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Cookbook:Soda Pop

Soda pop, commonly called soda or pop (esp. in Canada), is a sweetened and carbonated nonalcoholic beverage. It is a type of soft drink distinct from juices or flavored waters.

Characteristics
At its most basic, a soda typically consists of a sweetened flavored base that is mixed with carbonated water. This base often takes the form of a very concentrated syrup, juice, or extract. The sweetener can be either sugar-based or, in the case of diet soda, non-sugar based. The flavoring can be natural or artificial. In many cases, the precise components of commercial sodas and their ratios are trade secrets. However, flavor extracts and oils are common, as is acidity to balance the sweetness.

Sodas are typically available in cans, bottles, or straight from a soda fountain in a food establishment.

Cola
Colas are typically dark brown in color, with an ambiguous flavor that differs from maker to maker. Some contain kola nut extract, which is an original namesake of this soda variety.

Cream soda
Cream soda is typically flavored with vanilla and/or caramel. Despite the name, it usually contains no cream or other dairy products.

Fruit soda
Fruit sodas are a large category. Citrus flavors in particular are popular and widespread, with lemon-lime being a classic. Orange, cherry, and grape are also common, and regional flavors can include apple, guava, mango, and more.

Ginger ale and beer
As implied, ginger ale is primarily flavored with ginger and comes in both sweet golden and dry types. Golden varieties are sweeter and stronger in flavor, while dry varieties are less so. Ginger beer is very similar to ginger ale, but it is considered spicier and less sweet.

Root beer
Root beer's flavor is dominated by notes of licorice, which can come from sassafras, sarsaparilla, anise, etc. The soda is usually brown in color and generates a lot of foam when being poured.

Selection and storage
Soda may be sold in cans, glass bottles, or plastic bottles, all of which are highly shelf-stable at room temperature. However, soda in plastic bottles can gradually lose some carbonation over a long period due to the porosity of plastic. No matter the container, avoid shaking or jostling it, since this can build up pressure and either burst or make a mess when opened. Soda is best consumed cold, which helps preserve the carbonation and prevents it from tasting overly sweet.

Use
The most common application for soda is as a beverage, either consumed on its own or as a part of a hard or soft mixed drink. One popular blend consists of soda and ice cream, which combine to produce an ice cream float. Some popular soda-based hard drinks include the rum and coke, Long Island iced tea, rooster, etc.

Sodas may also be used in cooking and baking, where they contribute sweetness and acidity. For example, cola may be used in a meat marinade or reduced to make a glaze, and other sodas may be incorporated into cakes.

A basic soda can easily be made at home by combining a simple syrup with carbonated water. Adjust the flavors of the simple syrup and add coloring as desired to produce a range of varieties yourself.

title: Cookbook:Soda Pop


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Radiation Oncology/Recent

 * coming...

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

title: Radiation Oncology/Recent


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User talk:Ylchen

Your page Info-verify appears to be a stub and a Wikibooks editor has queried it - has it perhaps been created in error? If you develop the page further (within project scope), the tag should be removed.

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.  – Mike.lifeguard  | talk 16:10, 14 September 2007 (UTC)

title: User talk:Ylchen


text:
Control Systems/State Feedback

State Observation
The state space model of a system is the model of a single plant, not a true feedback system. The feedback mechanism that relates x'  to x is a representation of the mechanism internal to the plant, where the state of the plant is related to its derivative. As such, we do not have an A "component" in the sense that we can swap one A "chip" with another A "chip". The entire state-space model, incorporating A, B, C, and D are all part of one device. Frequently, these matrices are immutable, that is that they cannot be altered by the engineer, because they are intrinsic parts of the plant. However, these matrices can change if the plant itself is altered, such as through thermal effects and RF interference.

If the system can be treated as basically immutable (except for effects out of the engineers control), then we need to find a way to modify the system externally. From our studies in classical controls, we know that the best system for such modifications is a feedback loop. What we would like to do, ultimately, is to add an additional feedback element, K that can be used to move the poles of the system to any desired location. Using a technique called "state feedback" on a controllable system, we can do just that.

State Feedback
In state feedback, the value of the state vector is fed back to the input of the system. We define a new input, r, and define the following relationship:

 * $$u(t) = r(t) + Kx(t)$$

K is a constant matrix that is external to the system, and therefore can be modified to adjust the locations of the poles of the system. This technique can only work if the system is controllable.

Closed-Loop System
If we have an external feedback element K, the system is said to be a closed-loop system. Without this feedback element, the system is said to be an open-loop system. Using the relationship we've outlined above between r and u, we can write the equations for the closed-loop system:

 * $$x' = Ax + B(r + Kx)$$
 * $$x' = (A + BK)x + Br$$

Now, our closed-loop state equation appears to have the same form as our open loop state equation, except that the sum (A + BK) replaces the matrix A. We can define the closed-loop state matrix as:

 * $$A_{cl} = (A_{ol} + BK)$$

Acl is the closed-loop state matrix, and Aol is the open-loop state matrix. By altering K, we can change the eigenvalues of this matrix, and therefore change the locations of the poles of the system. If the system is controllable, we can find the characteristic equation of this system as:

 * $$\alpha(s) = |sI - A_{cl}| = |sI - (A_{ol} + BK)|$$

Computing the determinant is not a trivial task, the determinant of that matrix can be very complicated, especially for larger systems. However, if we transform the system into controllable canonical form, the calculations become much easier. Another alternative to compute K is by Ackermann's Formula.

Ackermann's Formula
Consider a linear feedback system with no reference input:

 * $$u(t) = -Kx(t)$$

where K is a vector of gain elements. Systems of this form are typically referred to as regulators. Notice that this system is a simplified version of the one we introduced above, except that we are ignoring the reference input. Substituting this into the state equation gives us:

 * $$x' = Ax - BKx$$

Ackermann's Formula (by Jürgen Ackermann) gives us a way to select these gain values K in order to control the location's of the system poles. Using Ackermann's formula, if the system is controllable, we can select arbitrary poles for our regulator system.

 * $$K = \begin{bmatrix}0 & 0 & \cdots & 1\end{bmatrix}\zeta^{-1}a(z)$$

where a(z) is the desired characteristic equation of the system and ζ is the controllability matrix of the original system.

The gain K can be computed in MATLAB using Ackermann's formula with the following command:

K=acker(A, B, p);

where K is the state feedback gain and p is the desired closed-loop pole locations. The goal of this type of regulator is to drive the state vector to zero. By using a reference input instead of a linear state feedback, we can use the same kind of idea to drive the state vector to any arbitrary state, and to give the system arbitrary poles.

Reference Inputs
The idea of the system above with a linear feedback and no reference input is to drive the system state vector to zero. If we have a system reference input r, we can define a vector N that is the desired value for our state. This combined input is equal to:

 * $$rN = x_r$$

where xr is the reference state we want our state x to reach. Here is a block diagram of a system that uses this kind of state reference:

We have our gain matrix, K, and our reference input rN. Mathematically, we can show that:

 * $$u = -K(x - x_r)$$

In this system, assuming the system is type 1 or higher, we can prove that

 * $$x(\infty) = x_r$$

The state will approach the reference state as time approaches infinity.

The Reference Input is calculated in the continuous domain using the below equations:

$$\left[ \begin{matrix}N_x \\ N_u\end{matrix} \right]=\left[ \begin{matrix}A & B \\ C & D\end{matrix} \right]^{-1} \left[ \begin{matrix}0 \\ 1\end{matrix} \right]$$

and $$\bar{N}=N_u+KN_x$$

title: Control Systems/State Feedback


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Signal Processing/Licensing

License
The text of this book is released under the following license:

title: Signal Processing/Licensing


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Signal Processing/Linear Prediction

Linear Prediction
Linear prediction is an important tool in the field of Signal Processing, but also in related engineering fields. Linear prediction is the process where we attempt to predict the value of the next sample, given a set of previous samples. The number of previous samples required depends on the type of predictor that we employ. We will discuss this in more detail later.

A predictor is said to have an order of m if it has at most m taps in the forward or backward direction. The forward direction, the feed forward elements are the zeros of the filter. The backward direction, or the feedback elements are the poles of the filter. In other words, the filter has an order m if it has m zeros or m poles, whichever is greater.

Forward Prediction
A forward linear predictor is a filter that attempts to predict the u(n) sample from the previous m samples. Forward predictors are causal, which means they only act on previous results.

Backward Prediction
Backward prediction is similar to forward prediction, they are closely related mathematically. Backward prediction is the process of trying to determine the u(n + M - 1) element of a signal given the next M elements. In other words, the backward predictor is an attempt to "remember" what a past value was, given later values.

