informed of what the study is, consent to being in it, be debriefed afterwards, and their information should also be kept confidential.

Naturalistic Observation
Researchers study organisms in their natural environments or habitats without trying to manipulate or control anything. In this method, the researcher observes the behavior under study in its natural setting while attempting to avoid influencing or controlling it. The observations are done in a naturalistic setting without any preparation or participation of the researcher. Therefore, the behavior is observed in public places, streets, homes, and schools. Observing people from other cultures response in the same setting is a way to provide information for cross-cultural research.

Self Report
This method includes tests, questionnaires, and interviews. All of which do the same thing, give the subject a stimuli, i.e. the question, and get a response. The advantage of using these is the ability to inexpensively and rapidly collect vast amounts of data. This allows a psychologist to compare one person, or a group of peoples results to thousands of others. The disadvantage is that they are not always telling what the subject's response is but what the subject says is the response (demand characteristics).

Statistics
Once the information is gathered it has to be put into some kind of form, usually numerical. Statistics deals with the collection, analysis, interpretation, and presentation of numerical data. The goal of statistics is to summarize the data and let descriptions or inferences be made. Inferences are used when making predictions of the relationships of variables. Descriptions are concise displays, using stastistical symbyls,of the information in frequency distributions, measures of central tendency, or measures of variability.

Statistical Symbols
There are agreed upon standard symbols used in statistical displays. These symbols can be used by themselves or in equations.

N = number of scores

X = score (or scores)

M = mean

d = difference of a score from the mean

Σ = sum of

D = difference in rank

r or ρ = correlation

SD = standard deviation

Frequency Distribution
A frequency distribution is obtained by taking the score and splitting them into subgroups. The subgroups are then put on either a histogram (bar graph) or a frequency polygram (line graph). When a frequency distribution has most of the scores on one side of the graph it is considered skewed. If it has most of the scores in the middle with equal amounts on both sides it is considered symmetrical. bnbb

Measures of Central Tendency
In measures of central tendency there is one number that is used to represent a group of numbers. This number is either the mean, median, or the mode.

Measures of Variability
Variability is concerned with the dispersement of the scores, called variability i.e. are the scores clustered together or spread out. Range and standard deviation are the measures most commonly used. To find the range just subtract the number of the lowest score from the number of the highest score. This can be decieving if most of the scores are bunched together and one of the scores is very far away from it. In this case standard deviation must be used. A formula commonly used for standard deviation is SD = the square root of Σd²/N.

Case Studies
In the course of treating a patient a psychologist will take records of problems, insights, and techniques that were important in the patients treatment. When this is done is is called a case study or a clinical case history and may be drawn upon by researchers to expose a factor that important for understanding a behavior.

=BASIC CONCEPTS =

 * a. independent variable = variable that one manipulates in order to see if it has any effect on the dependent variable (eg. in the example above, the independent variable would be music and its effect on memory)

 * b. dependent variable = variable that depends on the effect of the independent variable (eg. in the example above, the dependent variable would be memory and better recollection of words)

 * c. double-blind procedure = procedure in which neither the researcher nor the subjects know which group (experimental or control) the subjects are in in order to minimize experimenter cues.

 * d. single-blind procedure = procedure in which only the researcher knows which group which kind of subject is in.

 * e. experimenter cues - subtle and often unintentional cues that the experimenter makes which implies which group which kind of subject is in. for example, if an experimenter believes that music does indeed improve memory, some cues would be the experimenter's smiling/winking at the experimental group. This smile/wink would imply to the subjects in the experimental group that the researcher is secretly implying that they're in the experimental group.

 * f. placebo effect - a treatment works because of the patient's belief that it works and not because it actually does.

title: Social Psychology/Research methods


text:
Playing Darts

Contents

 * /Introduction/ - Information you should know to get started
 * /Equipment/ - About the darts and the board
 * /Rules/ - Rules of the common game
 * /Strategy/ - Important for winning
 * /Variants/ - Other darts games

Setup of Darts and Dartboard
There are only 2 things that a person needs to play a game of darts: a set of darts, and a dartboard. A set of darts usually consists of three identical darts. A single dart is made up of four sections:

 * The tip of the dart is the foremost section of the dart, and holds the dart in the dartboard.
 * The grip of the dart is directly behind the tip and is where a person holds the dart while throwing.
 * The shaft of the dart is directly behind the grip and connects the grip and flight.
 * The flight is in the back of the dart, and keeps the dart moving straight through the air.