Lattice Filters
Lattice filters are interesting tools to use because they can simultaneously calculate the forward and backward filter coefficients given a set of special reflection coefficients. These reflection coefficients can, in turn, be calculated from the forward or backward filter coefficients. Also, the reflection coefficients can be calculated from other metrics, such as the signal power, or the autocorrelation function. We will discuss the reflection coefficients more in the next chapter.

title: Signal Processing/Linear Prediction


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Radiation Oncology/Medical Statistics/Variables

Random Variables
 * Quantity that theoretically may assume a wide variety of actual values, even though at any given time we only observe a single value
 * Probability distribution of the variable is both the specification of all values the variable can take on, as well as the frequency with which it occurs in the entire population
 * A set of values observed (x1, x2, x3, ...xn) is called a sample from the population (the population being defined by the probability distribution)
 * A random sample assumes that the characteristics of the sample reflects those of the entire population, of which the sample may be only a small part
 * Two types of random variables:
 * Discrete random variable: it is possible to identify all values that a variable may take. Example: gender
 * Continuous random variable: variable may take on any value (typically within a range), and the value is only limited by the precision of the measurements. Example: height
 * Probability distribution is often illustrated with a histogram:
 * Probability curve: x-axis specifies values, y-axis specifies number of occurrences
 * Cumulative probability curve: x-axis specifies values, y-axis specifies the probability that the variable value X is at most a, that is Pr(X<=a)


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Radiation Oncology/Medical Statistics/Distribution

Characteristics of Distribution
 * Need to specify if variable is discrete or continuous
 * Location:
 * Mean (μ): average value
 * Median: value that divides the probability distribution in half, meaning half of values are above it and half are below it
 * Mean and median are the same for symmetrical distributions, and different for skewed distribution. Extreme values of X influence mean much more than median
 * Spread:
 * Variance (σ2): the mean value for all variables of the distance from x to mean, squared. Calculated as the mean of (X-μ)2
 * Standard deviation (σ): square root of the variance. Effectively the mean difference of variable x from mean
 * Mean and standard distribution provide approximate distribution of the variables


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Radiation Oncology/Medical Statistics/Fishers Test

Fisher's Exact Test (2x2)

Overview

 * Very common in smaller medical studies
 * Appropriate for binary data
 * Evaluates association between two binary classifications
 * Characteristic
 * "Group 1" vs. "Group 2"
 * For example: male/female, treatment given/no treatment given, treatment type 1/treatment type 2, high dose/low dose, etc.
 * Outcome
 * "Success" vs. "Failure"
 * For example: alive/dead, response/no response, recurrence/no recurrence, etc.
 * This defines a 2x2 matrix
 * Used for small sample sizes (typically less than 50), due to limitation on computational power. Please see Χ2 Test for more information on approximations

Details

 * Hypothesis tested (H0) is that there is no association between the two classifications
 * Fisher's test determines the degree to which this hypothesis is consistent with the data
 * Probability of correlation of Group 1 with Outcome 1 (e.g. male - survive) is p1
 * Probability of correlation of Group 2 with Outcome 2 (e.g. female - survive) is p2
 * The test hypothesis (H0) is that there is no correlation, and that p1 = p2
 * Therefore, the population "success" rate (Outcome 1) p0 = p1 = p2, and can be calculated as (Group 1 Outcome 1 + Group 2 Outcome 1) / (Total Population)
 * Observation: We observe a given total number of Outcome 1 in the study
 * Question is, are the Outcomes 1 divided between Group 1 and Group 2 such that p1 = p2, or are they split up such that it is not likely that p1 = p2?
 * To objectively evaluate this question, we set up the tables showing all the possible outcomes that we could have seen, given the fixed number of cases in Group 1 and Group 2, and the fixed number of Outcome 1 and Outcome 2.
 * Test statistic (T) is the number of Outcome 1 ("success") in Group 1.
 * Given that the number of cases in Group 1 and Group 2 is known, and the number of Outcome 1 and Outcome 2 events is known, knowing T determines all the other points in the matrix
 * We then evaluate the probability that each possible outcome (including the actual observed outcome) would occur by chance from a random sampling
 * Binomial coefficient calculations are done to find the probability that a table T (range of t) would be observed by chance in a random sampling:

$$p = \left/\right.$$

 * However, as these are computationally intensive, statistical tables or software is generally used to evaluate probability of T
 * The probability of the actual outcome combined with the probability of the even less likely outcomes occurring due to chance random sampling alone defines the significance level (p)
 * If the probability of these outcomes is <5% (p<0.05), typically the test hypothesis that there is no difference between the populations is rejected
 * Assumptions:
 * Probability of Outcome for each member of a given Group is the same; it does not vary from member to member. Random sampling ensures this
 * The Outcome of one member does not affect the outcome of a different member

Example

 * Adapted from PMID 6092550 as shown in Using and Understanding Medical Statistics
 * In our example above, there are 4 total relapses observed. The question is, is the rate of relapse related to treatment type (large field RT vs. small field RT)?
 * If the H0 hypothesis is true, and the two failure rates are comparable, and are also comparable to the failure rate in the entire population, then p0 = 4/259 = 0.015
 * The expected number of failures observed in the Small Field RT group would therefore be 23 patients x 0.015 = 0.4 failures
 * However, 2 failures were observed. Is this likely due to chance, or not?
 * There are 5 possibilities of how the 4 failures could have been observed in a random sampling (with Possibility 2 being the actual observation):
 * The corresponding relapse rates for the Small Field RT (Group 1) are:
 * We then need to calculate the probability that each of the possibilities occurs (something typically done by professional statisticians, for more detail see below)
 * Our original hypothesis is that the probability of failure in Small Field RT is the same as in Large Field RT, which is the same as in the entire underlying population treated with RT. Possibility 0 (68.7%) and Possibility 1 (27.1%) would have been reasonably consistent with this hypothesis
 * The probability that the actual observation (Possibility 2) occurs as a result of the random sampling process is 0.039 (3.9%), which is not as reasonable. Possibilities 3-5 are even less likely to be reasonable than the actual observation (0.2%, 0.01%)
 * The significance level is the sum of probability of the observed occurrence (3.9%) and the probabilities of the even less likely possibilities (0.2%, 0.01%) = 4.11%; expressed as p=0.04
 * In this example, the hypothesis that there is no difference between the two groups with respect to the two outcomes is rejected. Conclusion: Small Field RT results in significantly more failures

Links

 * Wikipedia Fisher's Exact Test


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Australian History/1930s

The Great Depression
During the Great Depression a large number of people lost their jobs and were left with large debts that they could not pay off. The depression started on the 24th of October 1929. At the beginning of 1929, small investors in the American markets started selling off their stock. This lead to a small drop in the share prices. This small decrease in the price continued until October 24 where 13 million shares were sold at greatly reduced prices. This lead to a downward spiral of economic death. There is much speculation why the Great Depression happened in the first place. The most popular theory is that playing the share market had become another fad. People were buying without really knowing what they were buying. This pushed the shares much higher than their real value. When they started to collapse, people started to panic and tried to get out before the lost all their savings. This then slowly spread across the world. Australia who was in lots of debt was perhaps hit hardest. People lost their jobs, their houses, and nearly everything they owned. The Newly elected American President, President Hoover, came up with a plan to halt this economic spiral. His plan was called New Deals and incorporated the thinking that if he started employing lots of people to build government funded buildings, the economy might jump-start. To start with, he shutdown all banks until they could declare that they were financially stable. His plan worked, and it’s President Roosevelt who we need to thank for our modern day good and prosperous economy.

title: Australian History/1930s


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User talk:72.201.40.229

--Jomegat 03:31, 13 September 2007 (UTC)

title: User talk:72.201.40.229


title: User:Ianblair23


text:
Radiation Oncology/Medical Statistics/Chi Squared

Χ2 (Chi-Squared)

Overview

 * Used for comparison of two classifications schemes, which may each have multiple categories
 * Purpose is to determine the probability that observed data are (or are not) consistent with the hypothesis H0: the probability of outcomes in the different groups is the same
 * Used to approximate Fisher's Exact Test (2x2) for large numbers:
 * Accuracy of estimation depends on the total number of observations in each cell
 * Expected observations number (calculated from actual observations; see below) should be at least 5 in each cell
 * Used to extend Fisher's Exact Test for comparison of classification schemes with >2 categories

Χ2 for 2x2 Table

 * Used for tables, which are too large for Fisher's Exact Test
 * The process is parallel; please see that page for details of initial set-up
 * Start by assuming that H0 is true, and that p0 = p1 = p2
 * Calculate the expected 2x2 table based on the observed total numbers
 * Expected population "success rate" is p0 = C1 / N
 * Using p0, and the observed Group 1/2, Outcome 1/2 numbers, calculate the expected 2x2 table
 * Compare the expected table to the observed table, by calculating test statistic T
 * One way of calculating T is to evaluate the proportional difference in each cell between the observed and expected values, and then sum them all
 * T = ((O11-E11)2/E12) + ((O12-E12)2/E12) + ((O21-E21)2/E21) + ((O22-E22)2/E22)
 * After some nifty mathematics, this can more simply be calculated from the original observed table
 * T = N * (|O11 * O22 - O12 * O21| - 1/2*N)2 / R1 * R2 * C1 * C2
 * Because T is derived from observed-expected difference, the larger the T, the more different the tables are, and the less likely H0
 * In order to calculate the significance level, we need to evaluate the probability that the observed table was due to random sampling, which is related to the size of T. We also need to evaluate the probability of all the other possible tables that could have been observed (again, same as in Fisher's test)
 * When H0 is true, the probability distribution of T is approximately the same as the probability distribution for the Χ2 function
 * We can therefore approximately determine the probability of observed T by evaluating the Χ2 function at the T level (by looking it up in a table)
 * Because these are approximations, the table typically gives critical values:
 * This is the probability that the observed outcome (and any possible outcomes less likely than this one) occurred due to random sampling only
 * This is the probability that the observed outcome (and any possible outcomes less likely than this one) occurred due to random sampling only

Χ2 for 2x2 Table Example

 * Based on data from PMID 136605, as shown in Using and Understanding Medical Statistics
 * Test question is whether size of bone marrow dose correlates with graft rejection rate

 * T = 8.01
 * From the Χ2 table above, p is between 0.005 and 0.001.
 * We can therefore conclude that p < 0.005 and that high cell dose correlates strongly with engraftment


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User talk:Ianblair23

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 05:17, 13 September 2007 (UTC)

title: User talk:Ianblair23


text:
User:Lakshman~enwikibooks

Tabs and Lyrics, your one stop music resource! 100's of new songs are added weekly. All guitar tabs, guitar chords, bass tabs, drum tabs and lyrics.

title: User:Lakshman~enwikibooks


text:
Talk:Famous Theorems of Mathematics

Book Intentions
What is the intention of this book? Is this book going to only focus on definitions and examples of each proof, or will there also be detailed explanations for each proof aimed at helping to teach and learn each proof or will a separate math book be needed to understand the proofs and to put them into context? --dark lama  13:30, 13 September 2007 (UTC)

 * The book focuses on proofs so certainly there will be detailed proofs. Examples and definitions should be included to supplement the proof.

 * The two objectives of the book in my view are:

 * Complement other wikibooks by providing them with a place where they can put the tedious proofs of their theorems while they themselves concentrate on the explanations part. (I am assuming that such a complementary book is allowed in wikibooks as a book with a glossary of math terms is allowed.)

 * Focus on the beauty of mathematical proofs as such. For example a result may have a geometric proof, an algebraic proof, a rigorous proof from the foundation etc. All such proofs can be included. The pythagoras theorem has many proofs. Trigonometric identities have geometric proofs. The Axiom of Choice has many equivalent formulations.

 * Please help contribute to the book. Cheers--Shahab 05:22, 6 October 2007 (UTC)

 * Sure books can have glossaries, but a glossary is secondary and not the main part of a book, nor is it a separate book. Thats actually why I asked what the intention is. So if its suppose to let other books concentrate on the explanation parts, then am I right in saying that this book would not be explaining the proofs at all? You first say that there will be detailed proofs in answer to my question which was asking about "detailed explanations for each proof", but go on to explain the objectives which seems to suggest instead that it will be relying on other math books to provide explanations for the proofs.

 * Even reference books I've read have detailed explanations, usually assuming some prior knowledge of the subject, but still explaining some things as to refresh/remind people with professionals/advanced knowledge of the subject, and put whats being referenced into context. If this book to be complimentary, sounds like it should still be having explanations, but directed at people with advanced knowledge, leaving the details needed to help beginners to other math books. Perhaps that is already whats intended?

 * I can't unfortunately help contribute to this book, because I don't know any proofs or at least I don't think I do. What proofs are covered isn't an issue. I'm just checking up to be sure its not intended to be a dictionary of math proofs. I'm not trying to scare you, discourage you or anything, just want to help insure you've got the right project for your work in the form you want it. --dark lama  13:47, 6 October 2007 (UTC)

What about creating the entire proof tree from the axioms, definitions and lemmas? That is a dream I have thought of for a long time. Paxinum 13:43, 7 October 2007 (UTC)

 * I too wanted to have some kind of proof tree in the book (see my sandbox). That would be a good idea. Anyway in response to Darklama, the proofs will be certainly explained. The explanations in other books will be of the concepts. An example is this page. Cheers--Shahab 10:49, 8 October 2007 (UTC)

 * Great! Is there anyone that has an idea on how one organizes proofs/lemmas, definitions and axioms? Maybe creating a template for proofs, like "This proof uses proof(s) A,B,C", and try to motivate every (non-trivial) step by linking to the proof/axiom used? Paxinum 09:02, 9 October 2007 (UTC)

 * How about this:

 This result uses the following proof: Link to Proof

Similar templates can be made for axioms and definitions. I got this from the Measure Theory book. Cheers--Shahab 10:50, 9 October 2007 (UTC)

 * That looks great, I was thinking something like this User:Paxinum/Proof styles. Paxinum 15:11, 9 October 2007 (UTC)

 * Nice. I would suggest the phrase This result uses the following: instead of Depends on. Can you make the template? Cheers--Shahab 11:12, 10 October 2007 (UTC)

 * I put it under Resources on the front page. This is just an example. Paxinum 20:29, 11 October 2007 (UTC)

Suggestion for editors
All proofs available on the wikipedia site and on other wikibooks can be copied here. Formatting can be done later. Right now we need to add more content to the book. Also this link can be used to watch changes related to the entire book.--Shahab 10:57, 18 October 2007 (UTC)

Structure
This book needs a consistent and suitable structure for its purpose.

At the moment, each page (on the whole) relates to an entire branch of mathematics, with an assortment of theorems and a proof or two of each. This is going to be no use as the number of theorems and proofs increases. We need to break down the pages into subcategories and theorems. We should also avoid vague headings like "Theorem 1" as is currently on Proofs in Number Theory.

Before this was started, I drafted some pages for a proofs book, intending to put it up when I've got a bit of content ready. The structure I had in mind was basically to categorise the theorems hierarchically and have a page for each theorem, which has a subpage for each proof.

What do we think? I think it would be good to work towards a 'one page, one theorem' principle.

If nobody minds, I'll make a start on improving the structure.

While I'm at it, how should Proofs in Geometry be subcategorised? Sections that should be included include: but I'm not sure what the best hierarchy would be. Some theorems would cross the boundaries between these sections - how we should put these in is also something to think about. -- Smjg 18:10, 3 November 2007 (UTC)
 * Plane Euclidean geometry
 * Solid Euclidean geometry
 * Projective geometry
 * Elliptic geometry
 * Hyperbolic geometry

 * Definitely a hierarchical structure is needed in the book. What I feel is that we should adopt 2 approaches side by side in developing the book. One approach is to frame the sequence of the proofs by building different pages for each topics like in matrix theory proofs and while simultaneously also populating the book with proofs just dumped under the pages of the fields in mathematics. After sufficient proofs have been added then they can be categorised further. The one page- one proof principle is good but should be applied for lengthy and/or interesting proofs (such as Pythagoras, FTA etc). Cheers--Shahab 16:01, 4 November 2007 (UTC)

 * So if I understand correctly, you're proposing that the content and the structure should be developed independently of each other, with theorems/proofs dumped under the higher-level pages pending splitting into subpages. All well; moreover, I think we should concentrate on categorising theorems rather than categorising proofs.  Once we've got the theorems categorised, we can look at whether it's worth subcategorising proofs of the same theorem, e.g. geometrical vs. algebraic proofs of Pythagoras' theorem.
 * One thing I don't get: What's with the use of "but" in your last sentence? Did you by any chance miss out a word to the effect of "only"?
 * Also, I think we should get rid of the phrase "Proofs in" from chapter titles. It's redundant, inconsistently applied and making some page titles excessively long. -- Smjg 17:14, 4 November 2007 (UTC)

 * I agree that categorising by theorems is correct and that the word proof from the chapter title should be removed. One thing that we have to keep in mind is that to maintain accessibility the theorem/proofs should not lie more then 2 levels deep in the hierarchy. What we can do is to create lists in the 1 level deep subject page eg the Algebra page for the various branches of Algebra (eg linear algebra, abstract algebra etc). Each list should contain its subdivisions and a sublist of links to various pages of proofs. For example:

Abstract Algebra All this should be on the Algebra page only and so only 1 level deep. The 2nd level should contain the theorems/proofs. This way accessibility will be easy. Cheers--Shahab 09:36, 5 November 2007 (UTC)
 * Group Theory ( Basic proofs, Isomorphism Theorems , Sylow Theorems , Fundamental Theorem of finitely generated abelian groups etc)
 * Ring Theory(...)

 * Let me think ... so
 * The Book of Mathematical Proofs - main page
 * The Book of Mathematical Proofs/Algebra - section page, with a full TOC of the section
 * The Book of Mathematical Proofs/Algebra/Group Isomorphism Theorems - page giving theorems and proofs thereof, not long/detailed enough to merit a separate page for each theorem
 * The Book of Mathematical Proofs/Algebra/Fundamental Theorem of Finitely Generated Abelian Groups - page devoted to a single theorem that is complicated, has a long proof or has several supplied proofs
 * I suppose this would work. Actually, there's still one thing for which I think we should use the third level: if so many proofs of the same theorem have been contributed that it becomes desirable to split them across pages.  I don't think this would compromise ease of navigation, partly because it would be done only occasionally, and partly because people are likely to want to find the theorem before choosing from the various (groups of) proofs of it to look at. -- Smjg 12:13, 5 November 2007 (UTC)

 * One point to keep in mind is that the link titled Basic Proofs should actually point to Basic Proofs (Group Theory) in the example above. A similar title should be used for names which are associated with many theorems eg Cauchy's Theorem (Group Theory), Cauchy's Theorem (Complex Analysis) etc. --Shahab 15:20, 5 November 2007 (UTC)

 * I'm not sure whether "Basic Proofs (Group Theory)" is a good title, or if it should be "Basic Group Theory" instead. But it's a suitable notation for distinguishing theorems with the same name.  Moreover, what shall we do with the titles of the as-yet-uncreated "Definitions in" pages?  I personally think incorporating definitions into the same first-level subpages as the proofs would work or, if not, making them The Book of Mathematical Proofs/Algebra/Definitions and similar. -- Smjg 23:28, 6 November 2007 (UTC)

 * What about instead of having duplicate pages with multiple theorems, there was one page for each theorem classification? Each page could include an explanation/definition of the classification and a list of links to associated theorems/proofs. So for example there could be a "Group Theory" page and a "Complex Analysis" page both with a link to a page called "Cauchy's Theorem". --dark lama  23:52, 6 November 2007 (UTC)

 * Not sure if that would help. In fact it would then be confusing to link theorems with multiple people names. For example Peano-Cauchy theorem would then point to the page on Cauchy's theorem. Also it would really be better to keep a page related to one field only. Our ultimate aim is to build a whole hierarchy of proofs. In response to Smjg I think definitions can be incorporated inside the proofs. In fact many proofs provide us with the definitions. For example the Ramsey number is a number which exists due to Ramsey's theorem & so it should be logically defined just after Ramsey's theorem is proved.--Shahab 17:35, 7 November 2007 (UTC)

 * I'm now going to make a start at implementing these ideas.... -- Smjg 00:05, 9 November 2007 (UTC)

I have built a list or a TOC for the Number Theory page. Please take a look at the format and give me your opinion. Also while deciding on the subtopics to include in the list I found that

1. Unless the theorem is sufficiently big to merit a page of its own it should be kept within a page containing lots of other theorems related to the same topic. For example the prime numbers page can contain the fundamental theorem of arithmetic. However this should not preclude the fundamental theorem to have a seperate mention on the list of subtopics so that it remains accessible to casual browsers.