A normal dartboard is a circle that is divided into 20 scoring sections, has a bullseye, a double-point ring, and has a triple-point ring. This board is usually hung on a wall 7 ft 9.25 in away from the player and at eye level, which is usually a standard 5 ft 8 in high.

title: Playing Darts


text:
User talk:Guitarmankev1~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 03:09, 3 January 2008 (UTC)

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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 Guitarmankev1. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Guitarmankev1~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.

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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) 05:00, 19 April 2015 (UTC)

title: User talk:Guitarmankev1~enwikibooks


text:
User talk:202.180.127.84

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

Do you have any more questions about finished books (Reading_room/Projects)? --DavidCary (talk) 04:40, 3 January 2008 (UTC)

title: User talk:202.180.127.84


text:
Programming with Moose/Difficulties/Moose-w-Moose

After using Moose for a while you will eventually find yourself with an assortment of classes that you wish to reuse. Unfortunately, Moose won't make it all that easy to use those Moose classes from within Moose. Here are some difficult tasks to do within Moose:

In these examples, MooseObj, is a Moose object.
 * isa => ArrayRef[ MooseObj ]
 * There is no syntactic sugar to facilitate in creating MooseObj(s).
 * Not easily possible to coerce from.

 * isa => 'MooseObj'
 * No syntactic Autoboxing of the MooseObj, you can't do the following:.
 * No implicit way to bypass the creation of MooseObj and set its accessors. more on this in One-to-one Auto-vivification.

One-to-one Auto-vivification
What if you don't care about MooseObj, only the accessors inside? A child object might do no more than function as logical grouping for more accessors, as in the following example:

Even though Moose very well seeks to replace and abstract away a lot of perl's base-types here in comparison to having an Address hash it makes the job difficult. Here are some of the obvious difficulties:
 * You can not skip the step of creating a new Address object
 * The syntax, is not valid
 * The syntax  would be (assuming workAddress was a hash.)
 * You might wish for the component-class Address to require its child-attributes, but there is no way to later disable those, when the class is used as a child of another class.
 * The syntax  is not valid.
 * This wouldn't be all that useful in this case because of the like-problem with.

Proposed Solution
THIS SECTION IS BEING RE-WRITTEN Now obviously something nifty should happen to facilitate the creation of email. Any work done here would do a lot to further Moose's application into a Token-based system. Such as XML, where you can easily model, a one level tree in Moose, and then pull that into to another Moose class for a multiple level document. The following is pseudo-code that is not implemented.

Maybe there needs to be a set of AttributeHelpers for things that inherit from Moose::Object

Another way to accomplish this would be something like (provided by steven)

There are a few issues with this:
 * should be the value the  instead.
 * It doesn't accommodate for 's, that have , there must be some way to autovivify, or send constructor args.


text:
User:Pauljs75

Hi Pauljs75

I have read the tutorial about car box modelling, and the one on the junkers plane, and I have to say, they're the best that I have ever found! Congrats to you !!!

title: User:Pauljs75


text:
User:APH

to do list

 * organize table of content
 * organize table of content header
 * go over chapters and write needed work list
 * write What next?

title: User:APH


text:
A-level Physics (Advancing Physics)/Resistance and Conductance

Conductance is a measure of how well an artefact (such as an electrical component, not a material, such as iron) carries an electric current. Resistance is a measure of how well an artefact resists an electric current.

Resistance is measured in Ohms (usually abbreviated using the Greek letter Omega, Ω) and, in formulae, is represented by the letter R. Conductance is measured in Siemens (usually abbreviated S) and, in formulae, is represented by the letter G.

Resistance and conductance are each other's reciprocals, so:

$$R = \frac{1}{G}$$ and $$G = \frac{1}{R}$$

Ohm's Law
Ohm's Law states that the potential difference across an artefact constructed from Ohmic conductors (i.e. conductors that obey Ohm's Law) is equal to the product of the current running through the component and the resistance of the component. As a formula:

V = IR

where V is potential difference (in V), I is current (in A) and R is resistance (in Ω).