2.It will be a generally good idea to list the topics rather then the theorems because a majority of the theorems don't have names but are extremely useful.--Shahab 10:54, 11 November 2007 (UTC)

 * The structure in itself seems OK, but I'm not sure about the choice of subsubtopics. Maybe we should try developing the chapter and see how it goes.  And are we going to have headings in sentence case or title case?  You can't seem to make up your mind even within the course of a single editing operation. -- Smjg 16:09, 11 November 2007 (UTC)

I've just had a go at writing a contents page for The Book of Mathematical Proofs/Geometry. Please tell me what you think. -- Smjg 12:59, 22 November 2007 (UTC)

 * Nice, although I'd prefer small case in the subtopics. I'll soon start work on the number theory page. Lets develop the chapters and see what we learn from that. One more thing: The standard on the wikipedia site is that in a section heading only the first letter of the first word, letters in acronyms, and the first letter of proper nouns are capitalized; all other letters are in lower case (Funding of UNESCO projects, not Funding of UNESCO Projects). Do you think that we should implement that policy here?--Shahab 15:33, 22 November 2007 (UTC)

 * While sentence-case titles are a standard on Wikipedia, titles on Wikibooks are a mixture. This applies to both page titles and section headings within a page.  I don't think there's an official Wikibooks policy, but the consensus seem to be 'each book for itself', while it should be kept consistent within any one book.  At the moment and for this case, I'm not sure which convention I prefer.... -- Smjg 16:35, 22 November 2007 (UTC)

Which form of English?
Should we standardise (or standardize?) on British or American spelling/terminology? It's going to affect quite a bit (centre/center, trapezium/trapezoid JTNAF) and possibly even some page titles. We should certainly address such dialectal differences as trapezium/trapezoid - the question at the moment is which forms should be in general use throughout the book. -- Smjg 13:16, 24 November 2007 (UTC)

Book Intentions 2
Originally I started the book with the aim of creating a collection of all possible mathematical definitions, theorems and proofs. Increasingly I started feeling that this amounts to just creating an encyclopaedia of mathematics, a function well served elsewhere. The book has too gigantic a scope if built with this intention and is doomed to fail. The only alternative I feel would be to change the original objectives of the book, and instead to create a repository of the beautiful/good proofs in mathematics, without any regard to the various fields they belong to. For example, the Pythagoras Theorem, Euler's Theorem, Fermats theorem etc can qualify as beautiful proofs. The community can decide by consensus on the talk page whether any proof is worthy of being included or not. Any comments?--Shahab (talk) 17:49, 2 August 2008 (UTC)
 * I propose changing the name of the book to Famous theorems of mathematics in accordance with the discussion here and for the same reasons as stated above.--Shahab (talk) 06:01, 3 August 2008 (UTC)

Transwiki
Hello, there is currently a discussion on Wikipedia (w:Wikipedia talk:WikiProject Mathematics/Proofs) about the correct way to include proofs in Wikipedia articles. There is an emerging consensus that not all proofs are appropriate on WP, and we are looking for someplace where we can put proofs that have already been written but are not appropriate for WP. It seems this book, at least in its previous title, could be the right place. Would it be all right with everyone here if we transferred various miscellaneous proofs from WP to this book? --Zvika (talk) 08:22, 17 December 2009 (UTC)

 * Something similar to what you want was my initial intention with this book but the resultant turned out to be a big mess. In my experience such a repository of proofs is not a textbook per se, and does not qualify to be a wikibook unless systematically organized so that it is a comprehensive whole for a reader. I personally think the only really practical option would be to start a proof wiki. Regards-Shahab (talk) 12:45, 18 December 2009 (UTC)

 * I think the policy for creating new wikis is intended for something bigger than what we (currently) have. We are currently talking about maybe several hundred proofs, and I doubt there will be sufficient enthusiasm for anyone to give monthly reports to the board, etc. So I think I will try to transfer some existing proofs here, and see what happens. --Zvika (talk) 20:11, 19 December 2009 (UTC)

 * You can't have a book that has the proofs that are missing from other books. There is not just ONE way to do a proof so if two different books have the same theorem, they may not have all the same background and you would need two different proofs.  If fifteen books have the same theorem and have slightly different background, you might need fifteen different proofs, some of which are vastly different and some of which are only slightly different.  This is why a proof goes in the book with the theorem, because the author(s) of the book know all the background they have already gone over and they make sure the proof they put in works with all the background that has already been done.

 * And, saying that Wikipedia can't have proofs is very silly. Formulas and theorems are not all there is to math.  Proofs are math and if you have an encyclopedia of math it makes sense to have some proofs.  That doesn't mean the proof of every single result must be in an article, but proofs that are enlightening or beautiful would only help an article.

 * So, the only thing this book could possibly be is a book of beautiful theorems. And, such books exist outside of Wiki so it's a good idea to other people as well to have such a book.  For example, "Proofs from the book" is a very popular book. --NumberTheorist (talk) 20:49, 15 February 2010 (UTC)
 * Well the issue is that in Wikipedia there is sort of a consensus that "regular proofs" are usually not included. Aside from the fact, that this is a somewhat common custom in traditional math encyclopedias anyway, there is variety of reasons why WP went that way.--Kmhkmh (discuss • contribs) 22:26, 17 September 2011 (UTC)

intentions and current state
I was wondering who is still active here after the renaming. I was personally more in line of the original project goal of having this as a (potentially large) proof repository. It is true however that wikibooks might not provide the best structure for such an undertaking. If there's a serious interest to turn the original into a separate wiki, I would support such an effort.--Kmhkmh (discuss • contribs) 22:32, 17 September 2011 (UTC)

title: Talk:Famous Theorems of Mathematics


text:
Engineering Analysis/Resources

Wikibooks

 * Algebra
 * Linear Algebra
 * Calculus
 * Ordinary Differential Equations

title: Engineering Analysis/Resources


text:
User talk:75.89.211.77

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. – Mike.lifeguard  | talk 15:00, 13 September 2007 (UTC)

title: User talk:75.89.211.77


text:
User talk:220.253.37.28

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. – Mike.lifeguard  | talk 15:02, 13 September 2007 (UTC)

title: User talk:220.253.37.28


text:
Java Persistence/OneToOne

OneToOne

A  relationship in Java is where the source object has an attribute that references another target object and (if) that target object had the inverse relationship back to the source object it would also be a   relationship. All relationships in Java and JPA are unidirectional, in that if a source object references a target object there is no guarantee that the target object also has a relationship to the source object. This is different than a relational database, in which relationships are defined through foreign keys and querying such that the inverse query always exists.

JPA also defines a  relationship, which is similar to a   relationship except that the inverse relationship (if it were defined) is a   relationship. The main difference between a  and a   relationship in JPA is that a   always contains a foreign key from the source object's table to the target object's table, where as a   relationship the foreign key may either be in the source object's table or the target object's table. If the foreign key is in the target object's table JPA requires that the relationship be bi-directional (must be defined in both objects), and the source object must use the  attribute to define the mapping.

In JPA a  relationship is defined through the   annotation or the   element. A  relationship typically requires a   or   if a composite primary key is used.

Example of a OneToOne relationship database
EMPLOYEE (table)

ADDRESS (table)

Inverse Relationships, Target Foreign Keys and Mapped By
A typical object centric perspective of a  relationship has the data model mirror the object model, in that the source object has a pointer to the target object, so the database source table has a foreign key to the target table. This is not how things always work out in the database though, in fact many database developers would think having the foreign key in the target table to be logical, as this enforces the uniqueness of the  relationship. Personally I prefer the object perspective, however you will most likely encounter both.

To start considering a bi-directional  relationship, you do not require two foreign keys, one in each table, so a single foreign key in the owning side of the relationship is sufficient. In JPA the inverse  must use the   attribute (with some exceptions), this makes the JPA provider use the foreign key and mapping information in the source mapping to define the target mapping.

See also, Target Foreign Keys, Primary Key Join Columns, Cascade Primary Keys.

The following gives an example of what the inverse  relationship would look like.

Foreign key is also part of the primary key.

 * See Primary Keys through OneToOne Relationships.

Foreign key is also mapped as a basic.

 * If you use the same field in two different mappings, you typically require to make one of them read-only using.
 * See Target Foreign Keys, Primary Key Join Columns, Cascade Primary Keys.

Constraint error on insert.

 * This typically occurs because you have incorrectly mapped the foreign key in a  relationship.
 * See Target Foreign Keys, Primary Key Join Columns, Cascade Primary Keys.

 * It can also occur if your JPA provider does not support referential integrity, or does not resolve bi-directional constraints. In this case you may either need to remove the constraint, or use     to ensure the order your objects are written in.

Foreign key value is null

 * Ensure you set the value of the object's, if the   is part of a bi-directional   relationship, ensure you set   in both objects, JPA does not maintain bi-directional relationships for you.
 * Also check that you defined the  correctly, ensure you did not set   or use a , or.

=Advanced=

Target Foreign Keys, Primary Key Join Columns, Cascade Primary Keys
If a  relationship uses a target foreign key (the foreign key is in the target table, not the source table), then JPA requires that you define a   mapping in both directions, and that the target foreign key mapping use the   attribute. The reason for this, is the mapping in the source object only affects the row the JPA writes to the source table, if the foreign key is in the target table, JPA has no easy way to write this field.

There are other ways around this problem however. In JPA the  defines an   and   attribute, these can be used to instruct the JPA provider that the foreign key is actually in the target object's table. With these enabled JPA will not write anything to the source table, most JPA providers will also infer that the foreign key constraint is in the target table to preserve referential integrity on insertion. JPA also defines the  that can be used to define the same thing. You still must map the foreign key in the target object in some fashion though, but could just use a  mapping to do this.

Some JPA providers may support an option for a unidirectional  mapping for target foreign keys.

Target foreign keys can be tricky to understand, so you might want to read this section twice. They can get even more complex though. If you have a data model that cascades primary keys then you can end up with a single  that has both a logical foreign key, but has some fields in it that are logically target foreign keys.

For example consider,  ,. 's id is,  's id is a composite primary key of   and  , and  's id is a composite primary key of  ,  , and. So for an  its relationship to   uses a normal   with a foreign key, but its relationship to   uses a   with a foreign key, but the   uses   or , because it is actually mapped through the   relationship. The 's relationship to its   then uses a normal foreign key for   but a target foreign key for ,  , and.

This may work in some JPA providers, others may require different configuration, or not support this type of data model.

Example of cascaded primary keys database
COMPANY(table)

DEPARTMENT(table)

EMPLOYEE (table)

ADDRESS(table)

Mapping a OneToOne Using a Join Table
In some data models, you may have a  relationship defined through a join table. For example consider you had existing  and   tables with no foreign key, and wanted to define a   relationship without changing the existing tables. To do this you could define an intermediate table that contained the primary key of both objects. This is similar to a  relationship, but if you add a unique constraint to each foreign key you can enforce that it is   (or even  ).

JPA defines a join table using the  annotation and   XML element. A  can be used on a   or   mappings, but the JPA 1.0 specification is vague whether it can be used on a. The  documentation does not state that it can be used in a , but the XML schema for   does allow a nested   element. Some JPA providers may support this, and others may not.

If your JPA provider does not support this, you can workaround the issue by instead defining a  or   relationship and just define a get/set method that returns/sets the first element on the collection.

Example of a OneToOne using a JoinTable database
EMPLOYEE (table)

EMP_ADD(table)

ADDRESS (table)

Example of simulating a OneToOne using a OneToMany JoinTable
/Mapping

title: Java Persistence/OneToOne


text:
User talk:122.163.55.124

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. – Mike.lifeguard  | talk 15:18, 13 September 2007 (UTC)

title: User talk:122.163.55.124


text:
User talk:64.122.174.43

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. – Mike.lifeguard  | talk 15:20, 13 September 2007 (UTC)

title: User talk:64.122.174.43


text:
User talk:213.249.154.99

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. – Mike.lifeguard  | talk 15:22, 13 September 2007 (UTC)

title: User talk:213.249.154.99


text:
User talk:Woolm110

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. – Mike.lifeguard  | talk 15:24, 13 September 2007 (UTC)

title: User talk:Woolm110


text:
User talk:212.219.11.228

Please take care not to replace Wikibooks pages with blank content. Blank pages have a tendency to confuse readers and may be mistaken for vandalism. If it is a duplicate page, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert to its top. Thanks for contributing to Wikibooks! – Mike.lifeguard  | talk 15:26, 13 September 2007 (UTC)

title: User talk:212.219.11.228


text:
Talk:LaTeX/Title Creation

Comparison to HTML
> "The process is similar to working with raw HTML with the added step that each time you want to see how your changes look, you have to re-compile the source. While this may seem like a major inconvenience, the benefit is that once the customized title format has been written, it serves as a template for all other documents that would use the title format you have just made. In other words, once you have a layout you like, you can use it for any other documents where you would like the same layout without any additional fiddling with layout."

Well, this looks like some comparison to raw HTML. You lose the convenience of not needing to compile, but you get the convenience to reuse your template.

Sadly there is something called CSS, which we all know. We gain nothing here. Just admit it. The problem, I guess, is we shouldn't compare LaTeX to HTML at all, since they are completely different things. --166.111.68.163 (discuss) 16:00, 7 January 2014 (UTC)

Errors in the code of "A practical example"
--Escalator (discuss • contribs) 15:57, 5 March 2012 (UTC)
 * should be  in small letters
 * but  still produces   (see e. g. http://www.tex.ac.uk/cgi-bin/texfaq2html?label=noline for explanation), better replace by
 * I fixed it. Explanation in code. --Ambrevar (discuss • contribs) 13:11, 13 January 2013 (UTC)

English needs improvement
The English on this page needs help to become intelligible. Currently it sounds fairly foreign and I suspect the original writer was not a native speaker. The ideas are good, though, and I don't mean to disparage the work done already--I wouldn't want others to see very much of my Spanish!

I may or may not have time to edit this page further, but it needs more clarity. Once the usage is standard, it still may need some work in normalizing terms--I see inconsistencies in my current corrections since sometimes I use 'layout' and sometimes 'format'. This comes partly from my feeble knowledge of typesetting. For now I just want the page to be legible for native speakers of English. --JECompton 15:47, 13 September 2007 (UTC)

I agree with both points - I will try to re-write parts of the page in more normalized English in the next days. Overall, excellent job, very helpful. --Spirosdenaxas (talk) 09:31, 3 December 2009 (UTC)

ProTeXt TeXnic Center
I am trying to learn TeX having installed ProTeXt (Windows XP distribution), and everything goes fine as long as I don't use the graphicx package. If anyone can help me troubleshoot, I would be most grateful.

The log file after compiling the example file on this page was as follows:

—The preceding unsigned comment was added by Kittybriton (talk • contribs) 02:04, 2 January 2008 (UTC)
 * You will have much more success finding your answer on a user's forum, such as comp.text.tex or . You could expect an answer or two in less than 24 hours. Here you will probably not see anything at all (although my suggestion is to "clean" other files that are not .tex or .bib, and try "latex", "bibtex", again). +mt  08:46, 3 January 2008 (UTC)

This seems rather useless.
Perhaps you could make this document more useful by following the standard LaTeX way of doing this? —The preceding unsigned comment was added by 129.97.193.91 (talk • contribs) 16:36, 3 April 2008 (UTC)

 * in my past experiences I found it much simpler and faster to create titles this way instead of using packages and studying hours just to make a minor change to the title. If you know another easy way to create titles, just add it to this section. Each user will have the possibility to use the preferred approach. Alessio Damato (talk) 10:04, 4 April 2008 (UTC)

 * I added the standard way, and I'm putting it first just because it is easier and less intimidating. I agree that the current page seems useful unless you want to explicitly control formatting of your title page without any thought to journal submission (and don't mind losing the WYSIWYM aspect of LaTeX in the process). --Sargas (talk) 17:13, 5 July 2009 (UTC)

Warning
When I was trying to produce my own custom title page, I got this warning:

"pdfTeX warning (ext4): destination with the same identifier (name{page.1}) has been already used, duplicate ignored"

This is because the title page has no number on it and the next page has number 1. I wonder if the same problems happens in the example given here. Anyway, there is a simple workaround for this. See here: http://tug.org/mail-archives/texhax/2005-June/004157.html —The preceding unsigned comment was added by Marozols (talk • contribs) 00:03, 9 September 2008 (UTC)

\thanks command
It is worth describing \thanks{footnote} command which places a glyph (like a star or a dagger) wherever it is used (say, inside \author) and puts a footnote at the bottom of the page with the text footnote. —The preceding unsigned comment was added by 78.59.243.34 (talk • contribs) 14:44, 17 January 2009.

 * Added, if there is more to say, feel free to press the 'edit draft' at the top of the page. --Sargas (talk) 17:14, 5 July 2009 (UTC)

Order of chapters
This chapter comes way before the chapter of including firures. Yet there is mentionned that "the figure environment isn't used ..." so to make it understandeble, someone should at least mention that the importing of figures is explained later on.--Sanderd17 (talk) 21:34, 20 February 2010 (UTC)

broken example
please fix this. it doesnt work =[

I am getting this error: ("C:\Program Files (x86)\MiKTeX 2.9\tex\latex\pdftex-def\pdftex.def"))) No file title.aux. ("C:\Program Files (x86)\MiKTeX 2.9\tex\context\base\supp-pdf.mkii" [Loading MPS to PDF converter (version 2006.09.02).] ) <./logo.png, id=1, 214.8828pt x 26.499pt>  ! Misplaced \noalign. \hline ->\noalign {\ifnum 0=`}\fi \hrule \@height \arrayrulewidth \futurelet... l.21 \hline [0.4cm] ?

 * Strange error log, anyway I fixed it. Explanation in code. --Ambrevar (discuss • contribs) 13:11, 13 January 2013 (UTC)

Inserting vertical space
Some title page layouts will want to insert vertical space so things end up in particular places on the page. How can this be done? w:user:plugwash 14:08, 27 August 2011 (UTC)

 * You can use or the simple  command. See Lengths for more details. --Ambrevar (discuss • contribs) 13:11, 13 January 2013 (UTC)

rework and updates needed
Guys, i came to the decision, that complaining about the quality isn't the right thing to do and dedicating the time saved not complaining to working on the wikibook and improving the quality. This will be an investment in the long run, since support questions in forums will decrease (at least i hope so), which means less work for me on this front.