In terms of Resistance
This formula can be rearranged to give a formula which can be used to calculate the resistance of an artefact:

$$R = \frac{V}{I}$$

In terms of Conductance
Since conductance is the reciprocal of resistance, we can deduce a formula for conductance (G):

$$\frac{1}{G} = \frac{V}{I}$$

$$G = \frac{I}{V}$$

The Relationship between Potential Difference and Current
From Ohm's Law, we can see that potential difference is directly proportional to current, provided resistance is constant. This is because two variables (let us call them x and y) are considered directly proportional to one another if:

$$ y = kx $$

where k is any positive constant. Since we are assuming that resistance is constant, R can equal k, so V=RI states that potential difference is directly proportional to current. As a result, if potential difference is plotted against current on a graph, it will give a straight line with a positive gradient which passes through the origin. The gradient will equal the resistance.

In Series Circuits
In a series circuit (for example, a row of resistors connected to each other), the resistances of the resistors add up to give the total resistance. Since conductance is the reciprocal of resistance, the reciprocals of the conductances add up to give the reciprocal of the total conductance. So:

$$\Sigma R = R_1 + R_2 + ... + R_n$$

$$\Sigma \frac{1}{G} = \frac{1}{G_1} + \frac{1}{G_2} + ... + \frac{1}{G_n}$$

In Parallel Circuits
In a parallel circuit, the conductances of the components on each branch add up to give the total conductance. Similar to series circuits, the reciprocals of the total resistances of each branch add up to give the reciprocal of the total resistance of the circuit. So:

$$\Sigma G = G_1 + G_2 + ... + G_n$$

$$\Sigma\frac{1}{R} = \frac{1}{R_1} + \frac{1}{R_2} + ... + \frac{1}{R_n}$$

When considering circuits which are a combination of series and parallel circuits, consider each branch as a separate component, and work out its total resistance or conductance before finishing the process as normal.

Questions
1. The potential difference across a resistor is 4V, and the current is 10A. What is the resistance of the resistor?

2. What is the conductance of this resistor?

3. A conductor has a conductance of 2S, and the potential difference across it is 0.5V. How much current is flowing through it?

4. A graph is drawn of potential difference across an Ohmic conductor, and current. For every 3 cm across, the graph rises by 2 cm. What is the conductance of the conductor?

5. On another graph of potential difference and current, the graph curves so that the gradient increases as current increases. What can you say about the resistor?

6. 3 resistors, wired in series, have resistances of 1kΩ, 5kΩ and 500Ω each. What is the total resistance across all three resistors?

7. 2 conductors, wired in parallel, have conductances of 10S and 5S. What is the total resistance of both branches of the parallel circuit?

8. The circuit above is attached in series to 1 10Ω resistor. What is the total conductance of the circuit now?

/Worked Solutions/


text:
A-level Physics (Advancing Physics)/Resistance and Conductance/Worked Solutions

'''1. The potential difference across a resistor is 4V, and the current is 10A. What is the resistance of the resistor?'''

$$R = \frac{V}{I} = \frac{4}{10} = 0.4\mbox{ }\Omega$$

2. What is the conductance of this resistor?

$$G = \frac{1}{R} = \frac{1}{0.4} = 2.5\mbox{ S}$$

'''3. A conductor has a conductance of 2S, and the potential difference across it is 0.5V. How much current is flowing through it?'''

$$ I=GV=2*0.5=1A$$

I = 1A

'''4. A graph is drawn of potential difference across an Ohmic conductor, and current. For every 3 cm across, the graph rises by 2 cm. What is the conductance of the conductor?'''

$$\mbox{Gradient } = \frac{2}{3} = \mbox{ Resistance}$$

$$G = \frac{1}{\frac{2}{3}} = \frac{3}{2} = 1.5\mbox{ S}$$

'''5. On another graph of potential difference and current, the graph curves so that the gradient increases as current increases. What can you say about the resistor?'''

The resistor is not an Ohmic conductor.

'''6. 3 resistors, wired in series, have resistances of 1kΩ, 5kΩ and 500Ω each. What is the total resistance across all three resistors?'''