I hope we can work together on this one and improve the overall quality and methods to the current state of the art.

Johannes Bo (discuss • contribs) 19:20, 19 July 2015 (UTC)

cleaning the discussion page
If nobody objects till 2016-09-23, i will clean this discussion page from irrelevant content, or by now fixed points. The rest will stay untouched.--Johannes Bo (discuss • contribs) 06:13, 23 August 2016 (UTC)
 * Old discussions should be archived. --Pi zero (discuss • contribs) 14:40, 23 August 2016 (UTC)

 * Nice to know that somebody still reads here, thanks. What about ProTeXt Texnic center on this page? It is completely off-topic, since it has nothing to do with title creation (and is a request for personal support). Shall this be archived as well? And if so, how? Can you share a link? Personally, i don't think it belongs in here.--Johannes Bo (discuss • contribs) 18:04, 23 August 2016 (UTC)

title: Talk:LaTeX/Title Creation


text:
XQuery/HTML Table View

Motivation
When we have an XML file with uniform tabular structure, with no repeated or compound children, a generic table view is handy. We can use the XML element names as the column headers.

Sequence as HTML Table
Here is a function which achieves this. It takes a sequence of elements and creates an HTML table, one row per node in the sequence. It uses a little introspection with the name function to get the names of the children of the first node to form the column headings. For each node, the children is accessed by node name so that there is no requirement that all elements are present or in the same order as in the first node.

};

Example
Given XML with a [/transform/furniture.xml uniform tabular structure]

the following script will create the HTML table:

[/transform/xml-to-html-table.xq Execute ]

Discussion
This approach is ideal if you know that the first node in a dataset has all the elements for all the columns in the table.

This approach is used in the later Database example to display computed sequences.

The following line must be added if you are using strict XHTML. This puts all the HTML tags (

Sequence as CSV
A similar approach can be used to export the sequence as CSV.

[/transform/xml-to-csv.xq Execute]

Discussion
To save the file directly from the browser to a named file for loading intol a spreadsheet, add :

title: XQuery/HTML Table View


text:
Nineteen Eighty-Four/Part 1/Chapter 2

Winston visits a neighbor in the ../../Victory Mansions/, ../../Mrs. Parsons/. Although her apartment is bigger than Winston's, it holds a family of four and reeks of sweat. ../../Mr. Parsons/ was not home at the time. Mr. Parsons and his kids are strong supporters of the Party. In fact, the kids play with Winston and accuse him of treachery because they could not see the hanging of Eurasian war criminals. Mrs. Parson, on the other hand, looks helpless in controlling her children, who in a few years, would probably be spying on her for the Party. Back in his apartment, Winston remembers a dream seven years ago in which he heard O'Brien's voice, saying, "We shall meet in the place where there is no darkness." He wrote in his diary again, wondering who it should be addressed to. It was unlikely that anyone else would ever read it, but he continues to write, hoping that the diary will be discovered by someone in the future.

title: Nineteen Eighty-Four/Part 1/Chapter 2


text:
User talk:209.202.75.74

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. – Mike.lifeguard  | talk 16:46, 13 September 2007 (UTC)

title: User talk:209.202.75.74


text:
Nineteen Eighty-Four/Part 1

In part one, we are introduced to the bleak world of Winston Smith, an ../Outer Party/ member of ../Ingsoc/ living in London. Winston has committed ../Thoughtcrime/ by writing in a diary. He is curious about two people -- the first being a dark-haired girl who's name we still do not know, and an ../Inner Party/ member known as O'Brien.

title: Nineteen Eighty-Four/Part 1


text:
User talk:70.102.24.196

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. – Mike.lifeguard  | talk 16:51, 13 September 2007 (UTC)

title: User talk:70.102.24.196


text:
User talk:216.100.89.28

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. – Mike.lifeguard  | talk 16:51, 13 September 2007 (UTC)

title: User talk:216.100.89.28


text:
User talk:Kande024

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 16:54, 13 September 2007 (UTC)

title: User talk:Kande024


text:
User talk:Msilv004

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 16:54, 13 September 2007 (UTC)

title: User talk:Msilv004


text:
User talk:Jharris

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 16:54, 13 September 2007 (UTC)

title: User talk:Jharris


text:
User talk:Sbart010

Hey Sarah!

First: KUDOS on the teaching philosophy! I agree wholeheartedly with your belief in using bright colors to stimulate the children's minds! Also, I think you've got the right idea about how to keep and capture their attention--children like routine but they also like to change it up a bit--keep it interesting! :-D But the bright colors and active, interesting atmosphere...well, all I can say is that it sounds like your students will love having you as a teacher!

Second: It appears we have quite a lot in common--although I guess when you live in the mountains, that peaceful environment provides a wealth of past-times. I have also worked as a substitute teacher--in both high schools and elementary schools; it is an interesting challenge and you come into contact with all sorts of different situations. I know what you mean about becoming a teacher. It DOES just feel right; I only wish I had discovered this sooner!

It will be interesting to work with you in class this semester!

WhiteakerJ (talk) 00:04, 2 February 2009 (UTC)

title: User talk:Sbart010


text:
User talk:Cisum.ili.dilm

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 16:55, 13 September 2007 (UTC)

title: User talk:Cisum.ili.dilm


text:
User talk:Etayl023

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 16:56, 13 September 2007 (UTC)

title: User talk:Etayl023


text:
User talk:Moshe-paz~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 16:57, 13 September 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:16, 19 April 2015 (UTC)

title: User talk:Moshe-paz~enwikibooks


text:
Nineteen Eighty-Four/Part 1/Chapter 3

Winston woke up from a dream where his family sacrificed themselves to save him. He realized that the idea of a family where the members loved each other was no longer possible. Then, he dreamed of the dark-haired woman he saw at the ../../Two Minutes Hate/. Upon waking, he reminisced about his childhood, the only time he remembered where there was no war. Today, Oceania was at war with Eurasia, and had supposedly always been, but Winston knew that four years ago the enemy had changed to Eurasia from Eastasia. He then thought about the idea of ../../Doublethink/ - accepting contradictory ideas as true.

title: Nineteen Eighty-Four/Part 1/Chapter 3


text:
User talk:65.162.184.250

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. – Mike.lifeguard  | talk 17:16, 13 September 2007 (UTC)

title: User talk:65.162.184.250


text:
User talk:ROSSANNA

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. – Mike.lifeguard  | talk 18:40, 13 September 2007 (UTC)

Please direct your questions concerning Biology to the study help desk.  – Mike.lifeguard  | talk 18:41, 13 September 2007 (UTC)

title: User talk:ROSSANNA


text:
Problems In High School Chemistry/PhChem/thermo1/Splmntry

Question 1
'''1.00 mole of helium gas is allowed to expand from 22.4L to 44.8L isothermally at 273.15 K. The expansion is free expansion type. The external pressure against which the gas is expanding is zero. In other words, the gas is expanding in vacuum. Find the values of q, w, ∆E and ∆H for this process. Assume ideal gas behaviour.'''

The solution
Although it might seem tiring to find the values of four parameters, a thorough practice of filling up the table we discussed before might make this an obvious mechanical task. Since the process is an isothermal process, the temperature change is zero. And since we are to assume ideal gas behavior, ∆E and ∆H are zero. This is because, for an ideal gas, these two parameters depend solely upon the temperature. Secondly, since the gas is expanding against zero pressure, it is offered zero resistance. Hence, no work is one by or upon the gas. If this sounds unconvincing, consider ∫PextdV. Since the external pressure is constant, we take it out of the integral, and since the external pressure is zero, the whole term is zero by itself.

w, then, too becomes zero in value.

Q, that is, the heat exchange in the process also has to have the value 0, according to the first law of thermodynamics. Have you noted that it never mattered what the gas was, or what its gas parameters were, so long as we considered it to be ideal? In the question, we have mentioned various data regarding the gas, none of which were used in the solution.

Synopsis

 * P=0, so ∫PextdV = 0
 * Using the first law of thermodynamics, we showed that q = 0 as well.

Concluding Notes
Note the whole discussion as, “ An isothermal free expansion of an ideal gas is also adiabatic ”.

Is the converse true? Is an adiabatic free expansion of an ideal gas isothermal too? Think in terms of conservation of energy. If the idea doesn’t seem obvious, use the expression for the first law of thermodynamics.

Question 2
'''Two moles of a monoatomic ideal gas occupy a volume of 30 L at 300 K. The gas is allowed to expand to 50L at a constant external pressure of 550 mm Hg adiabatically. Find the work done by the gas and the final temperature of the gas. Keep in mind that the final pressure of the gas is not necessarily equal to the external pressure it expands against.'''

A little advice
While solving Physical Chemistry, a problem either seems familiar or it does not. And to make sure it does seem familiar in an examination, one should be able to dissect the data given and the scenario into fragments which have been previously dealt with.

Working on these grounds, we realize that we have already solved some problems dealing with irreversible expansion. The only difference between them and this one is that in the latter, we do not know that final pressure of the gas. Isn’t it? Where does it lead to? A simple thought says that we have another unknown, finding which would require an extra piece of data. Indeed, compare this problem with the previous ones from the table, and you’ll realize we have more data here.

The Solution
Here we go. The work done by the gas is nothing but -∫PextdV when we are in the IUPAC domain.

We now evaluate the integral. Since the pressure is constant, we take it out of the integral sign and the remaining integral amounts to ∆V. We know the change in volume of the gas, and we know the external pressure against which it has expanded. Hence, the work done by the gas is P∆V = (550/760 atm) x (20 L) atm-litres = (550x101000/760) x (20/1000) J =. 1462 J. (Check your level – are you thorough with unit conversions?). w is then equal to -1462 J.