ΣR = (1 x 103) + (5 x 103) + 500 = 6500Ω = 6.5kΩ

'''7. 2 conductors, wired in parallel, have conductances of 10S and 5S. What is the total resistance of both branches of the parallel circuit?'''

$$G = 10 + 5 = 15\mbox{ S} = \frac{1}{R}$$

$$R = \frac{1}{15} \approx 0.0667\mbox{ }\Omega$$

'''8. The circuit above is attached in series to 1 10Ω resistor. What is the total conductance of the circuit now?'''

$$\Sigma R = 10 + \frac{1}{15} = \frac{151}{15} \mbox{ }\Omega$$

$$G = \frac{15}{151} \approx 0.0993\mbox{ S}$$


text:
A-level Mathematics/MEI/C3

This page covers the methods and techniques introduced during the C3 module. This assumes prior knowledge of C1 and C2 of the MEI Syllabus The course is roughly split into a few sections, which are linked to in the contents below. The Core 3 is often taken early in year 13 or late in year 12 for those doing the entirety of A-level mathematics in one year.

Contents
Differentiation

Integration

Functions

title: A-level Mathematics/MEI/C3


text:
User talk:82.211.102.175

Blocked
Play elsewhere please -- Herby talk thyme 14:57, 3 January 2008 (UTC)

title: User talk:82.211.102.175


text: User talk:70.106.74.152

title: User talk:70.106.74.152


text:
Talk:Programming with Moose/Difficulties/Moose-w-Moose

Proposed solutions
steven's other idea with infinite recursion EvanCarroll (talk) 17:02, 3 January 2008 (UTC)

Solution
Since this has been written, there is a solution to this issue on the CPAN: MooseX::AttributeInflate.


text:
Cookbook:Creamed Spinach

Creamed spinach makes a nutritious sauce that goes well with fish and meat dishes. In Swedish cuisine it has traditionally been used with boiled potatoes and fish or with chipolata, the Swedish "prince-sausage". Creamed spinach can be done in two different ways: either with whole spinach or with chopped spinach.

Variation I – Whole spinach

 * 500 g fresh spinach (or whole frozen spinach leaves)
 * 2 dl water
 * ½ dl cream or 1 tbsp butter
 * ½ tsp salt
 * Black pepper

Variation II – Chopped spinach

 * 400 g of chopped spinach, fresh or frozen
 * 1 ½ tbsp flour
 * 1 dl milk
 * ½ tsp salt
 * Black pepper

Variation I – Whole spinach

 * 1) Boil the fresh spinach leaves and the salt in the water for about 5 minutes. If you use frozen spinach, follow the instructions on the box.
 * 2) Drain away the water, and let the spinach dry for a minute or so.
 * 3) Put the spinach back into the pan and add the cream. Simmer for a few more minutes.
 * 4) Add salt and pepper to taste.

Variation II – Chopped spinach

 * 1) Boil the fresh spinach leaves as in variation I, or gently thaw the frozen chopped spinach in a little bit of water in a pan.
 * 2) Mix the flour with the chopped spinach in the pan, and add the milk.
 * 3) Bring the spinach to the boil, and simmer gently for 3–5 minutes.
 * 4) Add salt and pepper to taste.

Notes, tips, and variations

 * It is not uncommon to add a dash of garlic and/or nutmeg to the creamed spinach.
 * The proportions of milk/cream to spinach can be varied to produce anything from a rich green color to something similar to a white sauce with spinach in it, all according to taste.
 * Note that spinach is high in nitrites, which means you may not have to use as much salt as you might think.

title: Cookbook:Creamed Spinach


text:
Haskell/Monadic parser combinators

Monads provide a clean means of embedding a domain specific parsing language directly into Haskell without the need for external tools or code generators.

 * Functional Pearls: Monadic Parsing in Haskell

 * Practical Monads: Parsing Monads which shows an example using Parsec, a popular, efficient monadic recursive descent parser library

/Not in book

title: Haskell/Monadic parser combinators


text:
Cookbook:Meatballs (Vegetarian)

| North America

This recipe for Vegetarian Meatballs is delicious and easy to prepare. The meatballs don't come out spherical; they are more of squished hemispheres, flat on one side.