Also, since it is an adiabatic process, ∫PextdV = - ∆E = w. This is the second step we’re performing. (Can you explain this using the conservation of energy? Since the heat supplied is zero, whatever work is done by the gas is done at the cost of its internal energy.) Equate the change in internal energy to nCv∆T and you’ll find the change in temperature. The number of moles are two, and the Cv is 1.5R (monoatomic ideal gas). This is enough to find the final temperature. The mistake you could have made was finding the final temperature using the ideal gas equation with 550/760 atm as the final pressure.

The final answers are -1462J and 242.4K.

Synopsis

 * Evaluated the ∫PextdV as P∆V and found one answer, w
 * Equated ∫PextdV to –nCv∆T (w = nCv∆T) and found Tf

Concluding Note
Make it a general approach to assume the final pressure not being equal to the external pressure against which the system has expanded in cases of irreversible processes, unless specifically mentioned otherwise. This will help in most questions. Since these questions are easy going by the concepts, and still, mistakes can be made, they are among the deciding questions in exams like AIEEE or even the JEE.

Question 3
'''One mole of a monoatomic ideal gas occupies a volume of 11.2 L at 273K. The gas is allowed to expand by 22.4L at a constant external pressure of 1 atm isothermally. Find the work done by the gas. The final pressure of the gas is not necessarily equal to the external pressure it expands against.'''

The Solution
This is basically the same question as above. There may be a few on-the-surface differences, but nothing more than that. The work done, as we know, is nothing but -∫PextdV = -P∆V = -[1 atm x 22.4 L atm-litres] = -(101000 x 22.4 x 10^-3) Joules = -2262.4 J. The final pressure, can be found using the ideal gas equation, of course, the final temperature is 273K (this is an isothermal process).

Synopsis

 * Evaluated P∆V, and answered the value.

Question 4
'''n moles of an ideal gas with molar specific heat Cv is taken from initial state T1/ V1 to final final volume V2 through a reversible adiabatic process. Show that the value of ∫PextdV is'''

$$nCvT_1\left [ 1 - \left ( \frac{V_1}{V_2} \right ) ^ \frac{R}{Cv} \right ]$$

First Thoughts
To many students, this problem might seem too obscure to induce any desire to solve it. Others might think it is familiar but would not attempt the problem just because of an unknown fear. Relax. The value of ∫PextdV is nothing but –nCv∆T = nCv(T1 - T2).

Our approach would be substituting each and every unknown we encounter, in the hope that if we do not make any mistakes, nothing can go wrong.

The Solution
Write down the required quantity, nCv(T1 - T2), and start manipulating it step by step. Take T1 out of the bracket first, because that is exactly the term that we are supposed to generate.

Now, we are left the bracketed term beside nCvT1. As we have mentioned before, if we do not make any mistake, we are sure to go home. This means that the complex looking bracket in the question, simplifies to 1 - (T2)/(T1). But how? We have done this several times before, while dealing with reversible adiabatic processes: the relation between the Temperature and Volume of the ideal gas at any stage in an adiabatic process, which gives us (T2)/(T1) = [(V1)/(V2)]^(y-1), where y stands for the adiabatic exponent of the gas.

(Do you remember this? PV^y = constant, and PV = nRT. On eliminating pressure from these two equations, we arrive at the relation TV^{y-1) = constant, giving T2)/(T1) = [(V1)/(V2)]^(y-1) when applied over the initial and final states. Please refer back to the tables, if you do not know this.)

But, the adiabatic exponent does not appear anywhere in the final term. So? Eliminate it, obviously. We know the molar heat capacity, and can report Universal Gas Constant as well. Y-1 is nothing but (Cp/Cv) -1 which simplifies to R/Cv, just what we need.

Synopsys

 * Used (T2)/(T1) = [(V1)/(V2)]^(y-1) to eliminate T2
 * Used y = Cp/Cv to eliminate the adiabatic exponent, y itself.

Concluding Notes
Do not be bamboozled by the perplexity of any problem, just try to make it seem easy.


text:
Prolog/Frequently Asked Questions

How can a logic program constitute a correct definition of INCLUSION?

How can first-order-logic form of knowledge base be converted into prolog program?

How the quantifier of first-order-logic effect the prolog code and the execution?

How do I make files .pl?

title: Prolog/Frequently Asked Questions


text:
Understanding Multitouch

Multitouch computer interfaces revolutionized how people interact with computers. Products like smartphones and tablet computers have brought this technology to the masses. In this Wikibook we will look into the internals of it here, and describe how it works in detail.

Prerequisites
This book will require that you have at least a rudimentary understanding of signal processing, and are competent in a programming language of your choice. This book will use pseudo-code to describe all of the algorithms and processes necessary to understand how this technology works, but to make it useful you will need to implement it in your own language.

To do the image processing components, you will need a digital web camera, or a multi-touch surface of your own devising (for the fearless). We will try to stay away from the mathematical descriptions of the algorithms whenever possible (as the pseudocode should be easier to understand from a programmer's/implementer's point of view, however this is a WikiBook, and if you can contribute material to the pure mathematical point of view, please feel free to do so.

Table of Contents

 * /Overview/
 * /Image Acquisition/
 * /Image Processing/
 * /Convolution and Deconvolution/
 * /Point and Focal Recognition/
 * /Image Segmentation/
 * /Chording/
 * /Hardware/

title: Understanding Multitouch


text:
Problems In High School Chemistry/PhChem/thermo1/splmntry2

A gas contained in a cylinder fitted with a fractionless piston expands against a constant external pressure of 1atom from a volume of 5litres to a volume of 10 liters .During the  process the system absorbs 400J of thermal energy from its surroundings.Determine ∆E for the process (R=8.314Jpre mole per kelvin and 1atom =101325NM^-2

First thoughts
What is this process? Well, it is a phase change of water. Since heat transfer is involved, q, ∆E and ∆H are also associated with this process. How does work w come into being? Actually, the system in question is undergoing a change in volume as well against a pressure. Hence, some work must have been performed.

The Solution
q/∆H - Note that this process has been carried out at constant atmospheric pressure. So, the heat involved q would be nothing but the enthalpy of the reaction. Please make a note that the standard enthalpy quoted here is for 1.00 moles, and for vaporization. Here, we are dealing with 10.00/18.00 moles of water vapour which has to condense. So, the ∆H is 5/9 times of the standard enthalpy in magnitude and opposite in sign.

That is, q = ∆H = (- 5/9)(∆Hvap) = -22.6 kJ. This is obvious, heat should be taken out of the system if it has to be condensed.

W - What is the work done? Consider ∫PextdV. Since the pressure is constant, it comes out of the integral, and we are left to evaluate P∆V. Now, this is another important point to note. The water vapour would occupy 17.01 L (according to the ideal gas equation), while the water droplets would occupy somewhere around 0.010 L. (assuming the density of water to be 1gm/ml at 100 oC). The change in volume is approximately equal to the volume of the water vapour itself.

Hence, in most condensation/vaporization problems, we never bother to find the change in volume. We assume liquids to have negligible volume in comparison to vapours. Even in our case, we will not take the volume of water into account because it is negligible, and because it is calculated through assumptions.

Hence, P∆V amounts to P (=1atm) x ∆V (=17.01 L) = 17.01 atm-L = 17.01 x 101000 x (1/1000) = 1718 J. w = -∫PextdV = -1718 J

∆E - Now we find ∆E. According to the first law of thermodynamic/Conservation of energy, ∆E = Q – ∫PextdV = Q + w = -22.6 kJ – 1718 J = -24.3 kJ

Please note that the value of w is in the order of joules, while that of ∆H is of the order of kilojoules. Do not make any mistakes while adding them.

Synopsis

 * q and ∆H were equal for this process because it was carried out at constant pressure.
 * w for this process was calculated using –P∆V
 * ∆E would have been trickier, if going by the popular misconceptions. However, it was calculated through the first law of thermodynamics, since the other two parameters are already known.

Question 2
'''Water expands when it freezes. Determine the amount of work done in Joules when a system consisting of 1.0L of liquid water freezes under a constant pressure of 1.0 atm and forms 1.1L of ice.'''

Solution
There has to be no confusion with this problem. The work done is –∫PextdV = -P∆V = 1.0 atm x 0.1 L = -[1 x 101000 x 0.1 x (1/1000)] = -10.1 J

Question 3
'''When 1 mole of ice melts at 0 oC and at constant pressure of 1 atm. 6050 joules of heat are absorbed by the system. The density of ice and water are 0.92 gm/ml and 1.00 gm/ml respectively. Calculate ∆H and ∆E for the reaction in joules. Report the exact values.'''

First Thoughts
If you have read the concluding notes of the previous question, then you will find that this is exactly what we were talking about. ∆H, as in question 1, is equal to the q of the reaction because this is a constant pressure reaction. ∆E has to be found using the first law of thermodynamics, for which we also require w.

Just as we discussed above, we have not been given the volumes of the two states directly. Rather, we have to find them out using their densities. This is not much of a big task, but complicates the problem nonetheless.

Solution
∆H – Since the process is carried out at constant pressure, the enthalpy change of the reaction is the same as the q value. Q is 6050 J in magnitude, and since heat has been absorbed by the system, it has a +ve sign. So, ∆H = q = +6050 J

∫PextdV – The integral again simplifies to P∆V. All we have to do now is to find the change in volume. We are dealing with 1 mole of water, which is 18 grams of mass. So, the volume is 18 grams / 0.92 g/ml =  19.56 ml ice and 18/1.00 = 18 ml water. ∆V is then -1.56 ml.

P∆V = -(1 atm x 0.00156 L) = -0.00156 atm-l = -0.16 J

∆E – According to the first law of thermodynamics, it comes out to be 6050.16 J. However, we do not report such values because of the use of significant figures.

Synopsis

 * Found ∆H
 * Calculated ∫PextdV for use in the first law expression to ultimately find ∆E.

Concluding Notes
Physical chemistry problems, generally, are easy and use the same concept/logic. In most of the cases, if they are complicated, it is just because of the presented data. Also, this question wasn’t the best example of how this is done. Be prepared for more.

Question 4
'''A cylinder contains 10 litres of an ideal at 25 atm and 25 oC. However, the gas leaks out due to some malfunctioning. The atmospheric pressure is exactly 1 atm and temperature 25 oC during the entire leak. Assuming that the process is isothermal, how much work is done on the atmosphere due to the leaking gas?'''

First thoughts
This is a nice variation of the questions we have been doing. When the gas leaks out at constant temperature, it actually undergoes an isothermal expansion. A part of our system has vanished in the atmosphere, while the remaining is still inside the cylinder. This is intriguing, as we have been dealing with disciplined processes, where, unlike here, the system under question was at one place.

So, all we are left to do is solve the problem with the numerical values.

Solution
The gas will leak out of the cylinder till the pressure in the cylinder has reduced to 1 atm. Since the temperature of the gas is constant, PV = constant for the gas. Now, note that, the gas in the cylinder will be at 1 atm and the gas leaked out will also be at 1 atm. That means, the pressure has reduced 10 times. The volume, therefore, has increased ten times and has become 250 litres. The work done by the gas is then -∫PextdV = -(1 atm) x (250 L - 10 L) = -240atm-L

The work done on the atmosphere because of the leaking gas will have exactly the same magnitude but opposite sign as above. (To do – Explain this point properly, and in detail) Hence, the final answer is 240 atm-litres = 24240 J

Synopsis

 * Found the volume of the gas after the leaking has stopped.
 * Evaluated ∫PextdV for the gas
 * The last point.

Question 5
'''A magnesium strip of mass 20 gm with 20 percent inert impurities is dropped into a beaker of dilute hydrochloric acid. Calculate the work done by the system as a result of the reaction that takes place. The atmospheric pressure is 1.0 atm and temperature 25 oC. The molar mass of magnesium is 24.3 grams.'''

First Thoughts
Again, this is a different situation. Until now, we have been dealing with processes over ideal gas, but this is something different. Actually, the reaction that will take place is a redox reaction. The magnesium in the strip will be oxidized to magnesium ions, while some of the hydrogen ions in the acid will be reduced to molecular hydrogen. This gas will then occupy some volume, which is different from the previous volume occupied by the system. Hence, ∫PextdV is involved yet again.

Also, note that the amount of acid taken is assumed to be in excess, so that all of the magnesium is oxidized, while still leaving some hydrogen ions.

Solution
For each mole of magnesium ion produced, one mole of molecular hydrogen H2 is produced. (DIY – write down the redox reaction. This is a fairly simple one, and after the statement above, no complexity is involved whatsoever.)

The question is, how many moles of magnesium are actually reacting? The mass of the strip taken is 20.00 grams, which contains 20 percent inert impurities. So, the mass of magnesium reacting would be 16 grams, which amount to 16/24.3 = 0.66 moles of magnesium. The impurities are inert, and hence do nothing in the reaction. They have to be ignored completely.

In this condition, 0.66 moles of hydrogen will occupy 16.15 L. This volume is in fact, the increase in volume of the acid beaker + strip system. Hence, ∆V = 16.15 L. P∆V = 16.15 atm-ltres = 1631 J. w = -∫PextdV = -1631 J

Synopsis

 * Found the mass of magnesium reacting
 * Found the moles of hydrogen gas produced, and the volume it will occupy.
 * This volume is equal to ∆V.
 * Evaluated ∫PextdV as usual, and reported with appropriate signs


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Template:Editing Wikitext

 Editing Wikitext

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title: Template:Editing Wikitext


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User:Barry Sharpe

all about me
I guess you could say i am a sysadmin, i have been working with computers since the Amstrad CPC6128 was around. Since then i initially moved into desktop support in DOS based applications. Then came along windows 3.11, by which time i was moved on up the tree to Netware based servers. Which i still support to this day. I have had an unhealthy interest in Linux for many years, this became more serious when Novell decided that the Netware Kernel was to be superseded by the Linux kernel. Two things happened SUSE was purchased and CNE's started panicking, If i am honest some still are. Its a heck of a step to move from a mere hobby in Linux to supporting enterprise level servers especially when you are nearing 40. Sadly my customers don't appreciate me rebuilding there server kernels on a whim and these days those skills are less needed in the enterprise environment. Still new skills are required as businesses demand more complex solutions to overcome the modern data centre problems. Virtual Servers, Identity Management, Application integration are but a few.

I currently work for a professional resource company where i lead a team of sysadmins we specialise in Netware / Linux support. As a team We implement projects and are often found rummaging around COMMs rooms admiring the air conditioning systems. I am being serious here, we also support some of our own companies internal systems because no matter how hard they try they still cannot get rid of our trusty old Newtare box running netmail. Nor do they trust a windows solution to do the job that our 3 sendmail servers perform which with the aid of mailscanner these servers process and route millions of emails per day (like you would trust that too a windows box). Contrary to the teams popular belief i am not totally anti windows. In fact i think they make a rather cool sql box. If you give me some time i am sure i will think of another good product they make but i will need time.

Currently working on the LPI Project located here

title: User:Barry Sharpe


text:
User talk:Barry Sharpe

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --dark lama  12:57, 16 September 2007 (UTC)

I shall check in regularly, Barry 15:34, 16 September 2007 (UTC) I am on Holiday from now until the 22nd September in France drinking fine wine and eating fine food Barry 20:47, 16 September 2007 (UTC)

LPI Linux Certification
I think you've missed some pages:

 * LPI Linux Certification/LPIC2 Exam 201
 * LPI Linux Certification/LPIC2 Exam 202
 * LPI Linux Certification/LPIC1 Exam 101/Print version
 * LPI Linux Certification/LPIC2 Exam 201/Detailed Objectives
 * LPI Linux Certification/LPIC2 Exam 202/Detailed Objectives

Also you should be using more then the 2nd level heading in pages, just as books use subheadings to divide chapters into sections. You can see what I mean with the differences between:

Linux Installation & Package Management and Hardware & Architecture

I saw a few "here" links, which are not descriptive and readers have no idea what it links to until its clicked.

All the subpages of LPI Linux Certification need to use Category:LPI Linux Certification instead of Category:Linux or any other categories. Category:Linux and any other categories are fine on the LPI Linux Certification page though. This keeps all the pages in a book well organized in there own category, which can act as a sort of index, as well as keeping other categories clean by listing only the main page of the book in other categories.

Just some things I noticed while looking today and helping out a little. --dark lama  15:24, 25 September 2007 (UTC)
 * LPIC Exam 201 and 202 pages are good finds i shall work on merging them in right away. The Print version page i think needs a vfd?? i had plans of using a pdf format for each exam. The detailed objectives i had found but they were hopelessly out of date i am not sure what to do about them? i will also get right on to updating the catogories as soon as i have the 201 and 202 pages mergedBarry 15:48, 25 September 2007 (UTC)

 * I was thinking perhaps a good solution would be for me to merge the history of the detailed objectives for 101 and 102 into LPI Linux Certification/Junior Level Linux Professional and 201 and 202 into LPI Linux Certification/Advanced Level Linux Professional (if thats what you plan to call the page), and also merge the history of all the exam sections which you split apart into the Junior or Advance page. The print version could be renamed LPI Linux Certification/Print version and updated to reflect the current book structure and could be used along side a pdf version. Creating a pdf version from the print version would be easier as well. --dark lama  17:26, 25 September 2007 (UTC)
 * Yep the naming conventions you have got right. there is a link from the front page TOC for the LPI Linux Certification/Advanced Level Linux Professional. baring any hidden depths that a new user like me would not think of i would say your plan sounds good, it would certainly take care of the history which where most of the pages are now concerned is the most important data. Most of the LPI exams were updated 2006 to take account of the 2.6 kernel enhancements. The books last major updates were before this time, so most of the modules will have to be re written anyway. Just to add i now have all the data from 20X papers and i have now moved the print file to location you have suggested and modified it to match new book layout. I have also added the subject|linux category to all pages in the book. Barry 17:39, 25 September 2007 (UTC)

Back on the LPI Project
I took a break work commitments etc, I am glad to see through my watch list that the book has had some edits since i have been away.Barry (talk) 13:34, 13 June 2008 (UTC)

Re: Page Deletion
Hey Barry, I would be happy to delete the page for you. In the future, just tag the page with, and an administrator will eventually get around to deleting it for you. --Whiteknight (Page) (Talk) 20:30, 14 June 2008 (UTC)

 * On a side note, when you create a subpage in your userspace (and I encourage it, I have over 100 pages in mine), you should use a forward slash instead of a space, so "User:Barry Sharpe/CFBS" instead of "User:Barry Sharpe CFBS". That just helps to keep things clean, and prevents possible (if unlikely) conflicts with future users. --Whiteknight (Page) (Talk) 20:34, 14 June 2008 (UTC)
 * Thank you Whiteknight i shall use that method to create temp pages and mark with the delete.Barry (talk) 11:05, 15 June 2008 (UTC)

title: User talk:Barry Sharpe


text:
User:Whiteknight/Test Books

Outline 20070914142021
%This is

=A Test

Of my script

title: User:Whiteknight/Test Books