Ingredients

 * 1 large onion, chopped
 * 1 package (340 g) Yves "Veggie Ground Round" ground beef substitute
 * 3 Tbsp hickory smoked barbecue sauce (recommended) OR barbecue sauce OR tomato sauce OR ketchup
 * 2 eggs
 * 3 Tbsp breadcrumbs
 * ⅛ tsp dried paprika
 * Low-sodium soy sauce to taste (optional)

Procedure

 * 1) Preheat oven to 350°F.
 * 2) Sauté onion; pour off oil and set aside.
 * 3) In a large bowl, beat eggs. Add the ground beef substitute, and break up well with fork.
 * 4) Add all remaining ingredients and mix well.
 * 5) Grease a large 12 x 18-inch (31 x 45 cm) baking tray.
 * 6) Drop mixture onto the tray in tablespoonfuls. You should get 30–40 meatballs. Don't worry if the mixture falls apart a little on tray.
 * 7) Bake at 350°F for 22 minutes.
 * 8) Flip meatballs over.
 * 9) Bake for an additional 9 minutes.

Notes, tips, and variations

 * The barbecue sauce and/or soy sauce add an umami taste to the meatballs, which makes them taste more like real meat.
 * Any other pre-cooked ground meat substitute should also work.

title: Cookbook:Meatballs (Vegetarian)


text:
Category:Meat substitute recipes

Recipes containing meat substitutes like tofu, tempeh, seitan, texturized vegetable protein (TVP), or commercial vegetarian salami, hot dogs, or ground meat substitute.

title: Category:Meat substitute recipes


text:
Cookbook talk:Meatballs (Vegetarian)

Click the "Edit this Page" tab at the top of this page to add your feedback.

To Do

 * illustrate with many pictures like in 1-2-3-4 Cake

title: Cookbook talk:Meatballs (Vegetarian)


text:
User:Whiteknight/Notes/Network Reverse Engineering

< Book Foundry | All Books Probably be renamed Network Analysis or something less confusing. Will cover the analysis of unknown or foreign networks, identification of and interaction with unknown communications protocols, traffic pattern analysis (including identification techniques for abnormal traffic patterns), interfacing with black-box nodes or networks, etc.


text:
User:Whiteknight/Notes/Java Bytecode

< Book Foundry | All Books This book is going to cover the relationship between the Java language, the Java bytecode, and the Java virtual machine.

title: User:Whiteknight/Notes/Java Bytecode


text:
User:Whiteknight/Notes/.NET Bytecode

< Book Foundry | All Books Will cover the .NET CLR, the .NET virtual machine, etc.

title: User:Whiteknight/Notes/.NET Bytecode


text:
User:Whiteknight/Notes/Computer Security

< Book Foundry | All Books Will cover computer security, exploits, passwords, etc.


text: Wikibooks:Requests for deletion/Web-based games


text:
User talk:Danielravennest

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

Thank you for putting your text Space Transport and Engineering Methods here on wikibooks where lots of people can add to and otherwise improve it. I hope it becomes amazingly accurate, complete, and influential on space structures designed in 2009. --DavidCary (talk) 00:29, 4 January 2008 (UTC)

Great work
Thanks for the great work on the Space Transport and Engineering Methods, much appreciated. --Panic (discuss • contribs) 06:09, 27 February 2012 (UTC)

Rocket Propulsion
Hello, you've tagged this for a history merge on the main page but not all the subpages sre tagged. Could you clarify what content has been merged please - is it the whole of the Rocket Propulsion book or just some of the pages? If all the subpages have been merged could you indicate where they have been merged to so I can perform the merge properly. Thanks QU TalkQu 22:20, 21 April 2012 (UTC)

 * I am working on that right now, in fact. I'm noting where they were merged to in the edit summary.  The whole book has been merged, but I didn't finish the merge notes yet. Danielravennest (discuss • contribs) 22:22, 21 April 2012 (UTC)
 * Super, thanks. I'll take a look tomorrow then. QU TalkQu 22:35, 21 April 2012 (UTC)

Commentary on Seed Factories Book

 * Moved from Seed Factories title page discussion: (Originally from user Roleic)

dear Daniel,

your book in progress was well worth the time reading. Thank you for sharing it. It contains many valuable concepts upon which can be built.

System Engineering

The book is also a nearly pure systems engineering (SE) text book. Of course you are right that SE is a valuable method to tackle some (but by far not all) of the complexity of a Seed Factory. And as you write in your book SE does not do the actual job. It "only" breaks down the enormous undertaking into more manageable tasks, allocates goals for each task such that their results will fit together to perform as the intended system. But of course it leaves each of the actual tasks like technical concepts, design, engineering analysis and detail design to be done; as your book says probably several times over for comparing design options and accommodating system changes. This is the bulk of the work into which most of the ingenuity and effort will have to go. Your book gave me a better and deeper understanding of creating a Seed Factory. But as of now it still left me unsatisfied about some important points (I am aware that the book is work still in progress):

Automation and Efficiency

In several places your book claims that the Mature Factory (85% self reproducing) is expected to be more efficient than a traditional industry producing the same products. Your main argument is the high level of automation and hence low level of human labour. Your Mature Factory will be able to reproduce itself every few years (was it 7?). What will the Mature Factory to be reproduced consist of? A few multi-purpose vehicles (maybe 50?), a few dozen agricultural machines, the workshop with all the machines for reproduction, a few hundred houses or apartments, community utilities. The highest number of repetition of the same item is probably housing and house hold equipment. Most of the machines and plants have either low or single repetition numbers for every reproduction cycle. To automate this kind of low volume production means heavy investment in design work and complex automation machinery just to produce one copy every 7? years. And don't forget that also the maintenance, repair, disassembly and recycling is intended to be automated too and therefore the automation equipment needs to be reproduced too. And this should really be more efficient than the present industry producing thousands or more copies every year? -*1)- And even they use automation to a much lower level than 85%. Only car industry producing millions of cars per year use a high level of automation (but of course without reproduction of itself). In my opinion this high level of automation is not needed on Earth in moderate climate zones. (This might be a remainder from lunar projects). People need a task for their health. With the intended level of automation the villagers would need to work just 1 hour per day. What will they do the rest of the day? Experience shows that people without a fulfilling task get lazy, unhappy, aggressive, unhealthy and die earlier. Working to build, maintain and supply the village could be such a fulfilling task. Less automation and more human labour would increase probably the efficiency and definitely the feasibility of the project considerably.

-*1)- Of course it depends on how efficiency is defined. If it is production output per hour of human labour then automation is more efficient. if it is production output per necessary amount of machinery, or per capital invested in machinery, or per hours of development of machinery, or per energy consumption then automation is less efficient.

Underestimated Agriculture

The main goal of the project is self-supplying (85%) a village (660 people) with what they need for a reasonably comfortable life. To achieve that, infrastructure and consumables are required. The infrastructure (houses, machines, etc.) need only to be built once and then maintained and repaired. The much more important task is the steady provision of consumables like energy, clean water, food in sufficient diversity and quality, clothing etc. The main focus of the book seems to be on the infrastructure and the machinery to reproduce it. Only little is said about the provision of consumables (most about energy). E.g. I miss more details about agriculture and food conservation and storage. This should not be underestimated in terms of technologies, energy consumption, irrigation, fertilizing, crop protection against pests, seed breeding. Putting a few potatoes in the ground each spring will not do the job. There is nothing about producing animal proteins (milk, eggs, meat or equivalent substitutes) which are essential for human health. Of course they are needed in lower quantity than we are presently used to consume in the western world. But nevertheless.

Design is the real Challenge

Then I miss some attempt to design at least one sample equipment which is able to produce a useful thing AND is reproducible within the village to 85%. To me this seems the core of the real challenge: the design of the equipment such that it will serve its purpose AND it will be able to be reproduced by a 660-person-village. Reproduction of the present designs of tractors, harvesters or sawmills etc. in the village would by far not be possible because of the high number of different raw materials used, the huge number of different parts created by a large number of different processes provided by suppliers and their suppliers etc. To self-reproduce such a machine you would have to also reproduce a good part of the whole industry of today. This is obviously not possible or reasonable for a 660-person-village. To come closer to the feasibility of reproduction the design of e.g. a tractor has to be changed fundamentally to become much easier to reproduce AND still serve its purpose. First the number of materials used must be dramatically reduced and limited to those available at the location of the village. Another village with different natural resources might have to use a very different design of such a tractor and its reproduction facilities. Then the number of different parts and manufacturing processes must be dramatically reduced. Then the complexity of the parts and the processes must be reduced. And last but not least the design is required to be able to be automatically produced, assembled, maintained, repaired, disassembled and recycled (why all of this automatically?). This probably means a complete and fundamental redesign not only of the tractor but also of the reproduction facilities (machines) by substituting most established designs and processes with new ones. This and not the lack of SE is the main reason why humanity has so far never succeeded in creating a system with high let alone full level of self reproduction. System Engineering alone can not perform this. Only a complete redesign by forgetting almost every known design today might be able to achieve the goal. This means also that the products (houses, house-hold equipment etc.) might look very different to what we are used to today. And perhaps if some future villagers knew today how that new habitat would eventually look like then they might decide not to participate in the first place...

Since there has never ever a self-reproducing system been built, I recommend to start much smaller. E.g. just try to plan and develop something as simple as a table spoon for 85% self-reproduction. Yes the spoon is no system but just one part. However, its reproduction machinery which has to reproduce itself as well is already a big challenge. Demonstrate that it can be done within a village of 660 people and 300 hectares of land. Learn from the process and apply the lessons learned to the next more complex product. A part of the spoon machinery can be either reused as is or be generalised for more universal utility. But much new equipment will have to be developed. Based on just private initiative and funding it might take one or two generations until a Mature Factory supplying a village by 85% can be developed. Only in case of massive investments either by BIG money or by BIG open source volunteer participation it might be done in one or two decades (compare Wikipedia). I would be happy if someone can prove me wrong and it turned out much easier :-)

Enough Land for local natural Resources?

The book budgets 300 hectares of land for 660 villagers to live on and from. I don't know if this is really sufficient. I have no facts to support or question this budget. But let us think what this land has to provide. Construction material for housing of 660 people. Mining of the most used metals. According to a diagram in the book out of 1000kg of rock 50 grams of iron can be expected to be gained. Hence for 1 kg of iron 20 metric tons of rock need to be processed. If I think of all the iron in that machinery: it will require a LOT of rock and energy. Surface or ground water for drinking, washing, cleaning, crop irrigation. Sufficient area for agriculture of diverse food types. Area for living space. Area for solar energy conversion. Area for wood production. Area for production sites. Storage areas. Agricultural area with oilseeds for bio-diesel, lubricants, soap, hydraulic oil, edible vegetable oil. Agricultural area for live stock fodder. Area for fibre plants for clothing. This looks like needing a more detailed budget with justifications. This alone is not so easy.

I am very thrilled about the thought of systems capable of a high level of self-reproduction. But I also see that the challenges are bigger than what a number of intelligent Systems Engineering Diagrams might make us believe. But that is no reason not to try :-)

Absence of closing tags into Space_Transport_and_Engineering_Methods/Combined_System_Overview
Sorry for my mistake during my correction of your page, but I was a little bit of a hurry consecutively to the many HTML errors we've encountered in the new tool Special:LintErrors/missing-end-tag.

So, as the absence of closing "font" tags can be a burden to the rank of your page in the search engines, in order to [//tools.wmflabs.org/pageviews/?project=en.wikibooks.org&platform=all-access&agent=user&range=latest-20&pages=Space_Transport_and_Engineering_Methods/Combined_System_Overview get more than four readers per day], would it be possible to correct them please? JackPotte (discuss • contribs) 12:35, 25 April 2017 (UTC)

title: User talk:Danielravennest


text: User talk:98.199.10.69

title: User talk:98.199.10.69


text:
User:AstroText-Book001

Hi. My Wikipedia account is at: User:AstroHurricane001

title: User:AstroText-Book001


text: User talk:Markcruthers

title: User talk:Markcruthers


text: User talk:Rafeekrealm

title: User talk:Rafeekrealm


text:
User talk:Ddoomm

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 06:33, 4 January 2008 (UTC)

title: User talk:Ddoomm